Search results

Result list

• Languages | Roman Alphabet Languages: Structure

  Sequences of learning

  The Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences: 

  • F–10 sequence for students who begin to...

  Overview material | Roman Alphabet Languages

• Languages | Spanish: Structure

  Sequences of learning

  The Spanish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Spanish

• Languages | Turkish: Structure

  Sequences of learning

  The Turkish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Turkish

• Languages | Vietnamese: Structure

  Sequences of learning

  The Vietnamese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Vietnamese

• VCDEU186

  Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity

  Elaborations

  • examining how language can reinforce stereotypes, such as those related to gender, and how changes in the language occur over time to combat this, for example, die Krankenschwester → der Krankenpfleger, die Krankenpflegerin; die Stewardess → der Flugbegleiter, die Flugbegleiterin
  • considering how language indicates respect, values and attitudes, 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 for non-English speakers
  • reflecting on the impact of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar German words; being locked out of conversations, or being a newcomer or an outsider in a social group
  • establishing a deeper understanding of diversity and reflecting on own experience of what linguistic and cultural diversity means

  VCDEU186 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• Languages | Chinese: Structure

  Sequences of learning

  The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Chinese

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

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...

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

• Languages | Chinese: Resources

  A range of resources to assist teachers implementing the Victorian Curriculum F–10 are available. Please visit the following websites to access these resources (links open in a new window). For general advice and information regarding the Victorian Curriculum F–10, FAQs, professional...

  Overview material | Chinese

• Languages | French: Resources

  A range of resources to assist teachers implementing the Victorian Curriculum F–10 are available. Please visit the following websites to access these resources (links open in a new window). For general advice and information regarding the Victorian Curriculum F–10, FAQs, professional...

  Overview material | French

• Languages | German: Resources

  A range of resources to assist teachers implementing the Victorian Curriculum F–10 are available. Please visit the following websites to access these resources (links open in a new window). For general advice and information regarding the Victorian Curriculum F–10, FAQs, professional...

  Overview material | German

• Languages | Classical Greek: Structure

  Sequences of learning

  Victorian Curriculum Classical Greek has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...

  Overview material | Classical Greek

• Languages | Latin: Structure

  Sequences of learning

  Victorian Curriculum Latin has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...

  Overview material | Latin

• VCFRC097

  Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences

  Elaborations

  • creating short performances for younger learners, incorporating vocal and expressive elements of language in ways that will engage young children, for example, animal sounds (ouah ouah, cocorico, meuh, cui-cui, coin, coin)
  • creating and performing interactions between characters in scaffolded scenarios that allow for some unscripted language production and expression of emotion
  • using digital resources such as Sock Puppets or Cartoon Story Maker to create imaginary characters and situations associated with home or school contexts
  • composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert
  • inventing a new character, story twist or event in a familiar text such as Astérix or Tintin

  VCFRC097 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

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

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with...

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

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

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

• VCDEC126

  Create imaginative texts such as simple plays, poems and stories, using formulaic expressions and modelled language as well as simple visual supports

  Elaborations

  • collaborating to create and perform a new version of a traditional or contemporary text, for example, the script of a play for the German fairy tale Die Bremer Stadtmusikanten
  • creating and performing a puppet play involving a German character and an Australian character, such as die Maus (Die Sendung mit der Maus) meeting Bananas in Pyjamas or an Igel meeting an echidna, using modelled German language
  • using digital technologies to create and illustrate short imaginative texts designed to amuse or entertain, such as Mein Traumhaus (Ich wohne in einem Schloss. Mein Schloss ist sehr alt, groβ und schön.) or fantasy stories featuring imaginary creatures
  • producing and presenting illustrated or multimodal texts using a modelled structure, for example, an acrostic poem based on their first name or Elfchen

  VCDEC126 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

• VCELU169

  Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change

  Elaborations

  • finding examples of Greek script throughout history, such as on pots and stone slabs, for example, the Rosetta Stone, the entrance to Delphi, tombstones in Vergina, Byzantine artefacts, coins and old books, observing how different styles of writing have developed
  • understanding that there are different forms of written Greek used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times, for example, εντάξει

  VCELU169 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change