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• VCKOC021

  Contribute to collaborative planning, decision-making, problem-solving and transactions, providing ideas or suggestions and considering options

  Elaborations

  • participating in planning and decision-making with others, such as arranging a class excursion or a birthday party, for example, 소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 아리랑을 할 줄 알아요. 그러면 한 번 해 보세요
  • making transactions in either authentic or simulated situations such as shopping in a Korean shop, purchasing goods such as fashion items, food or a mobile phone and checking the receipt to confirm the price and information relating to the purchase, for example, 이 모자가얼마예요? 모자가 예쁘지만 너무 작아요. 더 큰 모자를 보여 주세요. 써 보세요, 영수증 좀 보여 주세요
  • planning collaboratively for an event by participating in scenarios related to travelling or living in Korea, for example, living with a host family, seeking medical treatment, or using transport, for example, 지하철을 타면 빨리 갈수 있어요; 맛이 어때요? 김치가 매워요. 하지만 맛있어요; 머리와 목이 아파요
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, explaining reasons for the application, for example, 일 년 후에 한국으로 여행 갈거예요. 그래서 한국어를 열심히 공부해요 …

  VCKOC021 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC024

  Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’
  • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에 …
  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes, entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …
  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

  VCKOC024 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC192

  Arrange and manage shared activities such as problem-solving and different types of transactions, adopting different roles to present diverse views and perspectives

  Elaborations

  • solving problems by explaining discoveries and results, discussing ideas, suggesting a range of options with specific information such as roles of participants, locations, time, methods and reasons, for example, 한국에 갔더니 아름다운 산이 아주 많았어요. 다음에 갈 때 같이 갑시다; 언제 …–겠어요?; 누가 …–(으)ㄹ래요?; 어떻게 …–(으)ㄹ계획이에요?; 왜 그렇게생각해요? 어디에서 …–(으)면 좋을까요?; 선생님께 여쭤 봅시다
  • planning and negotiating collaboratively in scenarios or events related to travelling or living in Korea, such as living with a host family, seeking medical treatment, or using transport, for example, 안녕히 주무세요/잘 자; 팔을 다쳤는데 병원에 가야 할까요?; 지하철을 타면 5시까지 도착할수 있을 거예요
  • comparing the quality of goods and taking action, for example, 이것이 저것보다 훨씬 더 신선해요. 그러니까 이것을 사요; 기차가 버스보다 더 편리하니까 기차로 가요
  • making complaints and recommendations, for example, 그 식당은 서비스가 친절하지 않으니까 가지 맙시다
  • sharing experiences and transactions, for example, 주말에 영화를 같이 보러 갈래요?; 무슨 영화가 좋아요?; 영화가 몇 시에 시작해요?; 입장권이 얼마 정도 해요?;비행기표를 겨우 샀어요; 하마터면 부산에 가지 못할 뻔했어요
  • planning shared events or activities, using online and digital forms of communication such as emails, chat forums and community websites, for example, intercultural components of 호주 한국 국제 영화제, 한국 문화원, 관광명소, 자매학교
  • presenting views and perspectives at real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues such as 쓰레기 분리수거, 청소년 실업 문제, 환경보호 캠페인, 절약, 낭비, 지구 온난화, using language, for example, 쓰레기 분리수거에 대해서 …; 청소년실업 문제가 심각하다고 합니다 …; 호주에는 여름에 비가 자주 오지 않기 때문에 물을 아껴야 해요; 물을 절약하는 방법은…; 에너지를 낭비하면…; 깨끗한 환경 …
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics, for example, 세 시 전에 출발하는 버스가 있어요?; 환경보호 캠페인에 참가하고 싶은데 누구한테 연락해야 해요?

  VCKOC192 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC030

  Reflect on own identity and on how it is affected by the experience of Korean language learning

  Elaborations

  • gathering examples of language/s used by various people in different contexts, including the Korean language spoken by Koreans in different social/age groups and in different places, and discussing how the examples reveal aspects of identity
  • discussing challenges and rewards they feel during intercultural interactions and how the experience of learning and using Korean challenges preconceptions or stereotypes and helps them to revise own attitudes
  • recounting personal stories, in oral, written or digital forms, about significant encounters, explaining why they consider them significant
  • monitoring own language use and sense of identity across a range of intercultural interactions, such as by using a blog or journal, and considering personal experience, perspectives and values about being a learner and user of Korean
  • sharing with others the ongoing influence of Korean language learning on the shaping of their identity

  VCKOC030 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOU207

  Reflect on the dynamic and ecological nature of language that interacts with constantly changing environments such as contact with different languages and cultures and changing sociocultural circumstances in local and global contexts, identifying and illustrating examples from Korean language...

  Elaborations

  • exploring how Korean language has changed over time, for example, by viewing Korean dramas in historical settings and those in contemporary settings and comparing the language used between people in comparable relationships such as between family members
  • examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology
  • 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
  • understanding that languages incorporate other languages into their systems and examining how this takes place in Korean, for example, 조깅해요, 온라인으로

  VCKOU207 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU209

  Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other

  Elaborations

  • recognising that language and culture are intertwined in texts and together convey cultural perspectives, concepts and values
  • analysing how the Korean language may reflect cultural perspectives and values such as collectivism, harmony, humility and the importance of ties between family members, for example, arange of kinship terms extending to remote relations, using kinship terms rather than first names to address members ofthe family and norms such as showing deference and saving face, for example, 네, 괜찮아요
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • reflecting on own experiences of moving between cultures in the school, local and virtual communities and on their different roles played in different intercultural exchanges as a learner and user of Korean
  • recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the early 19th century colonial period and how Korean culture and language lived it out, flourish and are recognised in the contemporary world

  VCKOU209 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLAE016

  Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

  Elaborations

  • predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
  • inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
  • investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
  • examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
  • reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
  • explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
  • discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
  • recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
  • analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
  • discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively

  VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• VCLAU023

  Understand concepts of accidence and syntax used in complex Latin sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood, voice, and conventions of complex sentence structure

  Elaborations

  • identifying the endings of fourth and fifth declension nouns, for example, exercitus, cornua; dies, fides
  • acknowledging that nouns may have unexpected genders, for example, first declension agricola (m), second declension pirus (f)
  • recognising relative, emphatic and indefinite pronouns, for example, qui, quae, quod; ipse; quisquis; quidam
  • recognising reflexive pronouns and adjectives, for example, se; suus
  • analysing case usage of nouns in all five declensions, for example, partitive genitive quid novi?
  • identifying and understanding the use of the locative case, for example, Romae, Pompeiis
  • identifying and understanding words used in apposition in all cases, for example, Venus, dea, est pulchra
  • explaining case usage of pronouns, for example, personal ego, tu, nos, vos; demonstrative hic, ille; interrogative quis, quis, quid; relative qui, quae, quod; emphatic ipse, ipsa, ipsum; reflexive me, te, nos, vos, se
  • distinguishing the use of different moods
  • extending identification of indicative endings of regular and irregular verbs to different tenses
  • understanding the concept of the principal parts for verbs in all conjugations, for example, voco, vocare, vocavi, vocatum; sum, esse, fui
  • identifying and understanding the use of infinitives for all four conjugations and irregular verbs, for example, a prolative infinitive with amat, such as natare amat
  • recognising impersonal expressions, for example, mihi difficile est dormire
  • understanding the use of present, future and perfect participles, for example, clamans, moriturus, vocatus
  • recognising passive voice forms and the forms of deponent verbs and distinguishing their meanings, for example, laudata est – she has been praised; collapsa est – she collapsed
  • distinguishing in complex sentences between principal and subordinate clauses, for example, relative, causal, temporal, concessive, conditional, such as si/nisi with the indicative
  • recognising comparison of adjectives and adverbs, regular and irregular, for example, stulta, stultior, stultissima; malus, peior, pessimus
  • recognising quam + superlative, for example, quam celerrime
  • understanding conventions of the use of numbers to express distance, capacity, time and price, for example, duo milia passuum, quinquaginta denariis
  • understanding the conventions of the Roman calendar, for example, a.d. XIV Kal Jul
  • recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition

  VCLAU023 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCLAU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture

  Elaborations

  • investigating the extent to which values, attitudes and practices of people of cosmopolitan Rome are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity of people living in the Roman world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing own public and private lives and making comparisons with those of people in ancient Rome
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating might be perceived by people of the past

  VCLAU029 | Languages | Latin | Levels 9 and 10 | Understanding | Reflecting

• VCLVC177

  Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place

  Elaborations

  • investigating the origins of Aboriginal names in their local area, regional area and state and territory, recording meanings where known, and identifying different source languages
  • interviewing an respected community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • researching and creating a profile of a prominent member of the language community, for example, an artist, sportsperson or leader
  • developing a photographic record/portfolio of different animal and plant species found in Country/Place, with commentary/annotations
  • seeking information from respected community members to assist in classifying living things according to culturally appropriate categories, comparing these classification systems with those used in western approaches to the study of living systems
  • identifying and describing the role of various Aboriginal organisations that provide services to their community
  • researching different aspects of a selected Indigenous business operating in the community, for example, an enterprise associated with arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in digital formats or oral presentation mode
  • analysing a range of historical documents recorded in the language, classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
  • interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings
  • researching Aboriginal words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

  VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

• VCLVU193

  Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge

  Elaborations

  • explaining the role of Aboriginal languages and cultures in passing on knowledge such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History
  • reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification
  • analysing concepts related to cultural values in Aboriginal languages, including naming systems, for example, the use of kinship terms, nicknames, substitute words and pronoun systems, comparing to ways of referencing relationships in their own language(s) and culture(s)
  • exploring how aspects of traditional culture and society have been preserved through language, and discussing the importance of maintaining Australian Aboriginal and Torres Strait Islander languages, for their speakers and for all Australians
  • analysing and discussing core cultural concepts reflected in Aboriginal languages, such as respect, avoidance, reciprocity, obligation, responsibility
  • understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages are related to the past, to land, plants and animals and to celebrations
  • identifying and comparing how emotions or attitudes, such as respect, affection or embarrassment, are shown/displayed across different languages and cultures
  • comparing elements of communication such as the role of silence or use/avoidance of eye contact in different cultural contexts and exchanges
  • recognising that there are multiple views on and partial explanations for events and issues
  • reflecting on the ways culture is interpreted by others, for example, by identifying how stereotypes influence perceptions of other groups or individuals
  • understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water or sea and of language

  VCLVU193 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language and culture

• VCNRC103

  Initiate and sustain interactions by sharing personal opinions and experiences with peers and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister school friends, using expressions appropriate to context and audience
  • sustaining conversations on topics of mutual interest, for example, parties, music, friendship, fashion, through active listening strategies, turn taking and verbal and non-verbal responses
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions
  • using formulaic language to talk about and compare aspects of teenage life

  VCNRC103 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC104

  Interact with others to make decisions and solve problems when making plans or obtaining goods or services

  Elaborations

  • arranging social events by planning, negotiating and deciding with peers, and creating associated texts such as invitations and posters, for example, planning a class party, a meal or activities for languages week
  • planning and completing tasks involving authentic or simulated transactions, such as planning a holiday, purchasing goods, making a recipe, or texting a friend to send photos of a recent event
  • participating in scenarios related to travelling or living overseas, for example, living with a host family, seeking medical treatment, purchasing souvenirs or using transport
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, and explaining reasons for doing so

  VCRAC104 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC107

  Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools

  Elaborations

  • conveying information to an audience speaking the language being studied to describe aspects of Australian culture such as the physical environment, celebrations and cuisine, or to explain expressions such as ‘the bush’ or ‘a fair go'
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or board game, instructions on keeping a pet/animal, or fashion tips
  • presenting a report on an issue, recent event or public figure, using graphics to support meaning
  • conveying information about topics of personal interest such as in health, technology or the arts by producing displays or (multimedia) presentations with commentary, subtitles or captions

  VCRAC107 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• 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

• VCRAU081

  Analyse complex noun and verb forms, and recognise sentence structures and elements of grammar

  Elaborations

  • describing people and things using, for example:
    • a range of noun forms
    • acronyms and abbreviations
    • indicators of groups or plurals
    • terms of address
    • classifiers
  • describing the qualities of people and things using, for example:
    • adjectives
    • comparatives and superlatives
  • referring to abstract ideas
  • indicating action using, for example:
    • the verb system
    • adverbs as modifiers
  • referring to the past, present and future, and relating events in time using adverbs
  • contrasting ideas using conjunctions
  • indicating register using colloquial and formal language
  • expressing opinions
  • influencing others by persuading using superlatives, encouraging and advising
  • evaluating
  • expressing imagination by using imagery, metaphor and simile
  • using idiomatic language and proverbs
  • maintaining interaction using rhetorical devices and verbal fillers
  • expressing emphasis

  VCRAU081 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language