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...
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.
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.
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...
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 children’s book, design interactive texts and collaborative tasks and participate in discussions and games, such as board games. They use vocabulary and grammar with increasing accuracy, drafting and editing to improve structure and clarify meaning.
By building their vocabulary knowledge, students are able to develop and express more complex concepts in the language. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features of specific texts. They use different processing strategies and their knowledge of language, increasingly drawing on understanding of text types, for example, writing a journal entry, and patterns in grammatical aspects of the language. They make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language, and how language choices determine how people, issues and circumstances are represented.
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.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
