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Victorian Curriculum and Assessment Authority

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 is used in classroom interactions, routines and activities, supported by the use of materials and resources, gestures and body language. At this stage, there is a focus on play, imaginative activities...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with peers and teacher, using simple language and gestures for exchanges (VCNRC001)
    1. using greetings relevant to the time of day, celebration or event, and relationship to the other person
    2. introducing self and others
    3. talking about and describing self and others
    4. using formulaic expressions in everyday situations, imitating speech in the language, and incorporating appropriate gestures and body language
  2. Participate in guided activities and simple exchanges using simple repetitive language (VCNRC002)
    1. singing and adapting rhymes, action songs, rap, lullabies and counting songs
    2. performing actions when singing songs and chants
    3. making simple transactions, using modelled language, for example, when role playing
    4. playing games such as matching pairs, memory games and bingo to reinforce vocabulary
  3. Participate with teacher and peers in class routines and activities, such as following instructions and taking turns (VCNRC003)
    1. following classroom instructions
    2. participating in routine exchanges, such as opening and closing lessons, naming the day of the week, responding to the class roll, and when moving between activities
    3. taking turns in games and action songs using repetitive language and songs
Informing Elaborations
  1. Identify key words and information with guidance in simple written, spoken and visual texts (VCNRC004)
    1. listening for key words in stories, rhymes or songs, using intonation and visual cues
    2. identifying key words from different written and spoken texts by labelling, matching, clicking and dragging, miming and using actions, for example, on an interactive whiteboard
    3. obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
    4. sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes, singular/plural words
  2. Share and present information about self, family, friends and possessions, using modelled language (VCNRC005)
    1. using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
    2. contributing to classroom resources that involve naming, labelling and illustrating, for example, a favourite photos wall, a word wall
    3. providing information about self, family, friends, possessions by writing captions or attaching word bubbles to drawings or photos
    4. using simple sentences to talk informally about self, friends and favourite possessions
Creating Elaborations
  1. Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement (VCNRC006)
    1. reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
    2. performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
    3. interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
    4. acting out their favourite character or event from a shared story and making simple statements
  2. Create captions to images for individual presentations and participate in shared performances and imaginative activities using familiar words, phrases and language patterns (VCNRC007)
    1. creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions
    2. creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
    3. creating rhymes, nonsense phrases and songs using rehearsed language
    4. performing chants, rap, rhymes and songs, and using music and actions to support meaning
Translating Elaborations
  1. Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words or expressions (VCNRC008)
    1. comparing words and phrases in the language and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages
    2. making comparisons between words in the language and English words, noticing similarities
    3. demonstrating to others the ways in which people who speak the language greet each other verbally and non-verbally
  2. Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment (VCNRC009)
    1. making and displaying labels or captions in the language being studied for common objects in the classroom
    2. compiling and displaying illustrated picture or digital dictionaries
    3. matching words in English and the language, for example, name tags, by playing games such as memory or snap
Reflecting Elaborations
  1. Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in the language being studied (VCNRC010)
    1. using expressions and spontaneous exclamations when interacting with peers and noticing differences in the use of language, or voice
    2. reflecting on differences in ways of communicating with each other in English and in the language
    3. describing how it feels to use the language when, for example, singing a song or hearing the language spoken by others
    4. comparing aspects of own and target-language children’s lifestyles, such as when interacting with family members, daily greetings in the family, family meal time
  2. Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity (VCNRC011)
    1. identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
    2. identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
    3. recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
    4. identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

Understanding

Systems of language Elaborations
  1. Recognise and reproduce the sounds and letters of the alphabet of the language being studied, identifying how they are represented in words (VCNRU012)
    1. building phonic awareness by pronouncing and writing the target-language alphabet letters with familiar sounds, and building to more unfamiliar sounds
    2. experimenting with sounds, rhythms, intonation and stress
    3. noticing the number of letters in the alphabet of the language being studied
    4. locating and highlighting specific alphabet letters from the language being studied
    5. developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
    6. focusing on those letters that are different from letters in the English alphabet
  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)
    1. recognising the order of words in phrases and sentences
    2. using adverbs to indicate where, for example, inside, outside, here, there, under
    3. using simple adverbs to enhance sentences
    4. using verbs in the first person to describe aspects of self, for example, I am six, I have a cat
    5. recognising terms for common everyday nouns, for example, the door, the chair, the house,
    6. responding to and issuing commands, for example, come here please, sit down
    7. responding to questions such as ‘how old are you?’ and ‘how are you?’
    8. developing number knowledge for numbers up to 29 and using them in sentences
    9. beginning to use conjunctions such as ‘and’
  3. Recognise features of familiar spoken, written and visual texts (VCNRU014)
    1. listening to, reading and viewing different simple texts in the language, understanding that texts can be short or long, spoken, written, digital, visual or multimodal, for example songs, chants, labels, captions, stories and dialogues
    2. identifying the language being studied from a selection of spoken or written texts from other languages represented in the classroom or in the school
    3. comparing similar texts in the language with English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market
Language variation and change Elaborations
  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)
    1. using appropriate form of address or greeting with peers when speaking to adults and appropriate greeting depending on the time of day
    2. recognising that there can be different forms of address for the same person, for example, mum, mother
  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)
    1. understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
    2. understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe
Role of language and culture Elaborations
  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)
    1. exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
    2. exploring the significance of different cultural practices, activities and games
    3. recognising words that reflect aspects of the culture of the language
    4. understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
    5. recognising features of the target language interactions which may be similar or different to own ways of communicating

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, using familiar words, phrases and sentence patterns. They use vocabulary related to their classroom and family. They recognise questions and commands and use short sentences with appropriate language structures to communicate about themselves, their family and classroom. They translate frequently used words and simple phrases relating to their immediate environment, using visual cues and identifying similarities and differences. They give examples of ways the language being studied sounds and looks different from other languages that they bring to the classroom.

Students identify how letters of the language being studied are represented in words and read. They identify features of familiar texts, such as songs, labels and captions. They recognise that different titles and greetings are used to address people in different situations. They list the different languages that are spoken in Australia. They identify similarities and differences between the language being studied and their own language and culture.

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 of listening and viewing activities, and understand familiar stories, songs and poems. Language use remains at a simplistic, repetitive level within familiar and predictable contexts. They use simple...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment (VCNRC018)
    1. asking and answering questions to exchange information about self and family
    2. asking and sharing information about daily and classroom routines
    3. using common responses for frequently asked comments or questions
    4. exchanging simple correspondence such as notes, invitations or messages in print or digital form
  2. Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges (VCNRC019)
    1. preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
    2. collaborating with peers on tasks, such as designing a poster for a significant event
    3. following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe and naming ingredients, or following instructions in a craft activity
    4. participating in a role play, for example, buying goods from a shop and using props to engage in conversation
  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)
    1. asking for permission and requesting help using frequently used phrases
    2. asking how to say or write a word or expression
    3. praising and encouraging peers
    4. using words, phrases or interjections which can be used in conversation
Informing Elaborations
  1. Locate key information about everyday contexts and routines from written, spoken and visual texts (VCNRC021)
    1. surveying classmates regarding their likes, interests, routines and activities, and tabulating the results, for example, in birthday charts or graphs
    2. reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions
    3. locating information relating to school activities in a country where the language is spoken for example, from a sister school, and comparing with own daily schedule/routine
    4. identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list
  2. Convey information about self, others, home and school life, using simple statements and support materials such as photos, maps or charts (VCNRC022)
    1. creating print or digital texts to describe people, objects or their favourite pets/animals
    2. creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
    3. presenting information on events or topics of possible interest to children of their own age in countries where the target language is spoken, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
    4. selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school
Creating Elaborations
  1. Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters (VCNRC023)
    1. listening to, viewing and reading stories in a range of text types, and responding to questions about characters, themes and events
    2. comparing a myth, legend or story to an Australian Dreaming story and highlighting the similarities and differences in characters, events and moral of the story
    3. creating a timeline of the main events of a story using pictures, words and simple sentences
    4. performing a scene from a myth, legend or story using simple, modelled language
  2. Create and perform short spoken and written imaginative texts such as dialogues or collaborative stories, using formulaic expressions and modelled language (VCNRC024)
    1. creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
    2. modifying texts such as songs, for example, by substituting words in a well-known song or tune
    3. creating a new story such as a picture book using favourite characters from imaginative texts and adding captions using formulaic expressions and modelled language
Translating Elaborations
  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)
    1. playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
    2. translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
    3. translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign
  2. Create simple bilingual resources for familiar audiences (VCNRC026)
    1. creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
    2. creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
    3. creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the Dog
Reflecting Elaborations
  1. Share own experiences of communicating in the language being studied, recognising how it involves behaviours as well as words (VCNRC027)
    1. identifying elements of the language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions
    2. discussing ways of communicating and their appropriateness in different language contexts
    3. describing to peers what they are confident about when using the language, what they feel unsure of and what they most enjoy
    4. discussing how Australian terms and expressions might be understood from a target-language speaker’s perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’
  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)
    1. recognising how they communicate with each other, their family, teachers and other adults, identifying differences in behaviour and language and explaining why this happens
    2. reflecting on the experience of becoming bilingual or multilingual, considering what advantages this brings and whether it impacts on identity
    3. creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the target language class
    4. discussing which groups they belong to, for example, family, class, learners of the language being studied, and making connections and comparisons between own cultural perspectives and those of different cultural groups
    5. interacting with teachers and other speakers of the language and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own

Understanding

Systems of language Elaborations
  1. Identify, pronounce and write the alphabet letters, recognising sound–letter relationships in the language being studied (VCNRU029)
    1. identifying and pronouncing the sounds of the alphabet
    2. practising letter clusters in common words or in names
    3. beginning to recognise high-frequency words
    4. applying appropriate punctuation marks such as full stop, comma, exclamation mark and question mark
    5. using different strategies to remember new sounds, for example mnemonics
  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)
    1. beginning to describe and explain features of the target language using metalanguage
    2. creating simple sentences
    3. experimenting with compound sentences
    4. recognising the differences or similarities in word order in simple sentences
    5. expressing negation in simple sentences
    6. expanding number knowledge up to 100
  3. Recognise the linguistic features and structures of different texts used in familiar contexts (VCNRU031)
    1. identifying the main features of a short narrative, for example, a song, rhyme or poem, a simple description or procedure, for example, a recipe, or a conversation
    2. noticing the differences between texts within the same mode, for example, a birthday card and an email, and between multimodal texts, for example, reading the lyrics of a song, and hearing it being sung, or reading a dialogue and acting it out
    3. recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, web-page, or picture book
Language variation and change Elaborations
  1. Understand that the context and purpose of interactions influence language choices (VCNRU032)
    1. recognising the differences between formal and informal language in social interactions
    2. examining culturally appropriate phrases for different purposes
    3. recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words
  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)
    1. recognising that the language has a history and has developed into what is the spoken language today
    2. understanding that the language being studied may be spoken elsewhere in the diaspora of speakers of that language
    3. noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own
Role of language and culture Elaborations
  1. Identify vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions to make connections between cultural practices and language use (VCNRU034)
    1. examining aspects of the authentic culture of the target language speakers
    2. understanding concepts and values as expressed, for example, during festivals, birthdays and special occasions
    3. recognising and explaining to others the significance of some cultural practices and events

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 elements, acting out events and making simple statements about characters. They perform and create short imaginative texts, using formulaic expressions and modelled language. Students use vocabulary related to school, home and everyday routines and describe people, objects or events using adjectives and adverbs. They use appropriate grammar and syntax in simple spoken and written texts. They translate and interpret common words and frequently used language relating to familiar environments and create simple bilingual resources for the classroom, such as picture dictionaries and captions.

Students identify and write letters of the alphabet of the language being studied, and recognise sound-letter relationships. They identify the structure and linguistic features of texts used in familiar contexts, such as stories, songs, recipes and conversations. They provide examples of how language use varies according to the context and the purpose of the exchange. They recognise that languages change over time, and that languages influence each other, providing examples of words in the language being studied that are borrowed from other languages. They compare the language being studied and English, identifying similarities and differences, particularly in vocabulary, behaviours and expressions related to cultural practices such as special occasions.

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 to experiences. Social contexts such as families, the neighbourhood, locality and community influence and define the nature of language use. Students' pronunciation, intonation and phrasing are more...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate interactions and exchange information with peers, describing feelings and preferences, aspects of daily life, school, friends and hobbies (VCNRC035)
    1. asking and responding to questions to exchange information about shared interests, hobbies or friends
    2. sharing experiences and feelings, such as weekend activities and likes/dislikes using set phrases
    3. using communication strategies such as active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information
    4. comparing routines, interests and hobbies, using language associated with time, sequence and location
  2. Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions (VCNRC036)
    1. planning and organising an event, such as inviting a special guest to speak to the class about celebrations or to share a traditional recipe
    2. working with another group, for example, by reading books to younger students, or teaching a skill, such as dyeing eggs, to another class
    3. planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
    4. creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning the target language or to promote the learning of the target language and culture
  3. Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding (VCNRC037)
    1. collaborating with peers during individual or group activities
    2. checking on progress during learning tasks or activities
    3. asking peers politely to do something and responding to requests, for example, giving and receiving things
    4. talking about the experience of learning and using the language, comparing what they can and cannot do
Informing Elaborations
  1. Obtain, organise and compare information about aspects of daily life and significant events from written, spoken, or digital texts (VCNRC038)
    1. identifying information in texts, such as conversations and brochures, and sharing this information with others in a different format, for example, presenting a chart of favourite television programs or computer games
    2. obtaining information about and comparing seasons and festivals in countries where the language is spoken, for example, summer holidays in July rather than January
    3. viewing advertisements on television and in other media, in order to develop a shared set of vocabulary and expressions to create own advertisements
    4. viewing, listening to and reading simple texts about a celebration
  2. Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines (VCNRC039)
    1. constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
    2. preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
    3. presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
    4. conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
    5. preparing a dialogue with a partner about self
    6. using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
    7. reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams
Creating Elaborations
  1. Listen to, read and view imaginative texts and respond by expressing feelings and opinions about the storyline, themes and characters (VCNRC040)
    1. responding to stories, myths, fables and films, using modelled language to describe themes, characters and actions
    2. producing storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings
    3. introducing and comparing favourite characters in stories, myths, fables and films, listing associated key words or expressions
    4. commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in stories, myths and fables
  2. Create and perform imaginative texts such as stories, skits or rap, using familiar language (VCNRC041)
    1. producing short scripted plays with teacher support, to perform to class, younger students or the school community
    2. creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger language classes
    3. creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly told story
Translating Elaborations
  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)
    1. comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
    2. translating simple sentences, noticing that there is not always word-for-word equivalence
    3. recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
    4. identifying and explaining expressions and idioms that do not make sense when translated word-for-word
    5. explaining to the teacher, peers and family how some words may have many different meanings
  2. Create bilingual texts and learning resources for the school community (VCNRC043)
    1. creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
    2. creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
    3. constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
    4. creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning
Reflecting Elaborations
  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)
    1. investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as g’day, howzat, this arvo, mozzie
    2. reflecting on situations where interactions in the target language have felt awkward or difficult, discussing own reactions and adjustments
    3. considering what linguistic or cultural information they would need to know in order to visit a school in a country where the target language is spoken and talking about adjustments they may need to make in language use and behaviour
  2. Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity (VCNRC045)
    1. preparing a class profile to exchange with students who speak the language being studied, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
    2. exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
    3. exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
    4. connecting various personal experiences of learning the language, and describing how learning the language has influenced own everyday behaviour and language use, for example, using the language outside the language classroom
    5. considering whether learning and using the language impacts on their sense of identity either in or out of the classroom

Understanding

Systems of language Elaborations
  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)
    1. applying, if applicable, different intonation for statements, questions, exclamations and commands
    2. reading simple texts
    3. applying and using, if applicable, accent marks
    4. experimenting with spelling simple words
    5. applying phonic and grammatical knowledge to spell and write unfamiliar words
    6. understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark
  2. Develop knowledge of grammatical elements to construct and expand sentences (VCNRU047)
    1. describing present, past and future actions, situations and events using familiar verbs
    2. using language to express preferences
    3. using correct word order to ask questions and make requests
    4. using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions
    5. expanding vocabulary base by using and recognising common everyday nouns
  3. Identify and use language features of different types of oral and written texts recognising that linguistic choices depend on audience and purpose (VCNRU048)
    1. identifying the purpose, context and audience of a range of familiar texts, for example, fairytales, sports reports, recipes
    2. reading, viewing and listening to different texts with a common topic, for example, comparing a print, TV and internet announcement for the same event
    3. describing key features of different types of text and discussing audience and purpose, for example, a shopping list serves as a reminder to self and consists of items and quantities, whereas a shopping transaction involves interaction and negotiation
Language variation and change Elaborations
  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)
    1. using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults
    2. reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for example by email or phone
  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)
    1. identifying familiar words in the language and recognising their English equivalents
    2. using knowledge of familiar patterns and structures to decode and interpret meaning
    3. understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist
Role of language and culture Elaborations
  1. Understand that language and culture are integral to identity and are reflected in communication styles (VCNRU051)
    1. discussing own and peers’ understanding of concepts and messages expressed in stories/myths/song lyrics
    2. recognising that language use can have connections to cultural practices, such as celebrations
    3. reflecting on the experience of learning the language and culture and identifying situations that have provided awareness of own cultural practices and values, for example, attending a cultural festival or show
    4. discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

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 tenses in combination with appropriate grammatical elements to construct and expand sentences and apply basic rules of spelling and punctuation, such as question marks, capital letters, commas, exclamation marks and speech marks. They translate and interpret simple texts, identifying words that are not easily translated and create bilingual texts for the classroom and school community. They compare ways of communicating in the language being studied and English to identify similarities and differences and suggest how culture influences language use.

