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Victorian Curriculum and Assessment Authority

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  • VCRAC042

    Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

    Elaborations

    • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
    • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
    • interpreting meanings in texts by ‘reading’ the context

    VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

  • VCRAC038

    Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

    Elaborations

    • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
    • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers
    • reading, viewing and listening to texts to research information about concepts related to other curriculum areas
    • identifying and comparing perspectives about information in spoken and written texts

    VCRAC038 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

  • VCRAC045

    Share experiences of learning and using the language, and comment on aspects of the culture(s) studied that have been accepted or rejected and how this has impacted on the students' own identity

    Elaborations

    • monitoring own development as a learner of the language, for example, recording learning and reflections in blogs, learning log or journal
    • comparing peers experiences of learning the language, and considering any impacts, for example, noting own reactions when others such as teachers or extended family ask about learning the language
    • creating texts that express their own identity, including their identity as a learner of the language (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from another perspective
    • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, living in house with backyard ), and whether these assumptions have changed in the process of learning the language

    VCRAC045 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

  • VCRAC058

    Create individual and shared texts about imagined people, places and experiences, in order to entertain others

    Elaborations

    • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, plays, posters for a film or websites for a fan club
    • creating the next scene, a new character or an alternative ending for fiction texts in the language such as a story, drama or film script
    • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
    • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products

    VCRAC058 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

  • 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

  • VCRAC035

    Interact with peers to describe aspects of daily life, school, friends and pastimes

    Elaborations

    • giving opinions about aspects of the students' personal world such as likes and dislikes, interests and leisure activities
    • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities
    • recounting experiences with family and friends
    • sustaining interactions with others by using strategies such as asking questions

    VCRAC035 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

  • VCRAU064

    Develop knowledge of verb rules and how to link and extend ideas by using adverbs, cohesive devices and other elements of grammar

    Elaborations

    • naming a range of animals and describing qualities of people using adjectives of character and appearance
    • identifying people and their occupations
    • describing qualities of things using adjectives
    • indicating quantity
    • identifying things using concrete nouns
    • describing actions using verbs
    • indicating negation
    • referring to the past and future using time indicators
    • seeking information using a range of questions
    • describing frequency using adverbs
    • creating cohesion using conjunctions
    • adding further information using embedded clauses
    • accepting or declining invitations
    • well-wishing
    • comparing and contrasting
    • expressing opinions
    • expressing emotions
    • describing state of actions

    VCRAU064 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

  • 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

  • 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

  • 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

  • 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

  • VCRAU017

    Notice that the languages people use and the way they use them relate to who they are and where and how they live

    Elaborations

    • recognise the countries and regions where the language is spoken
    • noticing similarities and differences between lifestyles and language use
    • exploring different cultural practices and related language use through games
    • recognising words that reflect aspects of culture
    • noticing that particular Australian-English terms and expressions may have no equivalent in the language, for example, 'footy' or 'lamington'

    VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

  • VCRAU102

    Notice connections between language and culture in intercultural language use, recognising how words and expressions may be culture-specific

    Elaborations

    • noticing that some words are culture-specific such as language associated with particular artefacts and the physical environment
    • recognising that some expressions are related to cultural practices such as eating or celebrations
    • comparing how languages reflect values such as those related to personal attributes, physical appearance and behaviour
    • recognising interconnections between own language and culture such as vocabulary and expressions related to people, lifestyle and environment, for example, ‘barbecue’, ‘thongs’, ‘bathers/togs/swimmers’, ‘no worries’

    VCRAU102 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

  • 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

  • VCRAU047

    Understand how to use prepositions, and continue to expand knowledge of verbs and vocabulary

    Elaborations

    • referring to people and things using pronouns and concrete nouns, such as those related to food and drink and indicating possession
    • describing locations
    • describing actions using verbs
    • knowing how to direct others using imperatives and invite others using polite forms
    • seeking information and explanation using question words
    • describing character and qualities using adjectives
    • indicating location in time and place
    • describing frequency using adverbs
    • creating cohesion using conjunctions
    • expressing reactions with exclamations
    • comparing and evaluating using comparatives and superlatives

    VCRAU047 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

  • Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

    Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features...

    Level description | Languages | Roman Alphabet Languages | 7–10 Sequence

  • Roman Alphabet Languages - 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, and expressing preferences...

    Level description | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

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