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• VCRAC043

  Create for the school community simple bilingual texts such as reports, instructions and games

  Elaborations

  • producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
  • performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
  • creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions, for example, hitting other people or riding bikes in school ground
  • interpreting aspects of oral texts for others, for example, providing a commentary on an item in the language at an assembly, or explaining a dialogue or game at a languages evening
  • preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

  VCRAC043 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of the language, invitations to a class event or posters for a performance), tailoring meaning for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, 'sick as a dog' and considering how these might be expressed for audiences with a different cultural perspective

  VCRAC094 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCRAC022

  Present information about school and neighbourhood using tables, lists and descriptions

  Elaborations

  • gathering information from home, school and the local environment to present to others
  • reporting information obtained from public texts such as brochures, signs, lists and descriptions
  • presenting information about aspects of culture such as lifestyle, diet or use of transport, using statistics and visual supports

  VCRAC022 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCRAC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of the students' personal world such as likes and dislikes, interests and leisure activities
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities
  • recounting experiences with family and friends
  • sustaining interactions with others by using strategies such as asking questions

  VCRAC035 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCRAC096

  Participate in learning and using the language, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange

  Elaborations

  • interacting with peers, considering own reactions to topics raised that may not usually be discussed in own culture, for example, religious beliefs
  • comparing aspects of identity that may be important across cultures such as, ethnic group, language, religion, age, gender, and position in family
  • creating texts such as a profile, montage or avatar, choosing what aspects to reveal to different people in another cultural context
  • sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

  VCRAC096 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC011

  Describe aspects of self, such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects
  • acknowledging special characteristics and talents of self and others
  • describing which languages they know and are learning

  VCRAC011 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

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

  The Victorian Curriculum and Assessment Authority has developed a curriculum for 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 backgrounds...

  Overview material | Roman Alphabet Languages

• Languages | Roman Alphabet Languages: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  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

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

  By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase...

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

• 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

• VCRAC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
  • comparing aspects of their personal world such as school or home life
  • recounting significant events, special occasions and milestones
  • interacting in class activities and (electronic) games
  • socialising with friends and family at events, including chatting about school or holidays

  VCRAC052 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | 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

• 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

• VCRAC086

  Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment

  Elaborations

  • exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken
  • describing and comparing aspects of personal world such as home and family, teachers and school, interests and friends
  • recounting significant or special events and comparing these to similar events for teenage speakers of the language, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions
  • participating in class activities such as games using the language to interact

  VCRAC086 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC077

  Create parallel texts in the language and in English for a range of purposes and audiences, for the wider community

  Elaborations

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany texts in the language such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both the language and English, for the school and wider community, and reflecting on the process of working in both languages

  VCRAC077 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games
  • making and responding to requests, and asking for rephrasing, repetition and clarification
  • contributing to preparing and displaying a set of class rules
  • using the language for daily activities, such as creating and following signs and instructions in the classroom and around the school

  VCRAC020 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAC056

  Give presentations to describe, compare and report on experiences and topics of interest

  Elaborations

  • creating texts such as notices, brochures and posters to inform others about issues and forthcoming events
  • organising information for an audience, for example, creating a presentation to explain sport and leisure activities or video recording a cooking demonstration
  • reporting on own and others’ experiences of events such as school camp, a holiday or concert, or playing a new computer game

  VCRAC056 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and the school environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on the students' own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCRAC039 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing