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• VCZHC018

  Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities

  Elaborations

  • exchanging simple correspondence such as notes, postcards and text messages
  • using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
  • adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)

  VCZHC018 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC130

  Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects

  Elaborations

  • finding examples of Japanese language at home or in the community to create a class collection, display or digital database of terms related to recipes, toys, gadgets or menus
  • viewing or listening to a simple community text such as a weather report, recognising key words such as はれ、くもり
  • identifying features of seasons and tracking the progress of seasonal weather changes on a map of Japan, for example, reports of さくら、つゆ、こうよう
  • gathering information about one another’s home life and activities, for example, by surveys on pets, sports, activities, families, or likes and dislikes, using graphs to display results
  • viewing or reading simple print or digital texts such as advertisements, catalogues, menus or packaging to locate key points of information in relation to elements such as product, number, price, target audience or capacity for recycling

  VCJAC130 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

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

  By the end of Level 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, 몇 살이에요?...

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

• VCDSTC025

  Investigate food and fibre production used in modern or traditional societies

  Elaborations

  • exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
  • identifying and describing the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
  • describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

  VCDSTC025 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food and fibre production

• VCDEC120

  Share information with peers and teacher about aspects of their personal worlds such as friends, home, favourite objects and activities

  Elaborations

  • exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Wir haben einen Hund und vier Vögel. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze.
  • using common responses to frequently asked questions or comments (sehr gut, das stimmt, ich auch, ich nicht, igitt!), imitating modelled intonation and stress patterns
  • asking and answering questions relating to concepts such as time, place, number, days of the week, months and seasons, for example, Wann spielst du Basketball? Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du?
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCDEC120 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDEU133

  Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes

  Elaborations

  • classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
  • comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
  • identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
  • discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning

  VCDEU133 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC026

  Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing rhythms and vocal effects in the two versions
  • playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons
  • collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, ‘café’, ‘éclair’, ‘mousse’, ‘chic’
  • finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated

  VCFRC026 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCLVU171

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal languages

  Elaborations

  • understanding the role of Aboriginal languages and cultures in caring for Country/Place and the environment
  • investigating how Aboriginal peoples express their relationship with the natural environment through language, for example, words/expressions associated with seasons, stars, winds, reefs, rivers, waterholes, plants and animals
  • gaining understanding through discussions with respected community members of the importance and significance of Welcome to Country/Place
  • understanding that Aboriginal languages are keeping places for cultural, environmental and social knowledge
  • recognising that song and song language play a central role as keeping places of knowledge
  • understanding that Aboriginal languages have a rich oral literature, which recounts epic journeys and events associated with totemic ancestors/cultural heroes, and that these stories map the land and embody values and mores of Aboriginal cultures
  • understanding and discussing the importance of story and the role of story-telling in transmitting language and culture
  • recognising ways in which cultural values are expressed in language, for example, through forms of address, speech prohibitions and styles, language of respect, land–language associations and non-verbal communicative behaviours
  • observing that concepts may be culture-specific, for example, expressing spatial awareness, how relationships are structured, how time and quantity are expressed, how land, water, sea and sky are viewed
  • recognising that Aboriginal languages have various social, spiritual and cultural functions within communities

  VCLVU171 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language and culture

• VCFRC019

  Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds

  Elaborations

  • exchanging greetings in different contexts, for example, Bonjour, Madame Patou, comment allez-vous? Salut, Nicole, ça va? Pas mal, et toi?
  • offering wishes for particular occasions, situations or times of day, for example, Bonne nuit, Papa! Bonjour, Messieurs; Bonne fête, Hafiz! A demain, Mademoiselle; A bientȏt! Bonne année! Bon courage!
  • exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture for l’argent), intonation and expression, for example, J’ai deux soeurs et j’ai un frère; j’aime les sports et les voyages — mais j’adore la musique!
  • using common responses to frequently asked questions or comments (for example, très bien, voilà, oui, bien sûr, d’accord), imitating modelled intonation and stress patterns
  • asking and answering questions relating to concepts such as time, place or number, including days of the week, months and seasons, for example, Ça fait combien? Ça fait cinq; Quelle heure est-il? Il est dix heures; Aujourd’hui c’est vendredi? Non, c’est jeudi; En hiver il fait très froid
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCFRC019 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC018

  Participate in conversations about themselves and others, everyday routines and events at school and in their local communities

