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• 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

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

  By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...

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

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEU185

  Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register

  Elaborations

  • comparing features of German in a range of spoken texts from different countries and regions, for example, variations in vocabulary such as Kartoffel = Krombeere (auf Schwäbisch) = Gummel (auf Schweizerdeutsch) = Erdapfel (auf Österreichisch), and reflecting on national/regional variations and the use of dialects in formal and informal contexts
  • applying appropriate register and conventions to produce spoken or written texts for real or simulated situations, such as a job interview or a formal letter complaining about faulty goods
  • analysing ways in which the level of formality in a text may be decreased, such as by using contractions and slang, for example, in an informal conversation or email, or increased by applying key features such as appropriate layout and structure, formal register and subordinate clauses, for example, in a job application letter
  • comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects

  VCDEU185 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEU117

  Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people

  Elaborations

  • recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
  • recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
  • understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

  VCDEU117 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCELU185

  Analyse culturally specific ways of interacting in Greek and how and why language use varies according to cultural contexts, considering why these differ from interactions in English or in other languages

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
  • investigating the nature and use of Greek language in different contexts of interaction, for example, asking Greek-speaking students in Australia with whom they communicate in Greek and for what purposes, reflecting on similarities and differences to interactions in English or other languages
  • analysing a range of correspondence and dialogue to identify features of language that affect levels of formality, such as the use of the subjunctive, imperative mood and plural polite register, for example, Αγαπημένε μου φίλε Γιάννη, γεια σου, Αξιότιμη κυρία Λασκαρίδη, Πες μου, Πείτε μου, Ας μιλήσουμε, Για να σε ακούσω
  • identifying English words in the Greek language, for example, πάρκινγκ, ζάπινγκ, and discussing their emergence and use

  VCELU185 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU051

  Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in spoken and written forms, and that it reflects relationships between participants

  Elaborations

  • distinguishing between spoken and written forms of Hindi, identifying examples of colloquialisms and words and expressions used mainly in spoken conversation, for example, the non-standard मेरे को in place of the formal Hindi मुझे or the use of मतलब ... at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of the voice, and that these variations occur in both formal and informal language
  • recognising how language use varies to reflect different feelings, relationships, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Bollywood scripts
  • noticing patterns in language use that reflect age, gender and social status as well as the context and purpose of interaction
  • recognising how language use such as levels of politeness or of Sanskrit-derived terms such as श्रीमान reflects the intention of a speaker or writer and the relationship between participants

  VCHIU051 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITU131

  Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact

  Elaborations

  • developing awareness of the Latin origins of the Italian language and other Indo-European languages, how Italian has developed as a language, and the use of dialects
  • researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, and reflecting on the findings
  • observing changes over time in levels of formality, particularly in spoken Italian such as forms of address, for example, tu/Lei compared to voi/Loro
  • exploring, expanding and consolidating word usage using online applications relating to proverbs, sayings and set phrases

  VCITU131 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU035

  Explore how Korean is used in varying ways for different purposes and audiences in different social and cultural contexts and situations by comparing different registers and styles used in texts in different modes

  Elaborations

  • identifying differences in language use in different social and cultural contexts and relating them to differences in the roles and relationships of participants in the interaction, for example, noticing the use of 반말 (안녕히 가세요 versus 잘 가)
  • examining variations in language used in face-to-face and written and digital communication, particularly noticing colloquial language and how it differs from standard forms, for example, more frequent use of contractions, acronyms, omission of case markers/particles and informal style
  • identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when communicating with people in authority to show respect, the use of informal language in commercials to create a sense of familiarity

  VCKOU035 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIC115

  Share opinions and ways of behaving when using Vietnamese in home and school contexts

  Elaborations

  • identifying the significance of particular gestures in Vietnamese-speaking contexts, noticing own level of comfort with these, for example, making or not making eye contact when talking to older people
  • discussing one another’s ways of communicating and their appropriateness in Vietnamese contexts, such as different ways of showing politeness, for example, when making requests (giùm, làm ơn), thanking someone (cảm ơn nhiều, cảm ơn), bending when passing people, folding arms and/or nodding while greeting people
  • sharing with peers what it is like to use Vietnamese, for example, when singing a song in class, speaking Vietnamese with friends or family members, and using gestures, such as bowing when they say Con chào ba mẹ. Cháu chào ông bà

  VCVIC115 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCZHC082

  Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities

  Elaborations

  • participating in posting on a shared blog and exchanging personal information (for example, name, age, nationality, school and year level) with students from sister schools, for example, 你好，我叫Ann, 我是澳大利亚的学生
  • responding to correspondence (such as emails, letters or postcards) by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月份来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
  • using digital media to produce a bilingual publicity flier for an upcoming cultural or sporting event (for example, 汉语角), to promote Chinese learning among school community members

  VCZHC082 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC066

  Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities

  Elaborations

  • introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the discussion in a manner likely to elicit ideas related to possible scenarios or outcomes
  • referring to information stated, or requesting or providing further details in order to clarify or confirm the ideas or views of others, for example, 你说澳洲人对中国的印象是…
  • discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更适合；…可以吗？
  • following online media conventions and experimenting with terms such as 楼主 to refer to participants of the shared digital space

  VCZHC066 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU106

  Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background

  Elaborations

  • listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
  • examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts (同意 and 统一)
  • comparing examples of regional variation in pronunciation (for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’), and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions

  VCZHU106 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU190

  Explain how gender, social class and age affect language use in formal and informal contexts

  Elaborations

  • exploring different levels of formality involving a range pf settings and participants
  • viewing a variety of blogs and comparing language use in order to hypothesise about the age and gender of the authors
  • comparing informal interactions such as live interviews with studio discussions about an issue on news and current affairs programs
  • considering the impact of using formal language in establishing one’s authority or to display knowledge on a topic
  • reading extracts of 古典小说, such as 《水浒传》, and noticing how language use differs from contemporary speech, for example, 史进道： 小人大胆， 敢问官人高姓大名？ 那人道：洒家是经略府提辖， 姓鲁， 讳个达字。 敢问阿哥，你姓什么？
  • converting informal spoken language into formal register to suit particular purposes, and experimenting with terms such as 明文规定 and 众所周知

  VCZHU190 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU158

  Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse contexts

  Elaborations

  • identifying variability in language used in a variety of contexts, for example, at the supermarket, at the doctor’s surgery, or when visiting a friend or relative
  • recognising language reflecting different levels of formality, such as 爷爷 and 祖父, and using language to reflect formality appropriate to context, for example, l and 非常疲惫
  • using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬请？
  • analysing language use to identify degree of intimacy or distance between participants, for example, 咱俩、我们、我和您
  • differentiating oral and written styles of language, for example, 我要吃好吃的。中国有很多美食

  VCZHU158 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU058

  Examine differences in sounds and tones, and patterns of sound flow in speech

  Elaborations

  • discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘ci’
  • examining the diverse meanings of words that share similar sounds (for example, the many meanings of the sound ‘shi’), and learning how to differentiate between 同音词 and 近音词 in different contexts, for example, 买东西/卖东西
  • comparing examples of regional variations in pronunciation, for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’
  • listening to interactions between unfamiliar voices at diverse speeds or levels of clarity to develop auditory and comprehension skills

  VCZHU058 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Auslan - First Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students can identify the handshape movement and location of signs. Depending on their access to home-sign systems, they make use of varying levels of handling or SASS depicting signs, gradually learning the conventions of Auslan. They learn to use entity depicting signs to discuss movement and...

  Level description | Languages | Auslan | First Language Learner | 7–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2