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• VCLAE019

  Read aloud, recite or perform Latin texts to entertain others, using strategies such as phrasing, voice inflection and metrical effects to convey meaning and emotion

  Elaborations

  • reading aloud, as Romans were accustomed to do, extracts from different genres of Latin literature, such as oratory, history, drama or poetry, with appropriate expression, phrasing, stress, rhythm and tone to convey meaning, for example, selections from the epigrams of Martial, or the letters of Pliny
  • reciting or presenting extracts from Latin texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, part of one of Cicero’s speeches or excerpts from Virgil’s Aeneid
  • performing in theatrical presentations of Latin poetry or plays, such as the poetry of Ovid or Virgil, extracts from the plays of Plautus

  VCLAE019 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCFRC091

  Interact with peers and teacher to exchange information and opinions, talk about self, family, friends and interests, and express feelings, likes and dislikes

  Elaborations

  • exchanging greetings, wishes and thanks, adjusting language to suit the situation, for example, Bonjour, la classe! Salut, Marianne, ça va? Bonsoir, Madame Legrand, comment allez-vous? Bonne fête, Solange! Merci bien, Maman
  • introducing and describing self and others, for example, je m’appelle Marc; je te présente mon oncle; voici ma petite sœur, Eliane; je m’appelle Sophie, j’ai les yeux bleus, j’aime les sports
  • using present tense high-frequency verbs such as être, avoir and aimer with adjectives, adverbs and simple formulaic expressions to talk about self and others, for example, je te présente mon copain, Henri, il est drôle! elle est si douée! Nous voici — la famille Mercier!
  • comparing routines, interests and leisure activities, using language associated with time, frequency and location, for example, lundi après-midi, je fais du foot; le weekend, je joue aux jeux vidéos; l’hiver, je fais du ski; l’été, on va souvent à la plage
  • stating likes, dislikes and preferences, for example, j’aime bien le fromage mais je n’aime pas le yaourt; je déteste les prunes mais j’adore les pruneaux

  VCFRC091 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRU102

  Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation

  Elaborations

  • developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)
  • becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui
  • distinguishing vowel sounds (for example by recognising distinctions between nasal vowel sounds such as cinq, sympa, manger, entre, dont, des bonbons), and experimenting with pronunciation of consonant–vowel combinations, for example by using virelangues such as un chasseur sachant chasser…, six cent six saucissons suisses…
  • using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)
  • recognising differences in intonation and rhythm between statements, questions and commands (Vous écoutez la chanson. Vous écoutez la chanson? Ecoutez la chanson!)
  • using appropriate intonation for common fillers, interjections and responses such as hein?, bon, beh…, n’est-ce pas? Oh là là!, Aïe!, Youpi! Ça alors…

  VCFRU102 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITC120

  Convey information and compare diverse perspectives from multiple sources in Italian

  Elaborations

  • reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey (Il documentario … presenta la storia di …, l’articolo parla di …, rappresenta il punto di vista di …, [lo scrittore] pensa …; La maggior parte di/la minor parte di/il 20 per cento di persone [+ verb] …; entrambi, tutti/pochi studiano ogni sera; a differenza di, però; Il depliant australiano sottolinea di più …)
  • connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, for example, Il mondo è pieno di cibi diversi; ci sono bambini che hanno poco da mangiare
  • conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …
  • creating a poster, blog or advertisement to promote awareness of a particular issue, event or behaviour, such as recycling, conservation, sustainability, healthy food choices, sport and fitness options
  • presenting information about the movement of people globally, including to and from Italy, for example, comparing stories of migration, or the phenomenon of asylum seekers in Italy and in Australia

  VCITC120 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITU109

  Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction

  Elaborations

  • learning how to use:
    
    • nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la dentista, la stazione, il vincitore/la vincitrice) and comparing them to their English equivalents
      
    • definite and indefinite articles — use and omission
      
    • adjectives to describe things (including agreement and exceptions); and possessive adjectives, for example, Il mio libro
      
    • demonstratives, for example, Questo è il libro
      
    • interrogatives, for example, Chi, che, cosa, quale, come?
      
