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• Spanish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

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

• VCKOC134

  Socialise and build relationships with peers and teacher through the exchange of personal information in relation to self, friends and family members

  Elaborations

  • asking and answering questions relating to personal information about themselves, each other, friends, family members, favourite things and special talents, for example, 누구예요? 몇 살이에요?
  • interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes
  • exchanging simple correspondence such as notes, invitation or birthday cards in print or digital form

  VCKOC134 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCZHC019

  Obtain and process information about significant people, places and events from spoken and visual sources, and convey this information using learnt phrases and key words

  Elaborations

  • identifying commonly used terms for daily activities such as 你几点睡觉？ to contribute in an online discussion with sister-school friends
  • describing people, places and things using actions and gestures, for example, to create a video clip to describe the school
  • planning and presenting short reports about holidays, special events and places using photos, illustrations, captions, diagrams
  • listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview

  VCZHC019 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIC029

  Talk about their individual and group sense of identity and how this is expressed through the different languages they use

  Elaborations

  • talking about how they feel when using English, Hindi or other languages and whether there are some things that feel more natural in one language than in the other
  • demonstrating gestures or behaviours that they feel ‘belong’ in Hindi but not in English or vice versa
  • sharing opinions about whether they have a different sense of identity when they are using different languages
  • creating drawings or photo displays that show their connections with family, friendship groups and communities, writing captions of words or phrases that they associate with each group
  • considering the importance to their identity of speaking Hindi to some people, such as older relatives or members of the wider Hindi-speaking community
  • observing themselves and reporting to each other how they use Hindi and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language

  VCHIC029 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCTRC028

  Explore their individual and group sense of identity and how this is expressed through the different languages they use

  Elaborations

  • demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with being Australian
  • talking about the relationship between identity and languages, creating drawings or photo displays that show their connections with family, friendship groups and communities, with captions of words or phrases that they particularly associate with each group, such as Dini bayramlarda aile ve akraba ziyaretleri, Arkadaşlarla oyun oynarken, Huzur evinde yaşlılara kitap okurken
  • discussing the importance to their own identity of speaking Turkish with some relatives, friends or members of the wider Turkish-speaking community
  • observing themselves and reporting to each other how they use Turkish and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language
  • talking about how they feel when using English, Turkish or other languages and whether there are some things that feel more natural in one language than in the other

  VCTRC028 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCTRU034

  Make connections between Turkish language and culture, for example, by identifying words, gestures, forms of address or expressions that reflect cultural values and practices

  Elaborations

  • noticing that languages carry cultural information, for example, by identifying words or expressions used by friends and family members in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
  • finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim iyi bayramlar, Allah kabul etsin
  • noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
  • recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture

  VCTRU034 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCVIC132

  Reflect on their experiences when interacting in English and Vietnamese, identifying differences in language use and behaviours

  Elaborations

  • comparing their interactions in Vietnamese and English, noticing different behaviours and language used, for example, using appropriate personal pronouns and adding the sound ơi after the names of family members and friends to attract the person’s attention or show affection (Mẹ ơi, Hoa ơi), compared with addressing friends in English by their first name (Chị ơi, ra đây chơi với em/Lan)
  • describing elements of Vietnamese language that are different to English, including pronunciation, gestures and facial expressions, and sharing what they find difficult or awkward when using each language
  • developing language for describing experiences of intercultural exchange in different contexts, for example, Tôi thích nói tiếng Việt ở nhà hơn ở trường

  VCVIC132 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCFRU035

  Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

  Elaborations

  • knowing that French is spoken in many regions of the world (for example, le Québec, le Sénégal, le Maroc, la Suisse, le Monaco, la Nouvelle Calédonie), with different accents and dialects
  • understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)
  • identifying ways in which French language and culture influence the lives of Australians

  VCFRU035 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCESC130

  Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests

  Elaborations

  • surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
  • collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blanca… La moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
  • comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
  • working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

  VCESC130 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRC024

  Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes

  Elaborations

  • interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J’adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que tu aimes le fromage?)
  • viewing excerpts from imaginative texts such as Ratatouille, listening for key words and phrases, picking up cultural cues, and choosing vocabulary to describe key characters, for example, Rémi: un rat, gastronome, chef, intélligent; Emil: un rat, le frère, gros, gourmand; Linguini: jeune home, timide, maladroit, bête
  • collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
  • reading simple narratives and responding to images that evoke positive or negative emotions such as affection, sadness or anger, and making connections with their own experiences by using stem statements such as Je suis folle quand…; Je suis contente si…; J’ai peur de…

  VCFRC024 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCHIC028

  Recognise that ways of communicating in different languages reflect ways of behaving and thinking

  Elaborations

  • recognising differences in attitudes or ways of expressing feelings when using Hindi or English, for example, when being polite and respectful, when thanking or sympathising with people or when exchanging wishes on special occasions
  • identifying non-verbal aspects of communication in Hindi that may be unfamiliar to non-Hindi speakers, such as the way that older relatives greet children by holding their hand over the child’s head and saying जीते रहो, or shaking the head from side to side or back and forth to show varying levels of agreement
  • recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect or after an individual name to show affection
  • discussing how Australian behaviours and expressions might be understood or misunderstood by newcomers to the language and culture, for example, the use of terms such as ‘bushwalking’ or ‘arvo’, or expressions such as ‘she’ll be right’ and children’s use of first names with some adults
  • comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children

  VCHIC028 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHIU033

  Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents

  Elaborations

  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा when speaking with elders or strangers

  VCHIU033 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCVIC133

  Explore their own sense of identity, including elements such as family, background, experiences, and ways of using language in Vietnamese- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)
  • mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)
  • noticing how they communicate with one another, their family, teachers and other adults, identifying differences in behaviour in different contexts and with different people, and suggesting reasons for these differences

  VCVIC133 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCASFC151

  Create simple texts that demonstrate imagination and playfulness, using familiar signs, gestures, modelled language and visual supports

  Elaborations

  • assuming the role of a character from a story and responding to signed questions from classmates, such as:
    YOUR NOSE DS:long-nose WHY?
    Why is your nose so long, Pinocchio?
    
  • participating in storytelling games or imaginative activities, for example, the joint construction of a progressive story such as I went to market and bought …
  • retelling a wordless animation, modifying NMFs and lexical signs to indicate manner, for example, walk, sprint, march
  • creating a humorous skit using constructed action that involves interaction between two characters
  • using a ‘visual vernacular’ description to create an imaginary character, incorporating physical attributes and personality traits
  • working with classmates to use hands to visually represent an object or animal

  VCASFC151 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC027

  Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English

  Elaborations

  • explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people
  • noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language
  • comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim
  • identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’
  • comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community

  VCTRC027 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCELU132

  Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of Modern Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in English or Greek
  • noticing the use of gender in Greek names, singular/plural, and articles, for example, Η Άννα, η γάτα, οι γάτες, α ψάρια, ο μπαμπάς
  • using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια, and understanding that adjectives have gender, for example, καλός, καλή, καλό, ψηλός, ψηλή, ψηλό, κόκκινος, κόκκινη, κόκκινο
  • creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια
  • experimenting with compound sentences using conjunctions such as και and αλλά
  • using adverbs of place, for example, έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα
  • observing singular noun and plural noun endings, for example, γάτα, γάτες, σπίτι, σπίτια
  • understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’
  • recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει
  • expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει
  • expanding number knowledge up to 100

  VCELU132 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCESC127

  Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes

  Elaborations

  • asking questions and giving information about school and home, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con mis amigas en el patio
  • describing features, characteristics and locations of particular things or places, for example, Mi celular es viejo, El parque está detrás de la escuela. La ciudad de México es gigante. ¿Dónde está la piscina? Está a la izquierda del lago. Mi escuela es muy grande y está en Adelaida
  • using formal and informal greetings in spoken and written forms of communication, for example, Querida abuela, Hola María
  • describing routines and favourite activities using expressions related to time and days of the week, for example, voy al colegio todos los días, todos los martes practico tenis
  • exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien

  VCESC127 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising