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• 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

• Languages | Roman Alphabet Languages: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Roman Alphabet Languages

• 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 9 and 10 achievement standards

  By the end of Level 10, students interact with peers and adults using written and spoken language to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment. They respond to and create personal, descriptive,...

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

• VCRAC007

  Use familiar words, phrases and patterns to create captions and participate in shared performances and games

  Elaborations

  • creating students' version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language
  • creating a new part of a text such as changing a character or adding an extra verse in a song by, for example, matching pictures and captions
  • making a big book based on an event, experience or shared text

  VCRAC007 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• 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

• VCRAC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAU065

  Expand understanding of textual conventions, particularly related to social and informational media

  Elaborations

  • experimenting with language appropriate to particular text types, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • analysing the informal style of language associated with social media texts and texting such as the use of emoticons and abbreviated forms of words
  • analysing the forms, features and purpose of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

  VCRAU065 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAC089

  Identify meaning and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then announcing the cancellation of an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCRAC089 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others for example, by using a timeline to show a sequence of events or creating a profile of a famous speaker of the language
  • analysing and summarising information from, for example, reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCRAC055 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAU098

  Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, verbs, adjectives, word order and other elements of grammar

  Elaborations

  • identifying people using, for example, terms of address, pronouns and some nouns
  • identifying things and animals using concrete nouns describing the qualities of people, for example, adjectives of character and appearance
  • describing qualities of objects and animals using adjectives
  • indicating quantity using plurals
  • referring to numbers of things using cardinal numbers and things in a sequence using ordinal numbers
  • greeting and farewelling
  • telling others to do something using imperatives
  • indicating possession
  • describing simple actions
  • negating
  • specifying place and location
  • referring to existence/presence
  • giving directions and information about place using prepositions
  • locating events in time and referring to the past and future seeking information and assistance using interrogatives
  • joining ideas using cohesive devices
  • expressing emotion
  • expressing modality
  • comparing things using comparatives and superlatives

  VCRAU098 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language