  Elaborations

  • sharing information about themselves, such as details of their daily routines, family, friends and things they like to do, for example, Şarkı söylemeyi severim, Akşam kitap okurum, Sabah erken kalkarım, Bazen kardeşim ile oyun oynarım, Hafta sonunda futbol oynarım. Uyumadan önce dişlerimi fırçalarım. Uyandıktan sonra kahvaltı yaparım
  • asking and responding to questions about themselves and others, such as Kendini tanıtır mısın? Nerelisin? Ailen Avustralya’ya nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi
  • identifying wishes associated with key events in their community, such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! Elinize sağlık! Çok yaşa! and responding appropriately to expressions of wishes such as Bayramınız kutlu olsun! – Sizin de, Mutluluklar dilerim! / Kınan kutlu olsun! – Teşekkür ederim, Elinize sağlık! – Afiyet olsun, Çok yaşa! – Sen de gör!
  • asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? Adresim...
  • exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!
  • comparing their preferences, for example, Futbol yerine tenis oynamak istiyorum, Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.

  VCTRC018 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCVIC123

  Share with peers and the teacher information and experiences relating to self, family and friends

  Elaborations

  • sharing personal information and asking questions to initiate conversations, for example, Tôi tuổi con mèo. Bạn tuổi con gì? Gia đình tôi có năm người. Còn gia đình bạn có mấy người?
  • answering questions to provide information about self, family and friends using full sentences, for example, Gia đình em có mấy người? Gia đình em có bốn người. (not Bốn người) Áo (của) em màu gì? Áo em màu đỏ (not Đỏ)
  • using simple descriptive statements to share information about themselves, for example, Tôi có tóc ngắn màu đen. Tôi thích màu xanh dương và xanh lá cây. Tôi có thể chạy nhanh nhưng không biết bơi
  • participating in simple spoken exchanges with peers about daily routines, for example, Bạn ở đâu? Bạn đi đến trường bằng gì?, and personal interests, for example, Tôi thích chơi đá banh. Còn bạn thích môn thể thao nào?
  • asking and answering questions related to time, place, number, days of the week, months and seasons, for example, Hôm nay là thứ mấy? Mùa này là mùa gì?
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCVIC123 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCLVU164

  Expand vocabulary in the language through word-formation processes and recognise and use simple language structures

  Elaborations

  • exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings
  • constructing expressions that refer to people, places, things and events using:
    • nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun
    • sentences without verbs, for example, ‘This (is) my bag’
    • pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
    • determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
    • marking to indicate possession and other types of association, for example, ‘Let’s go for water’
    • transitive and intransitive verbs
    • verbs of stance used in existential expressions, for example, ‘There is a creek lying near the road’
    • verbs to talk about actions, processes, thoughts and feelings
    • moods of verbs, including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
    • negation
  • expressing time, manner, attitude and place according to available language resources, such as:
    • tenses, including past, present and future/non-past
    • temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, ‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
    • expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
    • attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
    • locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
    • adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
    • structuring and linking clauses, for example, using coordination, subordination, embedding
  • understanding that rules vary between languages, for example, in relation to word-formation, word order at phrase and sentence level
  • making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions
  • noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts, kinship terms
  • developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English

  VCLVU164 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VCDEU132

  Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts

  Elaborations

  • recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er
  • using the nominative and accusative indefinite articles to denote an unspecified person or object, for example, Rotkäppchen hatte einen Korb.
  • comparing pluralisation of nouns in German and English, and using die for plural nouns in German, for example, der Apfel/die Äpfel
  • describing a relationship using a possessive adjective, for example, mein/e, dein/e, sein/e, ihr/e
  • understanding and using pronouns to refer to people, for example, ich, du, er, sie (singular); wir, ihr, sie (plural); Sie heißt Anna. Sie heißen Ben und Sarah.
  • using the correct verb form associated with a noun or pronoun or combination thereof, for example, Die Lehrerin singt ein Lied; Herr Schwarz trinkt Kaffee; Sie spielt Tennis; Mein Freund und ich sprechen Englisch.
  • using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’
  • describing capabilities and preferences using limited forms of the modal verbs können and mögen, for example, Ich kann gut schwimmen. Er mag Cricket. Wir möchten eine Party machen.
  • understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken
  • understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte
  • joining words, phrases and sentences using und, oder and aber
  • understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst
  • understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
  • understanding and using a range of question words and the intended/related answer, for example, woher, welcher and wie viel
  • locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.
  • describing location formulaically using prepositional phrases such as im Wasser, in der Luft, auf dem Land, neben dem Tisch or auf der linken Seite
  • using ordinal numbers to give the date, for example, Heute ist der dritte Juli. Er hat am siebten August Geburtstag.
  • referring to quantities of people and things (including money) using cardinal numbers up to 100

  VCDEU132 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language