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

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

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

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

  Students interact using the language in classroom routines and communicative tasks. They give presentations and participate in dialogues, with preparation and some support, such as cue cards. They respond to short texts, locating specific details and meaning. Students extend the range and quality...

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

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

  Students engage with a range of texts in the language. They participate individually and in groups in tasks and experiences, such as corresponding with peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes...

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

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

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions, and expressing preferences...

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

• Languages | Roman Alphabet Languages: Structure

  Sequences of learning

  The 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 | Roman Alphabet Languages

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

  Students engage with a range of texts in the language. They need opportunities for both prepared and spontaneous language use, such as giving presentations, using captions and visual supports. Students interact with others in, for example, conversations, interviews and correspondence, and in shared...

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

• VCRAC009

  Create captions, labels and statements for the immediate learning environment

  Elaborations

  • writing captions, with support, for a photographic display about a class event or experience such as sports day or keeping a class pet to show parents/others
  • as a class, writing instructions for children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas
  • showing others how different gestures are used and discussing what they mean, for example, culturally appropriate ways of beckoning

  VCRAC009 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCRAC075

  Create a variety of imaginative texts to express ideas, attitudes and values, for a range of audiences

  Elaborations

  • creating texts such as a photo story, play, cartoon or movie with voiceovers or subtitles to entertain peers, including experimenting with humour
  • creating and performing texts such as songs and raps, including in multimedia form, to express emotions and attitudes towards a particular social issue or event
  • writing and performing a script or dramatic episode such as a detective story, mystery or adventure

  VCRAC075 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC073

  Construct and present a range of texts (such as presentations, reports and reviews) related to social issues and topics of interest

  Elaborations

  • creating informative and persuasive texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • giving presentations presenting different perspectives on an issue, for example, discussing mainstream medical treatments and alternatives
  • presenting information on topics such as part-time work, balancing study and leisure, or recycling to conserve resources, explaining and justifying opinions
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others

  VCRAC073 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC041

  Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme

  Elaborations

  • composing texts for the students' own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a poster for an imagined event
  • experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport
  • performing or presenting own texts

  VCRAC041 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCRAC036

  Collaborate with peers to plan and conduct a shared event or activity

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an item in the language at assembly or creating a stall for a school open day
  • organising and taking on roles with others, for example, preparing for a Language Day, writing a newsletter item, reading with another student
  • making invitations and arrangements for a shared event or experience, for example, a class party, working with another class, a visitor who speaks the language or for a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food
  • exchanging currencies, noticing the respective values of each

  VCRAC036 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC040

  Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

  Elaborations

  • recalling and/or illustrating main characters and events in texts, or, responding to questions
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect the contemporary values of speakers of the language (such as how to respect parents, appreciate diversity or be a good friend)
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program

  VCRAC040 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating