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• VCEALL023

  Demonstrate variable placement of common adjectives to describe or add emphasis

  Elaborations

  • combining an adjective with a noun to create simple noun groups, with varying accuracy, such as ‘big truck’, ‘car blue’
  • using a small range of common adverbs, such as ‘slowly’, ‘very’
  • combining some common adverbs with verbs to describe action, with varying accuracy, for example ‘walk slowly’, ‘sing good’
  • using common adverbs to vary intensity, for example ‘very hot’, ‘little bit funny’

  VCEALL023 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL021

  Understand the tense of statements or instructions by using time references

  Elaborations

  • understanding common time references in basic sentences, such as ‘We went yesterday’, ‘Tomorrow we will go’, ‘Now we can eat lunch’
  • matching simple verb tense to time words, such as ‘Yesterday we did …’, ‘Tomorrow we do …’
  • sometimes using inconsistent tense when describing events in the past, present and future, for example ‘We waited and then catch the train’

  VCEALL021 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA178

  Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances

  Elaborations

  • knowing that, in terms of meaning, a basic sentence or clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
  • understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')

  VCELA178 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELT342

  Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

  Elaborations

  • noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

  VCELT342 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELY329

  Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

  Elaborations

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

  VCELY329 | Curriculum content | English | Level 5 | Writing | Literacy

• VCIDU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

  VCIDU014 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU128

  Notice and use simple vocabulary to identify familiar objects and to describe simple actions, states or qualities in familiar contexts

  Elaborations

  • identifying and using basic words for familiar objects, for example, body parts, pets and days of the week
  • responding to a simple question using 네/아니요 to express agreement/disagreement
  • using basic verbs with the –어/아요 ending in familiar contexts, for example, 있어요, 없어요, 좋아해요

  VCKOU128 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCNRU047

  Develop knowledge of grammatical elements to construct and expand sentences

  Elaborations

  • describing present, past and future actions, situations and events using familiar verbs
  • using language to express preferences
  • using correct word order to ask questions and make requests
  • using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions
  • expanding vocabulary base by using and recognising common everyday nouns

  VCNRU047 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCNRU081

  Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense
  • using a range of adverbs and adjectives to modify and intensify meaning
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts
  • seeking information using a range of questions
  • 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

  VCNRU081 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCRAU013

  Recognise questions, commands and simple sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns
  • describing possession in familiar phrases
  • greeting and farewelling others
  • specifying location
  • describing actions using simple verbs
  • understanding different question words and the anticipated answer
  • using imperatives to tell others to do something
  • referring to numbers of things using cardinal numbers
  • describing the colour, size, shape and character of a person, place or thing
  • joining words or phrases using conjunctions
  • using negation

  VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU140

  Develop ways to structure sentences in Chinese to elaborate own ideas

  Elaborations

  • elaborating ideas in sentences, including details such as time, place and manner, for example, 星期一我从上海坐飞机到北京
  • learning meta-terms to describe grammar rules in Chinese, for example, the placement of 主语 (subject), 动词 (verb), 名词 (noun) in sentences
  • recognising that there are multiple ways to structure a sentence, such as 我吃了早饭后去学校 and 吃了早饭后我去学校

  VCZHU140 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDEU132

  Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts

  Elaborations

  • recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er
  • using the nominative and accusative indefinite articles to denote an unspecified person or object, for example, Rotkäppchen hatte einen Korb.
  • comparing pluralisation of nouns in German and English, and using die for plural nouns in German, for example, der Apfel/die Äpfel
  • describing a relationship using a possessive adjective, for example, mein/e, dein/e, sein/e, ihr/e
  • understanding and using pronouns to refer to people, for example, ich, du, er, sie (singular); wir, ihr, sie (plural); Sie heißt Anna. Sie heißen Ben und Sarah.
  • using the correct verb form associated with a noun or pronoun or combination thereof, for example, Die Lehrerin singt ein Lied; Herr Schwarz trinkt Kaffee; Sie spielt Tennis; Mein Freund und ich sprechen Englisch.
  • using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’
  • describing capabilities and preferences using limited forms of the modal verbs können and mögen, for example, Ich kann gut schwimmen. Er mag Cricket. Wir möchten eine Party machen.
  • understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken
  • understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte
  • joining words, phrases and sentences using und, oder and aber
  • understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst
  • understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
  • understanding and using a range of question words and the intended/related answer, for example, woher, welcher and wie viel
  • locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.
  • describing location formulaically using prepositional phrases such as im Wasser, in der Luft, auf dem Land, neben dem Tisch or auf der linken Seite
  • using ordinal numbers to give the date, for example, Heute ist der dritte Juli. Er hat am siebten August Geburtstag.
  • referring to quantities of people and things (including money) using cardinal numbers up to 100

  VCDEU132 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRU031

  Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts

  Elaborations

  • developing a metalanguage in French for talking about language, using terms similar to those used in English, such as le verbe, l’adjectif, l’adverbe, la conjonction and le vocabulaire
  • observing the relationship between subject pronouns and verb endings, using je/tu/il/elle + present tense of verbs associated with familiar actions and environments, for example, il chante bien, je suis fatigué, tu aimes le yaourt, elle est en classe
  • expressing negation in simple sentence structures and colloquial expressions, for example, je ne sais pas; elle ne mange pas; tu ne viens pas? Pas du tout!
  • understanding the difference between definite and indefinite articles, and how to refer to a specific or unspecific person, place or object, for example, tu manges la pomme, j’achète un livre, une vȃche énorme, le climat français
  • understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
  • using an increasing range of adjectives (for example, bizarre, magnifique, formidable), including additional gender forms, for example, blanc/blanche, gros/grosse
  • using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite
  • using additional prepositions to indicate direction or location, for example, à gauche, à droite, à côté de
  • strengthening vocabulary knowledge by making connections with known words (for example, triste, la tristesse; le marché, le supermarché, le marchand), recognising word patterns and building word clusters, for example, number knowledge to 60+, words associated with food, family members or sports

  VCFRU031 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRU049

  Develop knowledge of grammatical elements such as tenses, and combine them with an increasing range of nouns, adjectives and adverbs to construct simple statements, questions and exclamations

  Elaborations

  • building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’, and identifying language elements and talking about how they are used
  • using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
  • becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…
  • using the indicative plus the infinitive (for example, J’aime jouer au tennis, il sait conduire) and le futur proche, for example, je vais partir
  • becoming familiar with and using with support le passé composé, for example, j’ai mangé trois biscuits, elle a dormi sous les étoiles
  • playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, pairing nouns and subject pronouns (Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage) or a subject with a conjugated verb (nous parlons, tu manges)
  • using a range of nouns, including more unusual plural forms (for example, les bureaux, les choux-fleurs, mes grands-parents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive forms (mon, ma, mes, ton, ta, tes…)
  • formulating questions using est-ce que…, the inverted form of the verb, or changed intonation, for example, est-ce que tu as un chien? as-tu un chien? tu as un chien…?
  • understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos
  • using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!
  • using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi j’écoute attentivement

  VCFRU049 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOU203

  Understand how grammatical elements, such as particles and suffixes, impact on higher levels of grammar, such as tense, mood, honorification, speech level and formality, and on meaning-making from the phrasal level to that of the entire text

  Elaborations

  • understanding and using the dictionary forms of action and descriptive verbs, for example, to identify the meaningful part or to look up unknown verbs in a dictionary (가다, 오다, 하다, 먹다, 들다, 듣다, 읽다, 덥다, 예쁘다, …)
  • using a range of case markers and particles, including honorific forms as applicable, for appropriate grammatical functions, for example, –한테/에게, –한테서/에게서, –께, –께서, –께서는,–(으)로, –보다, –만, –마다
  • understanding various functions/meanings of a topic marker –은/는, using it for functions other than marking the subject as the topic of the sentence (저는 마이클이에요) such as highlighting, emphasising or making contrast, for example, 저는 오렌지를 좋아하지 않아요. 그런데 사과는 좋아해요; 한국에는 태풍이 오고 호주에는 사이클론이 와요. 태풍은 …, 사이클론은 …
  • making a relative clause, that is, a noun-modifying clause, by replacing the verb ending of the clause- final verb with –(으)ㄴ, –는, or –(으)ㄹ appropriately, for example, 저기에서 노래하는 사람이 누구예요?; 제가 어제 본 영화는 정말 슬펐어요; 언제 갈계획이에요?; 날씨가 좋은 날에 바비큐를 해요; 재미있을 것 같아요
  • using long negative forms of verbs, such as –지 않다, –지 못하다
  • using negative questions and answering appropriately, for example, 그 영화를 안 봤어요/보지 않았어요? 아니요, 봤어요 / 네, 안 봤어요/보지 않았어요; 김치를 못먹어요/먹지 못해요? 아니요, 먹어요/ 네, 못 먹어요/먹지 못해요; 숙제가 없어요? 아니요, 있어요 / 네, 없어요)
  • understanding the concept of different speech levels and styles in Korean, and using sentence-final verb endings in three speech styles appropriately for the audience: –ㅂ/습니다, –ㅂ/습니까, –ㅂ/읍시다, –(으)십시오 (the formal polite style); –어/아요 (the informal polite style); and –어/아 (the intimate style)
  • analysing the structure of complex verb phrases and expanding their use, understanding how meanings are added to the main verb, such as desire, likelihood, shift of actions, designation, habits, pretence (as if …) and verge (almost ...), for example, 알고 싶어요, 비가 올 것 같아요, 갔다 왔어요, 보러 가요,조깅을 하곤 했어요, 바쁜 척했어요, 가지 못할 뻔했어요
  • reporting speech or thought using –다고/–(이)라고, forexample, 맞다고 생각해요, 4 번이라고 생각해요; 한국에서 가장 큰 축제라고 해요
  • connecting ideas in different relationships using a range of conjunctive suffixes, noting the different tense expressions in the two connected clauses, for example:
    • –다가: 학교에 가다가 친구를 만났어요: 학교에 갔다가 친구를만났어요
    • –(으)니까: 비가 올 것 같으니까 우산을 가지고 가세요
    • –(으)ㄴ/는데: 생각을 많이 해 봤는데 아직 잘 모르겠어
    • –느라고: 축구를 하느라고 숙제를 못 했어요
    • –더니: 한국에 갔더니 아름다운 산이 아주 많았어요
    • –(으)면서: 소라가 음악을 들으면서 책을 읽고 있어요
    • –다면: 한국에 간다면 제주도에 가 보고싶어요
  • using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다
  • understanding the function and meaning of a range of defective nouns (불완전 명사, for example, 동안, 때, 뻔, 것/거, 척, …) used in complex structures, and using them appropriately: …노래하는 동안(에) …; 한국에 갈 때(에) …; 비행기를 못 탈 뻔했어요; 학교에 갔을 거예요; 바쁜 척 했어요
  • using a range of sentence enders and understanding their differences in meaning and appropriateness to the context, for example, –잖아요, –(으)ㄹ래요, –(으)ㄹ까요, –(으)ㅂ시다, –(으)ㄴ/는데요, –지요

  VCKOU203 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC096

  Socialise with peers and adults to exchange greetings, good wishes, factual information and opinions about self, family and friends, routines, shared events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting others, introducing themselves, expressing state of health and wellbeing, appreciation and good wishes, and leave-taking, using appropriate familiar or formal language, for example, Mi chiamo … e tu? Come ti chiami? Ho 12 anni. Sono Carla. Ciao Giorgio, come stai? (Sto) bene/male, e tu? Mi dispiace. Ci vediamo domani. A domani. Buongiorno, ArrivederLa. Come si chiama? Buongiorno professoressa, come sta?
  • describing and comparing friends and family, for example, using [subject + verb + adjective]: Il mio amico è simpatico
  • describing routines, events and leisure activities (for example, Ogni weekend vado al cinema … Mi piace/non mi piace + [infinitive verb]. Gioco a/pratico il), and comparing these to similar events for Italian peers

  VCITC096 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC058

  Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences

  Elaborations

  • using appropriate forms of address to express and receive thanks and good wishes, and to apologise, for example, Tantissimi auguri. Cento di questi giorni. Grazie infinite. Mi dispiace, non posso/sono impegnato. Scusa se non vengo …
  • exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those of others in different cultural contexts, for example, È più grande di me e studia economia
  • sharing views and creating spoken and written texts about favourite forms of entertainment, celebrities and significant figures, and expressing preferences, feelings and opinions, for example, Ogni weekend vado al cinema/al mare. Gioco a … Sono andato/ a … ho visto.. ho comprato … ho mangiato
  • recounting events, describing activities and personal experiences, for example, Dove sei andato/a? Con chi? Cosa hai fatto?; Mi sono divertito/a. Il cinema/teatro era interessante

  VCITC058 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU193

  Use knowledge of familiar kanji to predict meaning of unknown words

  Elaborations

  • understanding that kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana
  • recognising that many kanji have multiple readings and that there are two types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation; and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese-style pronunciation
  • developing strategies to guess the meaning of unknown words that contain unfamiliar kanji, utilising clues such as radicals
  • writing some kanji compound words, for example, 外国語(がいこくご), 日本料理(にほんりょうり)

  VCJAU193 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU033

  Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects

  Elaborations

  • applying their understanding of the function of cohesive devices such as conjunctions to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
  • applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, noticing how the choice of language and text structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of familiar texts such as weather reports, phone conversations or text messages, for example, the use of abbreviations and emoticons, noting differences that appear to be culturally significant
  • using appropriate textual conventions to shape simple texts such as letters or menus, for example, introductions, linked paragraphs, summaries and sequencing strategies
  • analysing the function of different scripts in different types of texts, identifying examples of kanji used for nouns and verbs, katakana for borrowed words and hiragana for grammatical purposes

  VCJAU033 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language