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• Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use the language to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds of the language accurately and use stress to create fluency in sentences. Students use and respond to open-ended questions...

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

• VCZHU075

  Relate prior knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters

  Elaborations

  • identifying familiar components and characters in different fonts and handwriting, including calligraphy and cursive forms of handwriting
  • describing orthographic features of new characters encountered, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning
  • recognising that characters may have multiple sounds (i.e. 多音字) and multiple meanings
  • identifying the meanings of abbreviations, and analysing examples of abbreviations alongside their original forms to identify the ways in which abbreviations are formed in Chinese
  • examining and explaining the relationships between characters and word meanings when encountering new vocabulary
  • recognising commonly seen prefixes and suffixes (including 老，子，儿) and identifying the functions of the words

  VCZHU075 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC063

  Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language

  Elaborations

  • creating glossaries for French-speaking friends to accompany Australian images or texts, explaining, for example, outback lifestyle, inner-city markets, abbreviations such as ‘barbie’ and ‘brekkie’
  • composing menus or programs for French-themed events, including footnotes in English to explain key terms or items, for example, le plat du jour, service compris, l’entr’acte, la mise en scène
  • creating tourist brochures or itineraries for young Australian travellers to French- speaking regions or countries, supplying key words, phrases and cultural protocols, for example, Encore une fois, s’il vous plaȋt; je vais prendre ceci, ça coûte combien? où sont les toilettes? Je vous remercie, Madame — Je vous en prie, Madame

  VCFRC063 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRU033

  Understand that different ways of using French reflect different regions and countries, different relationships and different ways of making meaning

  Elaborations

  • recognising that there are many different varieties of French spoken in different countries and regions, involving different accents, dialects and vocabulary, for example, un pain au chocolat/une chocolatine in the south of France
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour
  • understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question) versus Tu aimes les devoirs? (expressing surprise, disbelief); C’est mon petit frère (statement) versus C’est mon petit frère! (pride)
  • finding examples of shortened noun forms in colloquial French (such as le resto, le frigo, le foot, le prof), comparing with the use of abbreviations in Australian English (such as ‘brekkie’, ‘ambo’ and ‘arvo’), and considering when or how they are used

  VCFRU033 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCJAU033

  Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects

  Elaborations

  • applying their understanding of the function of cohesive devices such as conjunctions to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
  • applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, noticing how the choice of language and text structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of familiar texts such as weather reports, phone conversations or text messages, for example, the use of abbreviations and emoticons, noting differences that appear to be culturally significant
  • using appropriate textual conventions to shape simple texts such as letters or menus, for example, introductions, linked paragraphs, summaries and sequencing strategies
  • analysing the function of different scripts in different types of texts, identifying examples of kanji used for nouns and verbs, katakana for borrowed words and hiragana for grammatical purposes

  VCJAU033 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Indonesian - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 9 and 10

• Languages | Latin: Learning in Latin

  The place of Latin and the heritage of the ancient Roman world

  Latin developed from a local dialect of central Italy to become the official language of ancient Rome, transmitting Roman law, government, literature and social and cultural knowledge and values throughout much of Europe, North Africa...

  Overview material | Latin

• Languages | Japanese: Learning in Japanese

  Japanese Language Learning

  Japanese is the official language of Japan, a nation of islands located in the East Asia region. The Japanese language is also widely used by communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the Republic...

  Overview material | Japanese

• Turkish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They us...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 9 and 10

• VCEALA191

  Show awareness that texts convey meaning

  Elaborations

  • understanding that print words contain a consistent message
  • understanding that different texts have different purposes, including picture books, class writing, diaries
  • identifying a familiar book or text that contains a particular message, for example when asked ‘Which book told us about the rainforest?

  VCEALA191 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC481

  Negotiate meaning with supportive conversation partners

  Elaborations

  • asking for repetition or rephrasing of English instructions, explanations and questions
  • using some social formulas, such as ‘please’, ‘thank you’, to aid transactions
  • using circumlocution (talking around a topic) to support developing vocabulary

  VCEALC481 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL443

  Follow the meaning of complex sentence patterns

  Elaborations

  • reordering a jumbled sentence so that it makes sense
  • explaining the meaning of a complex sentence, for example the sentence ‘He heard the explosion that wrecked the car’ might be explained as ‘The car exploded, and the man heard it happen’

  VCEALL443 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL111

  Employ communicative strategies to enhance meaning

  Elaborations

  • developing accurate pronunciation and fluency based on modelling in a range of familiar interactions using personal language and classroom language
  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, stressing key words in short utterances
  • expressing emotions through intonation, for example surprise, frustration
  • using body language, facial expression and gesture to enhance the meaning of speech, for example nodding, pointing

  VCEALL111 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALA093

  Use a small range of strategies to negotiate meaning in conversation

  Elaborations

  • seeking help or clarification from other speakers, for example through home language, gesture, rewording
  • interrupting to ask a speaker to repeat or speak slowly, such as by asking ‘Say again, please’
  • using some social formulas when asking for clarification, such as ‘Please’, ‘Excuse me’
  • composing simple requests to ask for clarification, for example ‘Please repeat’, ‘What means …?’
  • referring to the speaker’s key words when asking for clarification, for example Teacher: ‘Get your stationery’, Student: ‘What is stationery?’

  VCEALA093 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC004

  Question to check meaning so as to clarify or confirm

  Elaborations

  • checking understanding of simple, familiar instructions and routines, for example Teacher: ‘It’s playtime.’ Student: ‘Go outside?’
  • using learnt social formulas, such as ‘please’ and ‘thank you’, when asking questions
  • using simple formulaic expressions to make requests or ask questions, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example Teacher: ‘Paste it in your book.’ Student: ‘Language book?’
  • supplementing spoken requests with gesture and mime

  VCEALC004 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL713

  Use contextual cues to infer the meaning of unknown words

  Elaborations

  • using existing vocabulary knowledge to predict the meaning of compound words (such as ‘daydream’) or words with familiar base words (such as ‘unbroken’)
  • using information in the text, such as images, headings or adjacent sentences, to deduce meanings
  • inferring the meaning of unfamiliar words and reading on to maintain fluency, and then checking new words in a dictionary after reading

  VCEALL713 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features

• VCEALL421

  Employ a range of vocabulary to convey shades of meaning

  Elaborations

  • using a range of vocabulary to convey shades of meaning in conversations or presentations, such as ‘good’, ‘fine’, ‘terrific’, ‘excellent’
  • incorporating vocabulary learnt from classroom activities and texts

  VCEALL421 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL756

  Use pronunciation, intonation, volume and stress to support meaning

  Elaborations

  • modelling intonation, volume, stress and pacing on the speech of others such as teachers, peers, performers or presenters
  • adjusting features of speech to support and convey meaning, such as modifying mood in storytelling or giving emphasis in persuasive speech
  • using intonation, volume and stress to emphasise an opinion or emotion, such as ‘That is NOT what happened’

  VCEALL756 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL520

  Group familiar words according to their meaning or subject matter

  Elaborations

  • categorising words based on similarities and differences in meaning or topic

  VCEALL520 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features