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• VCDEU167

  Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements

  Elaborations

  • applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
  • analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
  • identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
  • describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

  VCDEU167 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELA423

  Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return

  Elaborations

  • exploring examples of Singlish (Singapore English) from a Singlish dictionary
  • investigating borrowings from a range of languages into English, for example from French and Italian

  VCELA423 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELA424

  Understand how conventions of speech adopted by communities influence the identities of people in those communities

  Elaborations

  • understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

  VCELA424 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELA414

  Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

  Elaborations

  • interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays
  • using cohesive devices when writing complex texts

  VCELA414 | Curriculum content | English | Level 8 | Writing | Language

• VCELA399

  Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

  Elaborations

  • writing paragraphs of extended length that explain and substantiate a particular personal viewpoint

  VCELA399 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA417

  Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations

  Elaborations

  • understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

  VCELA417 | Curriculum content | English | Level 8 | Writing | Language

• VCELA415

  Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts

  Elaborations

  • creating dialogue in drama showing interruptions, asides and pauses for effect

  VCELA415 | Curriculum content | English | Level 8 | Writing | Language

• VCELA397

  Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody

  Elaborations

  • identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)

  VCELA397 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELU016

  Understand that Greek is a language that has influenced many global languages and continues to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that Greek is an official language of Greece, Cyprus and the European Union and is also spoken in Greek-speaking communities in the Greek Diaspora
  • exploring and discussing the influence of the Greek language on English, identifying examples of Greek words and morphemes used in English, such as prefixes, suffixes and base words, using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages, for example, anti-, astro-, auto-, bio-, cosmos, deca-, demo-, geo-, glossary, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, mega-, -meter-, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, peri, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • recognising loan words from English that are used in Greek, such as πάρτι, and other words used in Greek that have been borrowed from other languages such as μπλε, γκρι, ροζ, παλτό, ραντεβού, λέντι, κέφι, and discussing why these words have been borrowed

  VCELU016 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELU014

  Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English

  Elaborations

  • comparing texts in Greek and English by identifying similarities and differences, for example, postcards, diary entries, short emails or a personal note to a friend
  • identifying characteristic features of familiar text types such as signs, instructions, songs, advertisements and invitations, and noting differences in expression and levels of formality, for example, a wedding invitation or a clothing sale at a store
  • transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English

  VCELU014 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU015

  Understand that Greek, like all languages, varies according to participants, roles and relationships, context and culture

  Elaborations

  • examining differences between formal and informal language in social interactions such as greetings, introductions and farewells, for example, Γεια σου Γιάννη/Γεια σας παιδιά, Με λένε Μαρία, Καληνύχτα σας
  • recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s family for the first time
  • observing and noticing cultural differences in informal and formal situations and interactions, for example, at a Greek celebration such as a festival

  VCELU015 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCESU015

  Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts

  Elaborations

  • noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status (Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?)
  • recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions (¿Cómo se llama usted? ¿Cómo te llamas?)
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

  VCESU015 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU067

  Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities

  Elaborations

  • increasing control of the conjugation of regular verbs in le présent and le passé composé and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir
  • recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
  • understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi
  • extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
  • using le passé composé and le futur proche
  • understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m’imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…
  • learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!
  • continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

  VCFRU067 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU007

  Understand the phonological and orthographic systems of Classical Greek, including the restored pronunciation and the written alphabet

  Elaborations

  • learning the Greek alphabet in lower and upper case, including final sigma, matching script to sound, for example, δ = d, γ = g, θ = th
  • recognising the use of the upper case in Classical Greek to distinguish proper nouns
  • mimicking or copying restored pronunciation of Classical Greek words, individually or with peers
  • writing simple sentences in Classical Greek to consolidate knowledge of script
  • recognising and representing diphthongs, double consonants and aspirated consonants, for example, αι, γγ, ψ, ξ, θ, χ, φ
  • recognising and using diacritical marks to show aspiration and iota subscript, for example, ἡ ὁδός, τῇ ὁδῷ
  • learning the standard system of transliteration of Greek into English letters, for example, δ = d, χ = ch, αι = ae
  • recognising that punctuation in Classical Greek can be different from English, for example, the use of the semicolon as the question mark in Classical Greek

  VCGRCU007 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU011

  Understand that Greek spread with the expansion of the ancient Greek world, and developed over time, influencing English and other languages

  Elaborations

  • recognising that Greek is a member of the Indo-European family of languages, related to other ancient languages, such as Latin, Sanskrit and Old Persian
  • recognising that Greek has been spoken in various forms uninterruptedly from the 3rd millennium BCE to the present day and has been documented in writing since about 1450 BCE
  • recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer
  • identifying Classical Greek as the Attic/Ionic dialect of the language spoken in the 5th and 4th centuries BCE in Athens, many Aegean islands and the coast of Asia Minor
  • recognising that Classical Greek was the form of the language used by significant ancient Greek authors, such as Thucydides, Sophocles, Plato, Lysias
  • locating on a map the places where Greek was spoken in antiquity around the Mediterranean basin from Spain to the coast of Turkey and across the Black Sea
  • investigating how the geography of mainland Greece influenced the development of independent city-states such as Athens, Sparta, Corinth and Thebes
  • exploring the spread of Greek colonies across the Mediterranean and Black Sea coastlines, such as Syracuse (Sicily), Naples (Italy), Marseilles (France), Cyrene (Libya), Miletus (Turkey), Emporion (Spain)
  • identifying and using Classical Greek derivatives to expand own English vocabulary, for example, sceptic, cynic, antithesis
  • recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
  • identifying expressions in Classical Greek that are commonly used in English, for example, hoi polloi, eureka
  • identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics
  • identifying and collecting word families in which the same Classical Greek root is used with different prefixes or suffixes, for example, calligraphy, biography, biology, technology, paralysis, analysis, Palaeolithic, palaeontology
  • applying knowledge of Classical Greek to understand words and expressions in Modern Greek, such as signs in shops and public places, for example ΚΙΝΔΥΝΟΣ, ΠΡΟΣΟΧΗ, ΙΧΘΥΟΠΩΛΕΙΟΝ, ΦΑΡΜΑΚΕΙΟΝ, έν τάξει, κλειστόν
  • identifying similarities between Classical Greek and other Indo-European languages by comparing cognate words, such as ἕξ: sex (Latin), sechs (German), six; πατήρ: pater (Latin), Vater (German), father

  VCGRCU011 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCHIC057

  Interact with peers and the teacher to complete learning activities and to support their own and others’ learning by managing debate and discussion and checking understanding

  Elaborations

  • using more elaborated sentence structures and interactional strategies to support debate and to provide clarification, for example, अपनी बात के समर्थन में आप के पास कोई प्रमाण है? and to maintain cohesion and focus in discussion, for example, दूसरे शब्दों में; आपको नहीं लगता कि…; मेरा सुझाव तो यही है कि.......
  • contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, for example, ध्यान देने की बात... है कि; यह एक और दिलचस्प पहलू है……, जो आप कह रहे हैं वह ठीक है मगर यदि दूसरे दृष्टकोण से देखा जाए तो यह कहना ग़लत नहीं होगा कि.... यह विवादास्पद है।
  • using evaluative language to acknowledge strengths in others’ arguments or to challenge their views in a courteous manner, for example, आपका कहना एकदम स्पष्ट और उचित है।; वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँl
  • reflecting on the usefulness and potential application of particular learning experiences, comparing their language and literacy development in Hindi and English

  VCHIC057 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIU102

  Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी
  • identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
  • imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं
  • learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese
  • understanding conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds such as in डॉलर versus डालर

  VCHIU102 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU068

  Apply understanding of text structure and organisation to interpret unfamiliar texts and to create own texts for specific purposes

  Elaborations

  • using their shared knowledge of typical features of familiar types of text to understand unfamiliar content, for example, in public announcements, commercials or quizzes, recognising how language and style vary according to the context, purpose and intended audience of a text, for example, by comparing a formal presentation at Speech Day with an email to a close friend
  • identifying how texts achieve cohesion through the use of paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, यदि आप चाहें तो...,
  • creating and comparing their own examples of particular text genres, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language or text organisation
  • composing multimodal texts designed to appeal to a particular age group or demographic, noticing how/why they decide to use particular vocabulary and style

  VCHIU068 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU105

  Understand that both spoken and written Hindi vary in form and function when used by different people in different contexts and situations

  Elaborations

  • understanding that there is a standard form of Hindi, मानक हिंदी used in writing and spoken by many people, and also a range of spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • creating a map that identifies regions of India, Fiji, Mauritius and other parts of the world which have communities of Hindi-speakers and of related languages/dialects represented in the classroom, such as तमिल, गुजराती, पंजाबी, मराठी
  • examining how language users vary modes of expression to reflect different feelings, relationships, intentions or attitudes, for example, by comparing the respectful tone of devotional texts such as भजन, दोहे, the exuberance, humour and colour of Bollywood scripts and the directive tone of rules and regulations in school rules or official documents
  • comparing the style, structure and register of informal and formal texts such as invitations or the expression of wishes, noticing elements such as vocabulary used, economy/elaboration of expression, and grammatical style (मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?
  • comparing the informal use of greetings and wishes between friends and family members with those used in more formal situations, for example, अरे राहुल! प्यारे माता पिता,, ढेर सारा प्यार

  VCHIU105 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change