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• Non-Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 description

  Students interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Language use...

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

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• VCNRU116

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
  • comparing target language and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCNRU116 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence...

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

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4

• Languages | Non-Roman Alphabet Languages: Learning in Non-Roman Alphabet Languages

  The Victorian Curriculum and Assessment Authority has developed a curriculum for Non-Roman Alphabet languages which will allow these languages to be offered by a Victorian school where there is no specific curriculum available. 

  Diversity of language students

  Understanding the diverse language...

  Overview material | Non-Roman Alphabet Languages

• VCNRC107

  Adapt and present information and ideas on a variety of topics using presentation modes selected to suit different audiences and to achieve specific purposes

  Elaborations

  • expressing opinions of an event or performance, such as a contemporary film or a theatre performance
  • presenting information in different formats, such as captioned photographs, PowerPoints or emails, on cultural events
  • explaining a custom or practice from the culture of the target language to an Australian audience, using simple language and supporting graphics, materials and gestures
  • creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event
  • conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of the art, history and culture of the language and their influence

  VCNRC107 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCNRU114

  Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress

  Elaborations

  • recognising the differences in tone and rhythm
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
  • identifying differences in sounds and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers

  VCNRU114 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• Non-Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...

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

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 description

  At this level, students express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They create and perform more complex...

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

• 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

• VCNRU115

  Develop knowledge of vocabulary and sentence structures to elaborate meaning

  Elaborations

  • extending understanding and use of present, past and future tenses
  • referring to the past, present and future using time indicators
  • expanding use of adjectives
  • developing knowledge of vocabulary relating to, for example, immediate environments, relationships, leisure, hobbies, shopping, travel

  VCNRU115 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Students use the language being studied...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

  Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible....

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8

• 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

• Non-Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and their family and exchange greetings, farewells, and express thanks. They use simple repetitive language when participating in shared activities and simple exchanges...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2