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

  By the end of Level 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …, गृह कार्य करने के बाद मैं टीवी देखत...

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

• Indonesian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10

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

  By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...

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

• Latin: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...

  Level description | Languages | Latin | Levels 7 and 8

• Modern Greek - F–10 Sequence: Levels 7 and 8 description

  By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. 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...

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

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

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

  Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2

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

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

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

• Turkish - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• Vietnamese - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà

  Level description | Languages | Vietnamese | F–10 Sequence

• Vietnamese - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use features of the Vietnamese sound and writing systems, including tones and tone markers, and apply appropriate pronunciation and spelling rules in spoken and written texts. They apply elements of Vietnamese grammar to the production of texts, such as appropriate word...

  Level description | Languages | Vietnamese | 7–10 Sequence

• 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

• VCASFU069

  Explain the structure and organisation of particular types of texts, such as conversations or information reports, and identify language features used by signers to meet specific purposes and to create cohesion

  Elaborations

  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • applying knowledge of choices a signer can make in texts, for example by comparing two signers’ texts about the same topic and evaluating different language choices each made, such as when to tell and when to enact, or when to use DSs
  • analysing signers’ use of pausing in a description or information report
  • identifying all the ways a signer refers to the same referent throughout a text
  • identifying examples of ellipsis, such as dropping the participants in verbs
  • recognising that nouns that are being introduced are more frequently overt than when they are given already in a text
  • recognising signs that function as interjections or discourse markers

  VCASFU069 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU192

  Identify different types of non-manual features and characteristics of signs, including iconicity, and explore the use of software to transcribe and annotate signed texts

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, and describing their function
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • recognising that signed languages involve more iconicity because they are visual not auditory, with most referents having visual features
  • identify and classify examples of spatial modifications of nouns and verbs in a video text using video annotation software, for example, ELAN
  • ‘reading’ and transcribing glossed texts, including interpreting the markings that show how a sign is modified in space, NMFs, DSs and examples of CA

  VCASFU192 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU031

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader through the use of personal pronouns, imperative verb forms and negative indicators, and emotive language and images
  • comparing Greek and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCELU031 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU015

  Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts

  Elaborations

  • noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status (Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?)
  • recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions (¿Cómo se llama usted? ¿Cómo te llamas?)
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

  VCESU015 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU122

  Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
  • comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
  • interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU122 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC097

  Participate in individual or collective action, both orally and in writing, by making arrangements, inviting, planning, deciding and responding

  Elaborations

  • exchanging details about events, such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa?
  • negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire …, Forse sì/forse no

  VCITC097 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising