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• VCNRU118

  Understand how the language being studied has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the language has been influenced by migration
  • examining how technology has influenced the language being studied
  • discussing how changes to the language reflect changes in some cultural practices and attitudes
  • exploring the impact of globalisation on the language, such as the increased use of English words

  VCNRU118 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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: Structure

  Sequences of learning

  The Non-Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to...

  Overview material | Non-Roman Alphabet Languages

• VCNRC092

  Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language

  Elaborations

  • creating own versions of familiar texts, such as greeting cards for imaginary special occasions or board games
  • creating and telling a story from stimulus, such as a photograph, using speech bubbles and captions to accompany visuals
  • creating and performing a short play or video clip to share with and entertain others, for example, a rap or role play for younger students, to be performed or played on Grandparents Day or Open Day
  • composing and participating in imaginary interactions in the language being studied, for example, a conversation between avatars or meeting a story or film character for the first time

  VCNRC092 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• 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 - 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

• 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

• 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: 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

• VCNRC005

  Share and present information about self, family, friends and possessions, using modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, for example, a favourite photos wall, a word wall
  • providing information about self, family, friends, possessions by writing captions or attaching word bubbles to drawings or photos
  • using simple sentences to talk informally about self, friends and favourite possessions

  VCNRC005 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• 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

• Languages | Non-Roman Alphabet Languages: Rationale and Aims

  Rationale

  Students acquire communication skills in the specific Non-Roman Alphabet language they are learning. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learni...

  Overview material | Non-Roman Alphabet Languages

• 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

• 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

• 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 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 - 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

• VCNRC086

  Interact with peers and teacher to exchange information and opinions about self, family, friends and interests, and express feelings, likes and dislikes

  Elaborations

  • engaging in conversations with peers and teacher to exchange information about themselves, their family and friends
  • introducing self and others in real and imagined situations
  • expressing opinions and describing and exchanging information about interests, for example, leisure activities, using modelled language
  • expressing likes and dislikes in classroom and school ground conversations
  • expressing how they are feeling

  VCNRC086 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC002

  Participate in guided activities and simple exchanges using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs
  • performing actions when singing songs and chants
  • making simple transactions, using modelled language, for example, when role playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCNRC002 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising