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Non-Roman Alphabet Languages

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  1. F–10 Sequence
  2. F-2
  3. 3-4
  4. 5-6
  5. 7-8
  6. 9-10
  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher, using simple language and gestures for exchanges (VCNRC001)
  2. Participate in guided activities and simple exchanges using simple repetitive language (VCNRC002)
  3. Participate with teacher and peers in class routines and activities, such as following instructions and taking turns (VCNRC003)
Informing
  1. Identify key words and information with guidance in simple written, spoken and visual texts (VCNRC004)
  2. Share and present information about self, family, friends and possessions, using modelled language (VCNRC005)
Creating
  1. Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement (VCNRC006)
  2. Create captions to images for individual presentations and participate in shared performances and imaginative activities using familiar words, phrases and language patterns (VCNRC007)
Translating
  1. Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words or expressions (VCNRC008)
  2. Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment (VCNRC009)
Reflecting
  1. Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in the language being studied (VCNRC010)
  2. Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity (VCNRC011)

Understanding

Systems of language
  1. Recognise and reproduce the sounds and letters of the alphabet of the language being studied, identifying how they are represented in words (VCNRU012)
  2. Understand elements of grammar such as those related to questions, commands and short sentences and develop vocabulary to describe self, friends and family (VCNRU013)
  3. Recognise features of familiar spoken, written and visual texts (VCNRU014)
Language variation and change
  1. Recognise that the greetings and forms of address in the language being studied may vary according to such things as the time of day, age, gender and relationship of participants (VCNRU015)
  2. Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary (VCNRU016)
Role of language and culture
  1. Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating (VCNRU017)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and their family and exchange greetings, farewells, and express thanks. They use simple repetitive language when participating in shared activities and simple exchanges, respond to simple instructions and imitate frequently used classroom language. When speaking, they reproduce distinctive sounds and letters of the language being studied. Students identify specific words, such as names of people, places, or objects in simple spoken and written texts and respond to imaginative experiences. They present information about themselves, their family, friends and possessions using gestures and modelled language. They create simple texts, such as captions to images...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment (VCNRC018)
  2. Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges (VCNRC019)
  3. Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers (VCNRC020)
Informing
  1. Locate key information about everyday contexts and routines from written, spoken and visual texts (VCNRC021)
  2. Convey information about self, others, home and school life, using simple statements and support materials such as photos, maps or charts (VCNRC022)
Creating
  1. Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters (VCNRC023)
  2. Create and perform short spoken and written imaginative texts such as dialogues or collaborative stories, using formulaic expressions and modelled language (VCNRC024)
Translating
  1. Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages (VCNRC025)
  2. Create simple bilingual resources for familiar audiences (VCNRC026)
Reflecting
  1. Share own experiences of communicating in the language being studied, recognising how it involves behaviours as well as words (VCNRC027)
  2. Interact with others, noticing how identity matters, such as use of terms of address, who and what is included and what language is used (VCNRC028)

Understanding

Systems of language
  1. Identify, pronounce and write the alphabet letters, recognising sound–letter relationships in the language being studied (VCNRU029)
  2. Recognise and use elements of the language's grammar, such as word order, gender and singular/plural forms, to describe people, objects or events (VCNRU030)
  3. Recognise the linguistic features and structures of different texts used in familiar contexts (VCNRU031)
Language variation and change
  1. Understand that the context and purpose of interactions influence language choices (VCNRU032)
  2. Understand that languages may change over time and that they influence each other, recognising words in the language being studied that are derived from other languages (VCNRU033)
Role of language and culture
  1. Identify vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions to make connections between cultural practices and language use (VCNRU034)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges, such as praising and encouraging others, asking for assistance, seeking clarification, requesting permission. They use features of pronunciation when asking questions and making statements and exclamation, including use of the accent mark if applicable. Students locate information related to everyday contexts and routines and use simple statements and support materials to present information about themselves, others, home and school. They respond to imaginative texts by talking about favourite...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Initiate interactions and exchange information with peers, describing feelings and preferences, aspects of daily life, school, friends and hobbies (VCNRC035)
  2. Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions (VCNRC036)
  3. Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding (VCNRC037)
Informing
  1. Obtain, organise and compare information about aspects of daily life and significant events from written, spoken, or digital texts (VCNRC038)
  2. Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines (VCNRC039)
Creating
  1. Listen to, read and view imaginative texts and respond by expressing feelings and opinions about the storyline, themes and characters (VCNRC040)
  2. Create and perform imaginative texts such as stories, skits or rap, using familiar language (VCNRC041)
Translating
  1. Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning (VCNRC042)
  2. Create bilingual texts and learning resources for the school community (VCNRC043)
Reflecting
  1. Engage in intercultural experiences, comparing ways of communicating in Australian and speaking contexts of the language being studied and identifying ways that culture influences language use (VCNRC044)
  2. Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity (VCNRC045)