    • subject pronouns, for example, io, tu, lui, lei
      
    • numerals — cardinal, ordinal, dates, time
      
    • prepositions of time and place to describe when and where
      
    • articulated prepositions with a, da, in, di, su (for recognition only)
      
    • commonly used adverbs to qualify verbs and adjectives
      
    • verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense (for example parlare, cantare)
      
    • sentence structure to construct simple sentences in Italian ([subject]–verb–object); making statements, asking questions and giving/receiving instructions (verb + object), for example, Chiudi il libro!
      
    • negation to form negative statements and questions, for example, Non ti piace il gelato

  VCITU109 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC005

  Present information on selected topics in spoken, written and digital forms

  Elaborations

  • producing informative texts that combine print, digital or visual elements for specific audiences, for example, a brochure about their school or community for visiting students, a virtual tour of the neighbourhood, or a report on a favourite band or music event
  • presenting information in spoken, written and digital forms on significant events in their personal worlds, such as family celebrations or travel, school excursions or competitions
  • creating resources such as posters, pamphlets or displays to present commentary and compare perspectives and experiences on topics associated with lifestyles, events or causes, for example, Un día sin coches en la ciudad, Una hora para salvar el planeta. Campaña para limpiar los ríos
  • using different modes of presentation to profile significant events, people or places related to the cultures or histories of different communities of Spanish speakers

  VCESC005 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC114

  Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime, drawing and dance

  Elaborations

  • reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
  • listening to, reading or viewing Spanish versions of familiar stories such as Los tres ositos or El patito feo, identifying recurring expressions and re-enacting elements with puppets, props or actions
  • responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

  VCESC114 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC134

  Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings

  Elaborations

  • comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy your lunch’
  • matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
  • using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word
  • playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

  VCESC134 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC114

  Respond to a range of traditional and contemporary texts, and compare themes and language style

  Elaborations

  • comparing treatment of particular themes, such as romance, adventure or family, in a range of texts created at different times, identifying changes in values and perspectives over time (for example, les fables, les contes, les dessins animés, la science fiction)
  • creating a shared database of imaginative, performative and expressive texts that they have enjoyed (such as songs, poems, cartoons and films), cross-referencing titles, genres, themes and values, and giving ratings and brief explanations for selections
  • comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music stations, identifying similarities and differences in expression, themes and styles of performance
  • reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context

  VCFRC114 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC027

  Create bilingual versions of texts such as picture dictionaries, action games or captions for images

  Elaborations

  • participating in Circle Time sessions, helping each other to use as many French words and expressions as possible
  • creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different
  • creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)
  • alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors
  • creating bilingual texts for the classroom or school community (for example, posters, library displays or online newsletter items), and discussing how to represent meaning in different languages for different audiences

  VCFRC027 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC042

  Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings

  Elaborations

  • creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement
  • comparing favourite characters in plays, stories or cartoons, and listing words or expressions associated with their role or personality (for example, timide, gros, géant, minuscule, rigolo, belle) and explaining how they can relate to them
  • introducing a character from a story, cartoon or television series that reminds them of themselves, a close friend or a family member, using performative, narrative or graphic modes of presentation
  • responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, c’est triste, j’ai peur, elle est folle!

  VCFRC042 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCFRC063

  Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language

  Elaborations

  • creating glossaries for French-speaking friends to accompany Australian images or texts, explaining, for example, outback lifestyle, inner-city markets, abbreviations such as ‘barbie’ and ‘brekkie’
  • composing menus or programs for French-themed events, including footnotes in English to explain key terms or items, for example, le plat du jour, service compris, l’entr’acte, la mise en scène
  • creating tourist brochures or itineraries for young Australian travellers to French- speaking regions or countries, supplying key words, phrases and cultural protocols, for example, Encore une fois, s’il vous plaȋt; je vais prendre ceci, ça coûte combien? où sont les toilettes? Je vous remercie, Madame — Je vous en prie, Madame

  VCFRC063 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRU124

  Examine the nature of language change in response to changing cultural conditions

  Elaborations

  • identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations
  • finding examples of cross-cultural influences between French, English and Australian-English cultural expressions, art forms and vocabulary, for example, young musicians in France studying le didgeridoo
  • considering the concept of ‘ecology’ in relation to French and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, language shifts and exchange
  • understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

  VCFRU124 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRU126

  Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

  Elaborations

  • examining how changes to the French language reflect changes in some cultural practices and attitudes, for example, le fastfood, la pub/le pub, Madame le Directeur
  • sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
  • using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity
  • considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others
  • developing language for thinking and talking about cultural representation and expression, for example, ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

  VCFRU126 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCFRU120

  Recognise the regularities and irregularities of spoken French, and use pronunciation, rhythm and stress in increasingly complex ways

  Elaborations

  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • using tone and intonation to indicate emphasis or emotion, for example, elle a fait quoi? Il est tellement doué!
  • using words and expressions with more complex syllable combinations (la magnitude, les augmentations, qu’est-ce que c’est que ça?), building fluency and accuracy in relation to pitch, stress and rhythm
  • understanding the function and patterns of use of liaisons and silent h forms in maintaining speech flow, for example, L’Hȏtel Splendide est situé au bord du lac; c’est en effet un hȏtel splendide!
  • recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as stories, poems, songs and conversations

  VCFRU120 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU088

  Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange

  Elaborations

  • exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and technology
  • identifying elements of language use in the Australian community that reflect the linguistic and cultural diversity of the population, (for example, intercultural exchange and experience), and words and expressions borrowed/used across contexts and activities such as sports, martial arts, dance, cooking, fashion
  • considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

  VCFRU088 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITC084

  Create a range of imaginative texts, considering how to represent ideas, characters and events

  Elaborations

  • creating stories with various settings, characters and events, using, for example, video, cartoon, games
  • creating texts to entertain others by expressing ideas such as romance, danger and excitement, for example, Sei bella come il sole! Attenti! Mamma mia! Acqua azzurra, acqua Chiara. Sei matto!
  • creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla donna. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …

  VCITC084 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC023

  Participate in everyday classroom activities by asking permission, requesting help, asking how to say or write something, asking for repetition, praising or complimenting

  Elaborations

  • asking permission, for example, Posso? Posso prendere/fare/parlare/avere qualcosa? Sì/no. Non è possibile. Non adesso
  • requesting help, for example, Come? Aiuto, per favore
  • asking how to say or write a word, for example, Come si dice …? Come si dice in italiano? Come si scrive …?
  • asking for repetition, for example, Non ho capito, Puὸ ripetere?
  • praising and complimenting, for example, Bravo/a! Ottimo! È bello/molto bello! Esatto!
  • responding to a partner’s questions, for example, Di che colore è la maglia? Qual è il tuo/suo gioco preferito?
  • connecting with and reacting to peer responses, noticing different perspectives

  VCITC023 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC079

  Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations

  Elaborations

  • participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto
  • exchanging a purchased item, for example, Mi dispiace, ma non funziona bene, c’è un difetto … Vorrei cambiarlo/a
  • negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?

  VCITC079 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC117

  Participate in spoken and written transactions, including obtaining and negotiating different services and problem-solving

  Elaborations

  • participating in negotiations in conversation and correspondence, for example, discussing possibilities regarding travel to Italy or the purchase of goods such as fashion items, musical equipment, a mobile phone (Quanto costa il biglietto per … ? Vorrei il biglietto più economico. Posso vedere l’ultimo modello del telefonino Ha una custodia colorata? Queste scarpe sono piccole; ho bisogno di un numero più grande. I pantaloni sono troppo larghi. C’è la taglia più piccola?)
  • corresponding to express a complaint about a poor-quality service and suggest a way to improve it
  • applying for a part-time job and participating in a mock interview
  • requesting a service, for example, changing a flight, exchanging currency, purchasing a SIM card or confirming accommodation

  VCITC117 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising