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• VCRAU048

  Develop understanding of how the choice of text type influences the use of grammatical structures and rules

  Elaborations

  • noticing that different text types have a different register, for example, a speech, a dialogue with peers, an email or a letter to someone in authority
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade, the imperative in signs designed to advise or prohibit, salutations in emails designed to maintain relationships, and declaratives in announcements designed to inform

  VCRAU048 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAU118

  Recognise how the language impacts and is impacted by social, political and cultural changes, such as new information and communication technologies

  Elaborations

  • recognising how and why a language may borrow vocabulary and expressions from other languages, particularly when adopting new products and practices, and the use of texting language for convenience and humour
  • analysing word borrowings in the language
  • understanding that cultures are constantly changing and consist of multiple subcultures with distinctive language practices such as family sayings and teenage slang
  • investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas

  VCRAU118 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• VCRAU117

  Develop awareness of register, comparing language choices and considering how and why language varies in formality

  Elaborations

  • identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when talking to people in authority to show respect, the use of informal language in commercials to create a sense of familiarity
  • examining variations in language used in face-to-face and written/online communication, particularly noticing colloquial language and how it differs from standard forms
  • making connections between aspects of language use and the identity of participants

  VCRAU117 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAU119

  Understand the role of language and culture in shaping and conveying cultural identity including the multiple languages and cultures present in other countries and in Australia

  Elaborations

  • understanding how language reflects specific cultural ideas as well as values, such as deference and respect
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use
  • appreciating that language use can reflect and express cultural identity, that multiple languages exist in many regions of the world and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCRAU119 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCRAU063

  Recognise how stress works in the language and the use of intonation

  Elaborations

  • recognising where to place stress in complex sentences
  • reflecting on how intonation affects meaning

  VCRAU063 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAU083

  Analyse the ways in which the language varies according to spoken and written forms, cultural context and subcultures

  Elaborations

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups, and comparing these to formal forms
  • understanding how body language varies across cultures, for example, when to raise voice or laugh loudly, or smiling and nodding while listening to people

  VCRAU083 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCRAU114

  Recognise pronunciation of the sounds of the language, and use of rhythm and stress in complex sentences

  Elaborations

  • recognising the sounds of the language and using appropriate intonation
  • recognising and reproducing the rhythm of extended sentences

  VCRAU114 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU084

  Understand the power of language to influence people’s actions, values and beliefs, and appreciate the value of linguistic diversity

  Elaborations

  • analysing texts to understand how language can limit, promote or change actions
  • recognising the purpose of particular texts to impact emotionally on others, for example, by influencing opinions and reactions and in persuasive texts such as advertisements or reviews of a film, concert or fashion
  • analysing the language of social and political messages to explore attitudes, values and beliefs
  • noticing how jargon or specific terms may be used to express membership and identity
  • examining how words, expressions and actions reflect relationships and social hierarchies, for example, showing respect by introducing oneself to the most senior or eldest person first
  • appreciating the social and cultural functions performed by language

  VCRAU084 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have separate parts, observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events and greeting cards can convey feelings

  VCRAU014 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCRAU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts
  • analysing and comparing textual features across cultures
  • understanding the prevalence of acronyms and their use for convenience

  VCRAU116 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language in a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCRAU031 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAU115

  Develop knowledge of vocabulary and grammatical structures to extend meanings, such as cohesive devices and sentence construction

  Elaborations

  • identifying people by pronouns or titles and nicknames
  • describing the qualities of people using adjectives of character
  • indicating possibility
  • specifying what is being referred to
  • understanding embedded clauses
  • indicating equivalence
  • indicating action
  • relating position
  • comparing things using comparatives and superlatives
  • seeking information using interrogatives and question forms
  • requesting that others do something
  • excusing and apologising
  • giving advice
  • showing empathy and well-wishing
  • giving opinions
  • contrasting two ideas using conjunctions
  • referring to abstract ideas
  • referring to events and time using frequency markers and time indicators

  VCRAU115 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU097

  Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, recognising spelling and using pronunciation conventions

  Elaborations

  • recognising that the language is written using the Roman alphabet but with distinctive sounds and sound combinations
  • recognising intonation for questions, statements, commands and interjections

  VCRAU097 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAU015

  Recognise that ways of greeting and addressing others may change according to cultural norms

  Elaborations

  • knowing that different terms of address are used for teachers and friends
  • understanding that language varies in formality depending on the people involved
  • recognising that greetings may vary according to the time of day

  VCRAU015 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCRAU046

  Notice pronunciation of the sounds of the language and the difference in pronunciation of loan words from English

  Elaborations

  • comparing different pronunciation and intonation
  • recognising the pronunciation of loan words from English and applying conventions to unfamiliar loan words
  • understanding how to use emphasis to enhance meaning

  VCRAU046 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAU101

  Understand that the language has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in the language and English, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages

  VCRAU101 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU013

  Recognise questions, commands and simple sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns
  • describing possession in familiar phrases
  • greeting and farewelling others
  • specifying location
  • describing actions using simple verbs
  • understanding different question words and the anticipated answer
  • using imperatives to tell others to do something
  • referring to numbers of things using cardinal numbers
  • describing the colour, size, shape and character of a person, place or thing
  • joining words or phrases using conjunctions
  • using negation

  VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCRAU066

  Recognise formal and informal forms and that their style and use depend on the context, purpose and audience

  Elaborations

  • examining differences in language use according to mode, for example, poetry/song lyrics or abbreviations used in text messages
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity
  • comparing language structures in the language and English and how these are used to create intimacy or distance, for example, the use of colloquial language
  • using intonation to shift meaning, for example, to show surprise, to downplay or to exaggerate

  VCRAU066 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change