Non-Roman Alphabet Languages - Curriculum

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

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

Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations

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
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
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

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
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

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
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

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
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

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
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

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
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
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

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
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

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.

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 original and personal language. They plan, draft and present imaginative texts, and design interactive events and collaborative tasks. They express ideas and feelings, exchange opinions, and manage shared activities. Students work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They focus on the different systems that structure language use: grammar, vocabulary, sounds, the language alphabet and script and gradually build a vocabulary and grammatical base that allows them to compose and present different kinds of texts, such as posters, advertisements and songs. They make cross-curricular connections and explore intercultural perspectives and experiences through interaction with speakers of the language being studied. They reflect on language, ideas and their sense of self, and consider connections within and across languages and cultures.

Students become familiar with the sounds of the language being studied, including pronunciation, rhythm, pitch and stress. They approximate the pronunciation and phrasing of vocabulary and short sentences and develop their understanding and use of the language alphabet. They apply elements of the language's grammar to the production of simple texts. They make comparisons between the language being studied and English and other languages they know, focusing on similarities and differences between languages and cultural systems. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine ways in which people, issues and circumstances are represented.

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations

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
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
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

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
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

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
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

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
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

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
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

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
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
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

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
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

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.