Understanding

Systems of language
  1. Identify and reproduce, orally and in writing, key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules (VCNRU046)
  2. Develop knowledge of grammatical elements to construct and expand sentences (VCNRU047)
  3. Identify and use language features of different types of oral and written texts recognising that linguistic choices depend on audience and purpose (VCNRU048)
Language variation and change
  1. Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations (VCNRU049)
  2. Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge (VCNRU050)
Role of language and culture
  1. Understand that language and culture are integral to identity and are reflected in communication styles (VCNRU051)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively, and make suggestions and statements. When interacting, students use key features of pronunciation and intonation, including accents where appropriate. They obtain and compare information from a range of texts related to aspects of daily life and events. They present information about their personal world in different formats. They express their feelings about the storyline and characters encountered in texts and create and perform simple imaginative texts using familiar language. They use...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

At this level, students express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions, to share information, ideas, thoughts and feelings about people, objects, places and events (VCNRC052)
  2. Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions (VCNRC053)
  3. Participate in classroom interactions and exchanges through asking and responding to open-ended questions and offering opinions (VCNRC054)
Informing
  1. Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions (VCNRC055)
  2. Convey and present information and ideas on a range of topics in different types of texts and in a variety of modes (VCNRC056)
Creating
  1. Engage with and respond to imaginative texts, describing and expressing feelings and opinions about key ideas, characters, places and events (VCNRC057)
  2. Create and perform own and shared texts about imaginary people, places and experiences, in order to entertain others (VCNRC058)
Translating
  1. Translate texts from the language being studied to English and vice versa, interpreting meaning and identifying words or expressions of specific cultural significance in the language (VCNRC059)
  2. Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning (VCNRC060)
Reflecting
  1. Participate in intercultural interactions, reflecting on choices and adjustments made when communicating in the language being studied and demonstrating awareness of the importance of shared understanding (VCNRC061)
  2. Consider how own biography, including personal experiences, family origins, traditions and beliefs, impact on identity and shape own intercultural experiences (VCNRC062)

Understanding

Systems of language
  1. Refine pronunciation, spell frequently used words and apply accurate punctuation to writing (VCNRU063)
  2. Apply knowledge of grammatical features and construct compound and complex sentences (VCNRU064)
  3. Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose (VCNRU065)
Language variation and change
  1. Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal style to informal style, may signal changes in social settings (VCNRU066)
  2. Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change (VCNRU067)
Role of language and culture
  1. Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures (VCNRU068)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions and use rehearsed and spontaneous language to engage in discussions, negotiate, make decisions and arrangements, and offer opinions. They apply appropriate pronunciation and rhythm in the spoken language being studied to a range of sentence types, including, if applicable, use of the accent mark for both intonation and meaning. They locate and interpret information and ideas on topics of interest from a range of texts and communicate information, views and ideas using different modes of presentation...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

This is a period of language exploration, vocabulary expansion and experimentation. As students develop greater control of language structures and systems, their confidence increases, as does their...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships (VCNRC069)
  2. Participate in and contribute ideas and opinions to collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions (VCNRC070)
  3. Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others (VCNRC071)
Informing
  1. Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues (VCNRC072)
  2. Adapt and present information, ideas and opinions on a range of issues in a variety of text types and modes selected to suit audience and purpose (VCNRC073)
Creating
  1. Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices (VCNRC074)
  2. Create and perform a variety of imaginative texts for different audiences, manipulating language and experimenting with different techniques such as imagery or sound effects (VCNRC075)
Translating
  1. Translate and analyse a range of texts comparing interpretations and explaining differences in meaning (VCNRC076)
  2. Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively (VCNRC077)
Reflecting
  1. Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours (VCNRC078)
  2. Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking (VCNRC079)

Understanding

Systems of language
  1. Use pronunciation rules and apply features of the spoken language being studied such as intonation, stress and rhythm and extend to more advanced spelling and punctuation rules (VCNRU080)
  2. Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning (VCNRU081)
  3. Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types and identify how cultural elements are incorporated (VCNRU082)
Language variation and change
  1. Analyse culturally specific ways of interacting in the language being studied and how and why language use varies according to cultural contexts, considering why these interactions differ from those in English or in other languages (VCNRU083)
  2. Reflect on the dynamic and ecological nature of language, and that all languages influence each other (VCNRU084)
Role of language and culture
  1. Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this influences attitudes and beliefs (VCNRU085)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use the written and spoken language being studied to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice, contribute ideas and opinions, describe relationships, discuss aspirations, compare experiences and express opinions on issues of interest. They interact with others to take action, make decisions, negotiate, plan and organise events and complete transactions. They sustain and extend conversations by elaborating on opinions and ideas, expanding questions, and seeking and discussing responses and opinions. They apply appropriate pronunciation, rhythm and stress in the spoken language being studied in their interactions...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and teacher to exchange information and opinions about self, family, friends and interests, and express feelings, likes and dislikes (VCNRC086)
  2. Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements (VCNRC087)
  3. Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission (VCNRC088)
Informing
  1. Locate and use key points of information, such as main ideas, specific details and general descriptions from a range of spoken, written and visual texts (VCNRC089)
  2. Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest (VCNRC090)
Creating
  1. Listen to, read and view imaginative texts and respond by describing aspects, such as characters, events and ideas (VCNRC091)
  2. Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language (VCNRC092)
Translating
  1. Translate and interpret texts such as emails, signs and notices, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions (VCNRC093)
  2. Create bilingual texts and resources to support their own learning (VCNRC094)
Reflecting
  1. Engage with speakers of the language being studied, recognising that interaction involves the expression of cultural experience and values as well as language (VCNRC095)
  2. Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity (VCNRC096)

Understanding

Systems of language
  1. Identify similarities and differences between the phonological and orthographic systems of English and the language being studied (VCNRU097)
  2. Recognise and use vocabulary and grammatical elements to create simple sentences and phrases (VCNRU098)
  3. Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English (VCNRU099)
Language variation and change
  1. Understand that the language being studied, like all languages, varies according to participants, roles and relationships, context and culture (VCNRU100)
  2. Understand that the language being studied continues both to influence and change through interaction with other languages and cultures (VCNRU101)
Role of language and culture
  1. Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words (VCNRU102)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom activities, using modelled language to carry out transactions, ask and respond to familiar questions, follow instructions, and seek assistance or permission. When interacting, students pronounce sounds in the language being studied, and use intonation and accentuation. They obtain information and identify key points from different sources, using non-verbal and contextual clues to help make meaning. Students describe characters, events and ideas in imaginative texts using high frequency vocabulary...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. 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 (VCNRC103)
  2. Participate in collaborative planning and decision making for events and shared experiences, and engage in different forms of spoken and written transactions (VCNRC104)
  3. Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement (VCNRC105)
Informing
  1. Obtain, analyse and use information from a range of spoken, written, digital and visual texts, identifying and comparing perspectives on social and cultural issues (VCNRC106)
  2. Adapt and present information and ideas on a variety of topics using presentation modes selected to suit different audiences and to achieve specific purposes (VCNRC107)
Creating
  1. Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices (VCNRC108)
  2. Experiment with different techniques to create and present imaginative texts designed to engage different audiences (VCNRC109)
Translating
  1. Translate and interpret a range of community and social media texts such as posters, advertisements and blogs, identifying and explaining words or expressions of specific cultural significance (VCNRC110)
  2. Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts (VCNRC111)
Reflecting
  1. Interact with speakers of the language being studied and resources, recognising that intercultural communication involves shared responsibility for communication (VCNRC112)
  2. Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia (VCNRC113)

Understanding

Systems of language
  1. Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress (VCNRU114)
  2. Develop knowledge of vocabulary and sentence structures to elaborate meaning (VCNRU115)
  3. Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements (VCNRU116)
Language variation and change
  1. Examine how the language being studied and culture is variously expressed in different linguistic and cultural settings, identifying and explaining variations (VCNRU117)
  2. Understand how the language being studied has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture (VCNRU118)
Role of language and culture
  1. Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication (VCNRU119)

Levels 9 and 10 Achievement Standard

By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or disagreement in structured discussions and tasks, and spoken and written transactions. When interacting, they use appropriate pronunciation, rhythm and stress. Students locate and analyse information and perspectives from a range of texts and communicate information and ideas using different modes of presentation selected to suit audience and purpose. They share their responses to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices...

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