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• Modern Greek - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using...

  Level description | Languages | Modern Greek | F–10 Sequence

• Spanish - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations...

  Level description | Languages | Spanish | F–10 Sequence

• Spanish - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use simple...

  Level description | Languages | Spanish | 7–10 Sequence

• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

• Vietnamese - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional exchanges and collaborative activities, and to seek...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4

• Korean - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, 어떻게 and 축하합니다 as 먹꼬, 어떠케 and 추카함니다, applying relevant...

  Level description | Languages | Korean | F–10 Sequence | Levels 7 and 8

• Korean - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...

  Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6

• Korean - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...

  Level description | Languages | Korean | 7–10 Sequence | Levels 7 and 8

• VCKOU146

  Understand and use key grammatical forms and structures such as basic pronouns and case markers and the polite verb ending –어/아요 in own simple language production, and recognise politeness embedded in humble or honorific forms such as 저 and –(으)세요

  Elaborations

  • constructing sentences with an –어/아요 ending on topics of personal interest in simple structures withsupport such as scaffolding, modelling or cues and in meaningful contexts, for example, 저는 사과를 먹어요
  • using –(으)세요 for different types of sentences (such as statements, questions, requests or commands) and recognising the honorific meaning embedded in −세−
  • using 저 and 나 to refer to self and understanding different contexts where they are used
  • using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings
  • understanding that 이게, 저게 and 그게 refer to objects without naming and that they are subjects in sentences, for example, 이게 뭐예요?
  • asking simple questions about a person, object or number using a basic question word such as 누구/누가, 무엇/뭐 or 몇, for example, 지금 뭐 해요? 누구예요?

  VCKOU146 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRU114

  Understand and apply features of the Turkish sound and writing systems, including pronunciation and spelling patterns, to produce different types of texts and to participate in extended interactions

  Elaborations

  • recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
  • using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how homophones affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and Gülmekten kırılıyordum
  • developing understanding of and applying the principles of word stress when pronouncing unfamiliar words and phrases, for example, stressing the first syllable of each word in the sentence Atatürk, cumhuriyeti kurdu
  • developing a glossary of ICT terms and meanings, and using these in their own sentences and texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma
  • varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts

  VCTRU114 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELC107

  Share and present information about self, family, friends and possessions, using gestures, labels, pictures and modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, using digital technologies, for example, a favourite photos wall, a word wall
  • giving information about self, family, friends, and possessions by writing captions or attaching word bubbles to drawings or photos, using digital technologies
  • using simple sentences and supporting gestures to communicate informally about self, friends and favourite possessions, for example, Παίζεις νέτμπολ; lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to convey not knowing something

  VCELC107 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAU030

  Understand the intonation and phrasing patterns of spoken Japanese; and recognise that most kanji have more than one ‘reading’ and that the pronunciation changes according to kanji compounds

  Elaborations

  • understanding that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、 ヴィ、 ヴ
  • recognising and applying the basic pattern of intonation in Japanese, marked by the formation of a downturning curve
  • identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
  • understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日

  VCJAU030 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCVIU185

  Understand the role of pronunciation, pauses, pace, intonation, fluency and appropriate writing conventions in effective communication and apply this knowledge to own interactions

  Elaborations

  • recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
  • recognising the challenges of communication associated with clarity and pace in audio texts in certain situations, for example, station or airport announcements or recorded phone messages
  • recognising that tone of voice can indicate the relationship between the speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
  • applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, for example, asking questions or expressing emotions such as happiness, sadness, surprise or excitement
  • identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films

  VCVIU185 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU131

  Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position

  Elaborations

  • discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels or the three vowel letters ا؛و؛ي , such as تا؛ تي؛ تو and consonant letters in a syllable block
  • using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)
  • recognising that letters change form depending on their place in the word, for example,

    ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

  • noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
  • experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ كر/سي؛ غر/فة؛
  • using basic pronunciation and intonation rules when speaking and reading aloud
  • deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
  • comparing different forms of writing for the letter أ, for example, أ؛إ؛آ

  VCARU131 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDEU033

  Understand that language has power and changes over time as a result of contact with other languages and with influences such as globalisation and new technologies and knowledge

  Elaborations

  • considering how language marks values and attitudes such as respect and equality, and includes and excludes, for example, the use of titles or first names (Herr Doktor Schmidt, Herr Schmidt, Georg), different words for the same entity (foreigner/immigrant/refugee), the gendered nature of professional titles (der Lehrer, die Lehrerin; das Kindermädchen), and access to community information fornon-English speakers
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
  • investigating and reporting on evidence of current and historical influences of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (cafés, restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • considering the concept of ‘ecology’ in relation to German and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, and language shifts and exchange

  VCDEU033 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEU169

  Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

  Elaborations

  • investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)

  VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCESU138

  Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements

  Elaborations

  • playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  • learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  • recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  • extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  • understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
  • noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  • applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  • understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

  VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCHIU120

  Recognise regularities and irregularities of spoken Hindi and conventions of the written script, and apply these to their own language production in increasingly complex ways

  Elaborations

  • recognising and practising the spelling of words that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word in the representation in Devanagari script, such as in उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb stem is not represented in Devanagari, for example, सुनना/सुनता
  • explaining and applying basic rules of Hindi pronunciation, spelling, punctuation and intonation
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words
  • recognising how words can be formed from base words and understanding how prefixes and suffixes change the meaning of words, for example, जीव, सजीव, जीवंत and the impact this has on pronunciation
  • recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of elements of direct forms of Sanskrit words (तत्सम words) and of derived forms (तद्भव words), understanding that both forms can be used in different contexts, for example, क्षेत्र for field in an abstract sense and खेत for a field for farming
  • increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on pronunciation and their impact on spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi
  • recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as ताई to women’s names by Marathi speakers and देवी to married women’s names by Biharis
  • recognising and responding to challenges associated with clarity and pace in audio texts, such as station or airport announcements or recorded phone messages

  VCHIU120 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU091

  Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning

  Elaborations

  • learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
  • comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
  • learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to a compound character, for example, 人 in 他、认、从
  • decoding characters by analysing their structure and the number of components, and recognising familiar components
  • applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
  • identifying contextual meanings of key morphemes in diverse contexts, for example, 天，日，二/两，你好 versus 好玩
  • identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
  • explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
  • understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客

  VCZHU091 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU139

  Identify the form, composition and spacing within characters, relating components and their positions to their meaning and sound

  Elaborations

  • developing fine motor skills appropriate to Chinese writing conventions (方块字), and learning about Chinese writing conventions, including direction of text and punctuation
  • applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士
  • developing skills in identifying the structure and components of a compound character, for example, 学 has two components and they are of top-and-bottom structure
  • categorising characters with common components (such as 花、草、菜), and making connections between meanings and sounds of components and meanings and sounds of characters, for example, 目 (eye) in 看 (to look at)
  • recognising the use of traditional and simplified characters in the local community (for example, 《大洋时报》 uses traditional characters), exploring texts in both forms of characters and analysing differences in orthography, for example, 门 and 門
  • identifying personal connections with one or both forms of characters, for example, 我妈妈教我写简体字，因为妈妈是从北京来的
  • inferring meaning of unfamiliar words from known morphemes, for example, 学生、学校、小学
  • understanding that a character might have multiple meanings, for example, that 冷 means ‘cold’ in 冷水 and ‘quiet’ in 冷清

  VCZHU139 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language