Non-Roman Alphabet Languages - Curriculum

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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...

Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations

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
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
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

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
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

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
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

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
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

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
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

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
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
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

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
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

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.