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• Indonesian - 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 using Siapa, Apakah, Berapa...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8

• Japanese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...

  Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6

• Korean - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...

  Level description | Languages | Korean | F–10 Sequence | Foundation to Level 2

• Languages | Classical Greek: Rationale and Aims

  Rationale

  The study of Classical Greek allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an...

  Overview material | Classical Greek

• Languages | Italian: Learning in Italian

  Italian language learning

  Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...

  Overview material | Italian

• Modern Greek - F–10 Sequence: Levels 7 and 8 description

  By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features...

  Level description | Languages | Modern Greek | F–10 Sequence

• Science | Science: Rationale and Aims

  Rationale

  Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world by exploring the unknown, investigating...

  Overview material | Science

• Spanish - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

  Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2

• 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

• The Humanities | Geography: Rationale and Aims

  Rationale

  The Geography curriculum presents a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal...

  Overview material | Geography

• Turkish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

  Level description | Languages | Turkish | F–10 Sequence | Levels 7 and 8

• Turkish - F–10 Sequence: Levels 3 and 4 description

  Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• Vietnamese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6

• Vietnamese - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà

  Level description | Languages | Vietnamese | F–10 Sequence

• VCTRC076

  Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other

  Elaborations

  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
  • comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities and differences that reflect cultural context and communicative styles
  • evaluating the effectiveness and accuracy of subtitles used in English or Turkish films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
  • providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
  • comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
  • translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, researching stories behind the references and discussing how their meaning can be conveyed in English
  • critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

  VCTRC076 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC025

  Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences

  Elaborations

  • translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating texts, identifying culture-specific vocabulary and expressions, such as والله ولي التوفيق؛ تقبل فائق الإحترام , discussing strategies for choosing words that best reflect the intended meaning and context
  • paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning
  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and film clips, identifying words and phrases that require particular elaboration or explanation
  • experimenting with interpreting in English popular expressions, proverbs or idioms in Arabic, and reflecting on the social and cultural values that may be embedded in them
  • analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary

  VCARC025 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC224

  Translate and interpret short texts from Auslan to English and vice versa, noticing which concepts translate easily and which do not

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • identifying and comparing key signs and words in Auslan and English versions of familiar texts such as short stories or fairytales on the Auslan Storybooks website, noticing how signs can convey rich, multilayered meaning which might not have a direct match in English
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of Signbank, for example by using it to look up various meanings of the word ‘run’, comparing variations in signs for the concept in different contexts, and using it to translate Auslan into English and vice versa
  • translating simple filmed texts in Auslan into written English captions
  • sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
  • considering the bimodal nature of Auslan–English interpreting and discussing the possibility of consecutive and simultaneous interpreting of information in communicative exchanges

  VCASFC224 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELU152

  Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge

  Elaborations

  • recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, macro-, mega-, -meter, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, -peri-, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • understanding that words derived from Ancient Greek are still being used today to create new words such as names of new technological/scientific discoveries for example, disc, giga-, mega-, metro
  • identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο ποδίατρος, το δράμα, το θέατρο
  • using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘a-‘ in words can make the opposite meaning (ψητό – άψητο, symmetrical – asymmetrical)
  • understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

  VCELU152 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change