Students identify and reproduce orally and in writing letters and sounds of the language being studied. They identify the relationship between language choices, and the audience and purpose of different text types. They describe the importance of register in different contexts and situations. They appreciate the dynamic nature of the language being studied, identifying changes that have occurred due to new technologies and knowledge. They describe ways that identity and the nature of communication are directly related to language and culture.

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 and increasingly generate original and personal language. They create and perform more complex and varied texts. They plan, draft and present imaginative and informative texts, for example, a...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and sustain interactions, to share information, ideas, thoughts and feelings about people, objects, places and events (VCNRC052)
    1. interacting with peers to describe everyday aspects of own environment, lifestyles and routines, and making comparisons with those of students in different cultural contexts
    2. exchanging personal information such as languages spoken, family and friends, routines and immediate environment with peers in their class and further afield
    3. sharing views about favourite forms of entertainment, celebrities and other significant figures, expressing preferences, feelings and opinions
    4. recounting events and describing activities and personal experiences
  2. Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions (VCNRC053)
    1. participating in decision-making scenarios
    2. participating in the collaborative planning of real or simulated class events
    3. describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes
    4. transacting and negotiating in real or simulated situations
  3. Participate in classroom interactions and exchanges through asking and responding to open-ended questions and offering opinions (VCNRC054)
    1. initiating interactions in a class or group activity
    2. asking for, giving and following instructions in a variety of situations
    3. asking and responding to questions
    4. expressing opinions and inviting people to give opinions or suggestions
    5. discussing and sharing learning strategies, such as developing vocabulary knowledge and expressing ideas and opinions in different ways
Informing Elaborations
  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)
    1. collecting information from a range of texts, such as advertisements, signs, announcements and recipes, identifying context, purpose and audience
    2. comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture specific terms and representations
    3. using print and online resources such as dictionaries and grammar references to support understanding of texts
    4. summarising information and viewpoints in a range of texts, using tools such as guided note taking
    5. listening to, reading and viewing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them
  2. Convey and present information and ideas on a range of topics in different types of texts and in a variety of modes (VCNRC056)
    1. presenting information on a variety of topics for a range of purposes and audiences
    2. presenting findings from interviews with peers in own class or in language classes and settings, using formats such as profile posters, charts and timelines
    3. summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning
    4. organising and presenting information for an audience who speak the language, for example, a web page describing and explaining leisure activities of young people in Australia
    5. reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game
Creating Elaborations
  1. Engage with and respond to imaginative texts, describing and expressing feelings and opinions about key ideas, characters, places and events (VCNRC057)
    1. expressing personal opinions about ideas in imaginative texts such as myths, legends, stories, film excerpts, paintings, songs or video clips
    2. comparing key messages and beliefs from texts such as traditional and contemporary stories and the Dreamtime
    3. responding to imaginative texts, comparing ways in which people, places and experiences are represented
    4. stating personal preferences about characters, attitudes and events in texts
  2. Create and perform own and shared texts about imaginary people, places and experiences, in order to entertain others (VCNRC058)
    1. creating texts to entertain younger audiences, such as cartoons, photo stories, plays or Big Books based on traditional and other familiar stories
    2. creating the next scene, new character or an alternative ending for imaginative texts in the language , such as a story or drama performance
    3. composing and performing short songs with particular themes, for an occasion such as a performance for classroom guests
    4. illustrating imaginative stories in visual forms such as cartoons or captioned photo stories
Translating Elaborations
  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)
    1. translating and interpreting expressions used in routine exchanges in familiar settings and making comparisons with similar exchanges in English
    2. translating texts, such as short video clips (without subtitles), posters, advertisements, signs and symbols such as emoticons, and explaining cultural aspects using subtitles, captions, gestures and commentaries
    3. using dictionaries and other translation tools, exploring ways of avoiding literal translations that do not reflect intended meaning
    4. comparing translations and interpretations of texts such as songs and advertisements, noticing similarities and differences and reflecting on why interpretations may vary
  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)
    1. working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
    2. creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
    3. creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
    4. creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ
Reflecting Elaborations
  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)
    1. making appropriate language choices with awareness of social situations
    2. interacting with members of communities who speak the language, describing the experience and reflecting on the most appropriate ways of interacting
    3. reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of the language being studied
  2. Consider how own biography, including personal experiences, family origins, traditions and beliefs, impact on identity and shape own intercultural experiences (VCNRC062)
    1. reflecting on the experience of learning and using the language and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating
    2. reflecting on how learning the language may have impacted on own identity and understanding of the world such as an increased awareness of representations in the media of countries where the language is spoken

Understanding

Systems of language Elaborations
  1. Refine pronunciation, spell frequently used words and apply accurate punctuation to writing (VCNRU063)
    1. identifying differences in tone, intonation and rhythm
    2. applying punctuation and spelling rules to own writing
    3. experimenting with pronunciation of less familiar texts
  2. Apply knowledge of grammatical features and construct compound and complex sentences (VCNRU064)
    1. using a range of tenses and voices to describe routines and actions
    2. using a range of regular and irregular verbs to develop sentence structures
    3. creating compound and complex sentences
  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)
    1. describing the main features of familiar text types for example, cartoon, story/storyboard, news report, and identifying features such as sequencing
    2. observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe the features of a particular text, for example, an invitation to a party or a greeting card
    3. identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
    4. identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience
Language variation and change Elaborations
  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)
    1. identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
    2. identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
    3. understanding that different situations require different levels of politeness depending on the context and the speaker
    4. recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions
  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)
    1. understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
    2. recognising that meanings of particular words and expressions can originate from earlier times
Role of language and culture Elaborations
  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)
    1. discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use
    2. analysing the meaning and use of proverbs, idioms and sayings

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. They share their response to different imaginative texts by expressing feelings and opinions and describing ways in which ideas, characters, places and events are represented. Students create imaginative texts about people, places and experiences to entertain others. They use grammatical features to construct compound and complex sentences and link ideas and sentences. They apply rules of punctuation and spelling to their own written constructions. They translate and interpret texts, identifying and explaining words with particular cultural significance in the language being studied and create bilingual texts for the school and wider community, providing subtitles, captions or commentaries to assist meaning. They explain why communication with others involves shared responsibility for making meaning, and identify the choices and adjustments they make when participating in intercultural interactions.

They analyse the structure and linguistic features of different text types to identify their relationship with audience and purpose. They analyse language use in different contexts, including formal and informal, explaining the impact of purpose, audience and social setting. They explain the dynamic nature of the language being studied from ancient to modern times, and suggest reasons for change. They understand how language use reflects cultural ideas, assumptions and perspectives and recognise that what is considered normal in communication varies across cultures.

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 interest in communicating in a wider range of contexts. They use the language being studied to communicate and interact, to access and exchange information, to express feelings and opinions, and to...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships (VCNRC069)
    1. sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further
    2. interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge
    3. sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation
    4. exchanging information with peers in countries where the language is spoken, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas
  2. Participate in and contribute ideas and opinions to collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions (VCNRC070)
    1. contributing opinions and suggestions during shared problem-solving tasks, for example, in resolving a disagreement about a planned activity
    2. organising and participating in activities, such as developing a classroom journal to document examples of language used in particular contexts
    3. expressing agreement or disagreement when accepting or declining offers, requests and invitations, for example, inviting peers to attend a celebration or party
    4. planning events and making decisions with peers, for example, choosing a venue for an event, expressing preferences and asking questions to clarify intentions
    5. participating in role-plays to complain about something, such as returning damaged or unsuitable goods
  3. Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others (VCNRC071)
    1. participating in class discussions on topics of interest to young people
    2. interacting with peers to manage shared learning experiences, considering and commenting on the contributions and views of others
    3. comparing experiences and challenges in shared activities, and expressing own opinions such as agreement or disagreement with others
    4. managing interactions with peers in class activities such as games or events, by taking turns or different roles, giving encouragement and praise
Informing Elaborations
  1. Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues (VCNRC072)
    1. gathering information from different sources and reporting to others, for example, interpreting a weather report
    2. extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article
    3. analysing reports of an event from a range of sources, and comparing different perspectives
    4. listening to, reading and viewing informational texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report
    5. researching aspects of culture and choosing and explaining a particular course of action, for example, a suitable time to visit countries where the language is spoken, or a suitable holiday for visitors to Australia, for example, designing a poster in the language for visitors to Australia
  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)
    1. presenting texts on a range of topics to inform others, for example, a weather report, a magazine article about an event, a travel brochure promoting a local region or product
    2. designing texts such as an advertisement or magazine cover for a particular audience, explaining cultural references and using techniques and effects such as images, music and colour
    3. conveying own ideas and information in a range of texts for different audiences, using examples of media texts such as television reports, video clips or social media
    4. presenting ideas and information selected from samples of spoken, written and digital texts which convey cultural as well as content information, for example, newspaper headlines, advertisements, notices in public places or graffiti
    5. creating informative texts for a range of audiences, such as posters, brochures and web pages promoting new music releases, a favourite holiday destination, a healthy lifestyle
Creating Elaborations
  1. Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices (VCNRC074)
    1. interpreting images and language choices to convey cultural concepts and ideas in songs, films and performances
    2. reading, viewing and listening to imaginative texts in a variety of modes to explore and discuss the representation of aspects of society and culture of countries where the language is spoken, for example, current social themes such as youth issues, identity
    3. discussing how imaginative texts such as films, plays and songs portray social issues in everyday life such as relationships, generation gap
    4. responding to texts to explain how mood is created and narrative developed through language and expression, language choice, use of metaphors, humour, suspense, surprise
    5. analysing imaginative texts, to discuss how language, culture and literary devices are used to portray characters, places or events in order to evoke humorous or emotional responses
    6. comparing lyrics, themes and popular styles with English language songs, explaining similarities and differences in language use, cultural aspects and modes of expression
  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)
    1. creating texts with various settings, characters and events, for example, animations or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects to entertain
    2. creating and presenting various types of texts, such as skits or scripts for role plays, considering characters, themes and settings, for different audiences
    3. designing and presenting posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the market in places where the language is spoken and vice versa
    4. using a familiar text-type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school where the language is spoken
Translating Elaborations
  1. Translate and analyse a range of texts comparing interpretations and explaining differences in meaning (VCNRC076)
    1. exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions in order to develop a whole-class translation
    2. translating, analysing and explaining expressions and idioms encountered in texts, finding ways to convey the meaning and cultural significance
    3. translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others
    4. translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings
  2. Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively (VCNRC077)
    1. creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
    2. creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
    3. producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
    4. corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations
Reflecting Elaborations
  1. Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours (VCNRC078)
    1. reflecting on learning and using the target language, and the nature of communication misunderstandings and breakdowns, discussing repair and recovery strategies and insights gained
    2. exchanging correspondence with peers in communities where the language being studied is spoken and reflecting on differences and similarities in language use and conventions and cultural nuances
    3. reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with speakers of the target language, for example, keeping a record of required modifications for intercultural experiences
    4. sharing responsibility for modifying language and behaviours through providing feedback to other learners
  2. Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking (VCNRC079)
    1. monitoring, evaluating and recording own experiences and reactions when communicating in the language, for example by keeping a diary or journal and considering how perspectives may have changed over time
    2. reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by speakers of the language, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
    3. reflecting on the experiences of migrants who speak the language being studied, for example discussing when they came to Australia, the impact they have made on Australian society, and issues of cultural identity

Understanding

Systems of language Elaborations
  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)
    1. recognising that pronunciation, rhythm and tempo assist in making meaning in interactions and applying this knowledge to own communication
    2. comparing English and sounds and spelling with the language being studied in order to support pronunciation of familiar and unfamiliar words and expressions
    3. using accentuation, if applicable, in the language correctly and with appropriate pronunciation
    4. building phonic awareness by using and experimenting with sounds and rhythms
    5. reinforcing pronunciation, phrasing and intonation skills by reciting and repeating words and phrases in context
    6. recognising the role of stress and rhythm in creating emphasis
    7. using appropriate spelling and punctuation in a range of written texts
  2. Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning (VCNRU081)
    1. choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense
    2. using a range of adverbs and adjectives to modify and intensify meaning
    3. using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts
    4. seeking information using a range of questions
    5. continuing to build a metalanguage to describe grammatical concepts and develop learning resources for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives
  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)
    1. recognising main features of a range of text types in the language, for example, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
    2. analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
    3. reading, viewing and listening to different texts in the language, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
    4. discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
    5. explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements
Language variation and change Elaborations
  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)
    1. comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
    2. investigating the nature and use of the target language in different contexts of interaction, reflecting on similarities and differences to interactions in English or other languages
    3. identifying English words in the language being studied and discussing their emergence and use
  2. Reflect on the dynamic and ecological nature of language, and that all languages influence each other (VCNRU084)
    1. recognising how English may be modifying language use in particular spheres in the language being studied, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, or language used to keep up with trends
    2. recognising that language changes over time by, for example, viewing films in historical settings and those in contemporary settings and discussing the language used
Role of language and culture Elaborations
  1. Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this influences attitudes and beliefs (VCNRU085)
    1. collecting examples of the language being studied in the local landscape, for example, in particular parts of the city such as market places, exhibitions or cultural events, and discussing the influence and significance of the language and culture in Australia today
    2. recognising the importance of learning and using different languages in order to access the cultural practices, values and beliefs of others
    3. analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across communities who speak the language being studied

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. They analyse and evaluate ideas and information obtained from multiple sources on a range of issues. They present information using different text types and modes of presentation to suit different audiences and to achieve different purposes. They share their responses to different imaginative texts by expressing and justifying opinions on language use, themes, moods and emotions. They manipulate language and use different techniques to produce imaginative texts for different audiences. When creating texts, they use a variety of grammatical elements to shape meaning. They accurately apply rules of punctuation and spelling to their own written constructions. Students translate and analyse a range of texts, compare interpretations and explain differences. They create a range of bilingual texts that convey intended meaning for a variety of purposes and audiences.

Students analyse a range of texts to identify cultural elements and perspectives and to explain the interrelationship between linguistic elements, context, purpose, audience and structure. They provide examples of how language use varies according to cultural contexts, explaining why interactions in the language being studied may differ from those in English or other languages. They explain why the language being studied, like other languages, is fluid and dynamic as well as solid and influential. They explain ways in which language and culture are interrelated and influence each other.

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 and competitions, and are supported to use the language being studied as much as possible. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with peers and teacher to exchange information and opinions about self, family, friends and interests, and express feelings, likes and dislikes (VCNRC086)
    1. engaging in conversations with peers and teacher to exchange information about themselves, their family and friends
    2. introducing self and others in real and imagined situations
    3. expressing opinions and describing and exchanging information about interests, for example, leisure activities, using modelled language
    4. expressing likes and dislikes in classroom and school ground conversations
    5. expressing how they are feeling
  2. Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements (VCNRC087)
    1. using language to participate with others in everyday activities, for example, ordering at a restaurant, shopping at a bakery, using public transport, or meeting at the movies
    2. participating in role plays relating to making arrangements
    3. collaborating with peers to present a birthday celebration song to a class mate
    4. creating presentations or performances for family, friends or school community to showcase target language learning
    5. accepting or declining an invitation
  3. Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission (VCNRC088)
    1. asking and responding to questions relating to the learning environment
    2. interacting in classroom routines by following instructions
    3. using formulaic language to ask permission
    4. responding to questions
Informing Elaborations
  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)
    1. reading, viewing or listening to texts, such as a song or poster, and responding to questions
    2. obtaining information on a range of topics, such as the life of a student in a place where the language is spoken
    3. identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in a country where the language is spoken and producing a program
    4. identifying key and commonly used expressions in texts and using them in own texts
    5. gathering and collating information from sources such as class surveys, and presenting findings to others in digital formats, for example, posters, wall charts, profiles or timelines
  2. Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest (VCNRC090)
    1. creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
    2. describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
    3. presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
    4. reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
    5. using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician
Creating Elaborations
  1. Listen to, read and view imaginative texts and respond by describing aspects, such as characters, events and ideas (VCNRC091)
    1. participating in imaginary exchanges between characters from a story in a performance for the class
    2. listening to, reading and viewing texts, and responding to questions about characters and events
    3. describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard or cartoon
    4. listening to songs, such as versions of English language songs in the language being studied and comparing aspects that may be similar or different
  2. Create or represent and perform own imagined scenarios, characters and events, using stimulus materials and modelled language (VCNRC092)
    1. creating own versions of familiar texts, such as greeting cards for imaginary special occasions or board games
    2. creating and telling a story from stimulus, such as a photograph, using speech bubbles and captions to accompany visuals
    3. creating and performing a short play or video clip to share with and entertain others, for example, a rap or role play for younger students, to be performed or played on Grandparents Day or Open Day
    4. composing and participating in imaginary interactions in the language being studied, for example, a conversation between avatars or meeting a story or film character for the first time
Translating Elaborations
  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)
    1. translating short, simple texts identifying words and expressions that can be readily translated and those that can be ‘lost in translation’
    2. translating signs and notices from the language, identifying similarities and differences in both language versions
    3. identifying and explaining expressions that require interpretation rather than translation
    4. using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning
  2. Create bilingual texts and resources to support their own learning (VCNRC094)
    1. creating bilingual resources for language learning, such as word banks, glossaries, digital resources, charts or a personal translation dictionary, with examples and explanations of language use
    2. using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that is appropriate for the audience
    3. creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a scene from a country where the language is spoken, depicting roads, shops, products and services
    4. creating bilingual signs and notices for the school
    5. developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures
Reflecting Elaborations
  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)
    1. participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures and explaining why they vary in different cultural and social settings and contexts
    2. researching language used in different contexts, for example, informal texts such as text messages, recognising elements that reflect cultural attitudes and trends
    3. reflecting on choices made when using the language to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register
    4. participating in intercultural experiences, for example, visiting a cultural establishment, reflecting on etiquette, cultural expressions and language choices
  2. Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity (VCNRC096)
    1. monitoring own development as a speaker of the language and exploring the relationship between identity, culture and language in relation to learning and using the language
    2. recognising and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
    3. participating in cultural experiences, such as going to a concert or attending a function, and reflecting on cultural similarities and differences in own language and the language being studied and behaviours
    4. reflecting on language choices used by speakers of the language and considering when and how to use these in own communication

Understanding

Systems of language Elaborations
  1. Identify similarities and differences between the phonological and orthographic systems of English and the language being studied (VCNRU097)
    1. using the language alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
    2. developing and using pronunciation and reproducing sounds in the target language
    3. using the language alphabet for spelling out names and other words
    4. developing awareness of the sounds, rhythms and intonation patterns in the language being studied
    5. understanding and using punctuation particular to the language
  2. Recognise and use vocabulary and grammatical elements to create simple sentences and phrases (VCNRU098)
    1. using nouns and verbs, recognising agreement and word order
    2. indicating quantity using plural forms
    3. using negative expressions
    4. using the present tense
    5. using common verbs to describe simple actions
    6. developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink
  3. Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English (VCNRU099)
    1. comparing texts in the language with English versions and identifying similarities and differences, for example, postcards, diary entries, emails or a note to a friend
    2. identifying characteristic features of familiar text types such as signs, instructions, songs, advertisements and invitations, and noting differences in expression and levels of formality, for example, a wedding invitation or a clothing sale at a store
    3. transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English
Language variation and change Elaborations
  1. Understand that the language being studied, like all languages, varies according to participants, roles and relationships, context and culture (VCNRU100)
    1. examining differences between formal and informal language in social interactions such as greetings, introductions and farewells
    2. recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s family for the first time
    3. observing and noticing cultural differences in informal and formal situations and interactions, for example, at a celebration such as a festival
  2. Understand that the language being studied continues both to influence and change through interaction with other languages and cultures (VCNRU101)
    1. understanding that the language is a language of a particular country and is also spoken in language-speaking communities
    2. exploring and discussing the influence of the language on English using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages
    3. recognising loan words from English that are used in the language and other words used in the language that have been borrowed from other languages and discussing why these words have been borrowed
Role of language and culture Elaborations
  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)
    1. investigating own personal and community practices to identify connections with the target language and culture, for example, in cooking, sport, music, dance or technology
    2. discussing elements of culture and their significance in reflecting values, attitudes and traditions
    3. discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication
    4. examining culturally specific terms developing appropriate explanations for them and discussing equivalent terms in other languages

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 and create short informational and imaginative texts using modelled sentence structures and formulaic expressions. They use the present tense, common verbs and other grammatical structures to create simple sentences and phrases. They translate and interpret texts, such as emails, signs and notices, using contextual clues and textual features and create simple bilingual texts for classroom use. When interacting, students modify their language and behaviour and recognise that aspects of their own language and culture impact on intercultural exchange.

Students identify the similarities and differences between the sound systems of the language being studied and English. They describe the key features of common types of texts, comparing them with equivalent text types in English, for example, a diary entry, or party invitation. They give examples of how language varies according to participants, roles and relationships, and context and culture. They identify ways that the language and culture being studied have influenced and continue to influence and be influenced by many global languages. They analyse words and expressions to identify and explain connections between language and culture.

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 and interest in communicating in a wider range of contexts. Students use the language being studied to communicate and interact, access and exchange information, express feelings and opinions, and...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  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)
    1. initiating conversations, for example, with peers and sister school friends, using expressions appropriate to context and audience
    2. 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
    3. extending and elaborating on modelled language to elicit others’ and express own experiences and opinions
    4. using formulaic language to talk about and compare aspects of teenage life
  2. Participate in collaborative planning and decision making for events and shared experiences, and engage in different forms of spoken and written transactions (VCNRC104)
    1. planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
    2. making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to the purchase, for example, currency conversion, change
    3. planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with target language names and symbols
    4. planning collaboratively for an event by participating in scenarios related to travelling in countries where the target language is spoken for example, planning an itinerary
    5. sharing opinions about the benefits of visiting various tourist sites in countries where the language is spoken
  3. Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement (VCNRC105)
    1. interacting in class routines by requesting, advising and apologising
    2. clarifying meaning or instructions
    3. participating in discussions using modelled language, expressing opinions, and agreeing/disagreeing, on topics such as wearing hats in summer
    4. contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event
Informing Elaborations
  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)
    1. listening to, reading or viewing a range of texts, for example, a recount of a celebration, and identifying cultural use of language
    2. compiling and comparing perspectives on social and cultural issues in communities that speak the language being studied, such as comparing attitudes to sport
    3. identifying different perspectives in a range of texts that relate to social and cultural issues such as special occasions, and associated greetings
    4. exploring and gathering information on a range of cultural practices through a variety of sources, for example, excerpts from a song
  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)
    1. expressing opinions of an event or performance, such as a contemporary film or a theatre performance
    2. presenting information in different formats, such as captioned photographs, PowerPoints or emails, on cultural events
    3. explaining a custom or practice from the culture of the target language to an Australian audience, using simple language and supporting graphics, materials and gestures
    4. creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event
    5. conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of the art, history and culture of the language and their influence
Creating Elaborations
  1. Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices (VCNRC108)
    1. discussing the themes and moods of an imaginative text and sharing how they feel about them with others
    2. reading stories such as folktales stories and discussing their opinion about the values portrayed in these
    3. comparing themes in imaginative texts, such as contemporary stories, films and cartoons, expressing opinions and making connections with own experiences
    4. analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices
  2. Experiment with different techniques to create and present imaginative texts designed to engage different audiences (VCNRC109)
    1. listening to, reading and viewing texts, such as songs and films, and creating a new version or modifying key aspects, for example, introducing a new character or changing the ending
    2. illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, using descriptive and expressive language
    3. composing and presenting texts, using verbal and nonverbal expressions
    4. creating a range of texts to entertain particular audiences, for example, children’s books, songs, cartoons and video clips suitable for younger learners of the language
Translating Elaborations
  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)
    1. examining and interpreting idiomatic expressions including expressions which cannot be translated literally
    2. examining culturally specific terms and developing appropriate explanations for them and discussing possible equivalent terms in English
    3. discussing colloquial language use in Australia and comparing this with expressions from the language being studied, and exploring this in relation to culture
    4. translating public signs, notices and slogans comparing each other’s versions and considering reasons for any similarities or differences
  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)
    1. creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
    2. creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
    3. creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
    4. creating a glossary of key vocabulary and expressions used in informative and persuasive texts
    5. creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
    6. creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
    7. creating a menu in the language with footnotes in English about the ingredients
Reflecting Elaborations
  1. Interact with speakers of the language being studied and resources, recognising that intercultural communication involves shared responsibility for communication (VCNRC112)
    1. interacting with language speakers, for example, with students from a sister school, reflecting on how language choices might be interpreted by language speakers and making adjustments to convey intended meaning
    2. sharing language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication
    3. reflecting on incidents and repair strategies outlined in discussions and journals using the language when, for example, encountering misunderstandings in communication
    4. examining reactions to different perceptions and expectations around same and different cultural practices in the Australian and contexts from the language being studied
  2. Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia (VCNRC113)
    1. developing an understanding of contemporary life in diverse communities who speak the language being studied, for example, through viewing excerpts from films, and reflecting on similarities and differences to own lifestyle
    2. preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity
    3. exploring how cultural identity is manifested in Australian and communities that speak the language being studied, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding
    4. reflecting on the experience of learning and using the language, considering how it may add a further dimension to own sense of identity

Understanding

Systems of language Elaborations
  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)
    1. recognising the differences in tone and rhythm
    2. recognising and reproducing rhythms in more complex sentences, using pausing and intonation
    3. understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
    4. identifying differences in sounds and using them appropriately when writing
    5. experimenting with pronunciation rules and intonation collaboratively with peers
  2. Develop knowledge of vocabulary and sentence structures to elaborate meaning (VCNRU115)
    1. extending understanding and use of present, past and future tenses
    2. referring to the past, present and future using time indicators
    3. expanding use of adjectives
    4. developing knowledge of vocabulary relating to, for example, immediate environments, relationships, leisure, hobbies, shopping, travel
  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)
    1. applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
    2. identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
    3. comparing target language and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
    4. interpreting and explaining textual conventions when using technology and social media
Language variation and change Elaborations
  1. Examine how the language being studied and culture is variously expressed in different linguistic and cultural settings, identifying and explaining variations (VCNRU117)
    1. discussing elements of language and culture of the language being studied and how they have become part of Australian lifestyles
    2. identifying and comparing the function and power of cultural representations, such as symbols and stories, for example, flags, Dreaming and the Dreamtime
  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)
    1. exploring how the language has been influenced by migration
    2. examining how technology has influenced the language being studied
    3. discussing how changes to the language reflect changes in some cultural practices and attitudes
    4. exploring the impact of globalisation on the language, such as the increased use of English words
Role of language and culture Elaborations
  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)
    1. examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
    2. reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect
    3. considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
    4. appreciating that language use can reflect and express cultural identity, that many languages exist in Australia and in countries where the language is spoken and that many people are bilingual or multilingual and value this as part of their identity

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. They use different techniques to produce imaginative texts for different audiences. They use a range of grammatical structures and elements and apply their knowledge of vocabulary and grammatical structures to extend meaning. They translate, interpret and create texts, such as notices, posters, advertisements, announcements and blogs, into the language being studied and English for the wider community. When interacting, students share responsibility for making meaning. They provide examples of how their identity influences their intercultural exchanges.

Students identify and reproduce the sounds and letters of the language being studied. They analyse a range of text types in various modes to explain the relationship between context, purpose and audience and to identify structural, linguistic and culturally-specific features. They compare the language being studied and culture in various linguistic and cultural settings in Australia and overseas, and provide reasons for variations that exist. They identify ways that the language being studied has changed over time and propose reasons why it continues to change. They explain how cultural assumptions, attitudes and beliefs can affect interactions and appreciate the importance of mutual understanding in effective communication.

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