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• Languages | Vietnamese: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Vietnamese

• Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 description

  Students engage with a range of texts in the language. They need opportunities for both prepared and spontaneous language use, such as giving presentations, using captions and visual supports. Students interact with others in, for example, conversations, interviews and correspondence, and in shared...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence

• Chinese - Second Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10

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

  Students become familiar with the sounds of French, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation (attention, menu). They approximate the pronunciation and phrasing of single words and short phrases,...

  Level description | Languages | French | 7–10 Sequence

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

  By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...

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

• VCASFC055

  Initiate and sustain interactions to share ideas and interests, report on experiences, offer opinions and connect with events in their school and local community

  Elaborations

  • exchanging opinions about topics such as food, sport, lifestyles, health, music or travel
  • participating in videoconferencing to compare and contrast aspects of their school experience, for example by communicating online with deaf students from different schools in another state/territory
  • discussing the relationship between events in their school or local community and interest groups they identify with by conducting an in-class survey
  • describing aspects of their school, community, home or social lives, for example:
    SCHOOL DS(5CLAW):located-at DS(C):l-shape…
    The school is located here, and then there’s a large L-shaped building on the right.
    WEEKEND, I VISIT HEARING FRIEND WE2 WATCH MOVIE OR DS:2-people-walk SHOPS OR SOMETIMES STAY HOME DS:press-console
    On the weekends, my hearing friend and I like to go to the movies or the shops, but sometimes we just play video games.
    
  • offering opinions about issues under consideration in their class or school community, such as their school policy on social media use
  • developing narrative and expressive skills by exchanging accounts of personally significant influences, experiences or milestones, identifying common experiences, such as describing their favourite holiday or their personal hero
  • comparing their experience of involvement in the Deaf community, and sharing their views on the importance of this experience in their lives by describing their relationships with deaf people outside of school

  VCASFC055 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts
  • analysing and comparing textual features across cultures
  • understanding the prevalence of acronyms and their use for convenience

  VCRAU116 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU064

  Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices

  Elaborations

  • identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi
  • naming a range of animals, for example, binatang peliharaan, kelinci
  • describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
  • describing qualities of things using adjectives, for example, bertingkat dua, lama
  • indicating quantity using juta
  • identifying things using concrete nouns, for example, sawah, gunung api, hutan
  • creating nouns, for example, makan-an, minum-an, masak-an, baca-an
  • describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
  • creating distance between actor, action and objects using object-focus construction, for example, Mobil barunya dicuri tadi malam
  • indicating negation, for example, jangan, tidak sama sekali
  • referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu
  • seeking information using a range of questions, for example, bagaimana, dari mana, apakah, kapan, mengapa, sudah pernah?
  • describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
  • creating cohesion using conjunctions, for example, supaya, walaupun
  • adding further information using embedded clauses with yang
  • accepting or declining invitations, for example, mau ikut, maaf, sayang
  • well-wishing, for example, mudah-mudahan, semoga
  • comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
  • expressing opinions, for example, dari pihak saya…
  • expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru
  • describing state of actions, for example, sudah, belum, pernah

  VCIDU064 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDU047

  Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi, sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal, rendang, es kelapa muda), and indicating possession using -nya, mereka, kami/kita
  • describing locations, for example, kota, restoran, bioskop, warung, pasar
  • referring to relationships between people and things using prepositions, for example, untuk, kepada
  • describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai
  • knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using polite forms, for example, -lah, Silahkan
  • seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
  • describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
  • indicating location in time using pada and place using di and atas, dalam, belakang
  • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
  • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
  • expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
  • comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
  • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai

  VCIDU047 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

• Languages | Indonesian: Learning in Indonesian

  Indonesian language learning

  Indonesian is a standardised language that is the official language of government, education, business and the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly...

  Overview material | Indonesian

• VCARC027

  Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic

  Elaborations

  • comparing the ways in which they communicate in Arabic and non-Arabic contexts, for example, using different forms of address or different ways of showing politeness, and discussing why these choices are appropriate and how they enhance intercultural communication
  • reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain and improve relationships with immediate contacts such as family, teacher and peers
  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal space, and attitudes towards physical contact
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness

  VCARC027 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC224

  Translate and interpret short texts from Auslan to English and vice versa, noticing which concepts translate easily and which do not

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • identifying and comparing key signs and words in Auslan and English versions of familiar texts such as short stories or fairytales on the Auslan Storybooks website, noticing how signs can convey rich, multilayered meaning which might not have a direct match in English
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of Signbank, for example by using it to look up various meanings of the word ‘run’, comparing variations in signs for the concept in different contexts, and using it to translate Auslan into English and vice versa
  • translating simple filmed texts in Auslan into written English captions
  • sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
  • considering the bimodal nature of Auslan–English interpreting and discussing the possibility of consecutive and simultaneous interpreting of information in communicative exchanges

  VCASFC224 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC188

  Translate and interpret less familiar short texts and compare their translations to those of their classmates, considering why there might be differences in interpretation and how language reflects elements of culture and experience

  Elaborations

  • interpreting Auslan phrases and expressions that do not translate literally, identifying similar English expressions and considering possible consequences of lack of equivalence in terms of intercultural communication
  • translating simple filmed texts in Auslan into written English captions
  • sight translating short English texts such as news articles or short speeches into Auslan for review by their peers
  • translating an Auslan version of a well-known text, such as a song or story, considering why some words or expressions require freer translation than others to achieve equivalence
  • comparing their own translations of short texts from Auslan to English and vice versa with those of their classmates, noting any variations and discussing possible reasons for these
  • interpreting very simple interactions between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
  • discussing the fact that some words and expressions cannot be translated and are used in their original form in other languages, and considering the impact of such word or sign borrowing on the style and effect of communication
  • considering the bimodal nature of Auslan–English interpreting, and discussing the possibility for both consecutive and simultaneous interpreting of information in communicative exchanges

  VCASFC188 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC044

  Translate a variety of familiar school and community texts from Auslan to English and vice versa, identifying which words or phrases may not readily correspond across the two languages

  Elaborations

  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year, and some that do not, such as None of your business!
  • identifying issues associated with translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning of the concept in context
  • conducting sight translations of simple English texts such as short news articles
  • translating short texts such as children’s fairytales, simple song lyrics or a short poem from English to Auslan
  • translating and explaining the meaning of words or expressions associated with figurative language use in Auslan, such as TRAIN GONE, SORRY and comparing these to English idioms
  • determining the meaning of technical English words used in other curriculum areas, for example, natural disasters or global warming, demonstrating how they would translate or explain them in Auslan
  • translating the school song into Auslan, identifying lexical challenges and finding suitable Auslan equivalents to match the English concept
  • identifying and explaining signs that are not easy to translate into English because of culture-specific meaning and history, for example, signs such as Deaf school

  VCASFC044 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC239

  Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action

  Elaborations

  • presenting a biographical report on a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
  • contributing an item of information for a collaborative e-book to describe views on different aspects of Deaf culture, such as community and protocols associated with signing
  • explaining to each other a selected procedure or practice, for example, a recipe, the rules of a sport or board game, or instructions on caring for animals
  • researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue, such as a Deaf political matter
  • using visual props and signed explanation to describe a biological or mechanical process to the class, such as how the ear or a cochlear implant works
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People activities
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
  • providing instructions in an engaging or entertaining style to create interest in a group activity, such as a maths game or signing choir

  VCASFC239 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFU125

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, making them less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation tools, such as ELAN, as important ways of recording, transmitting and maintaining the vitality of a language
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language

  VCASFU125 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCDEU182

  Explore the features of spoken and written language, and apply variations in relation to features such as stress, pronunciation and contractions

  Elaborations

  • recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, for example, the use of interrelated clauses and support detail
  • recognising the interactive, fluid and less permanent nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions, contractions, incomplete sentences and reliance on non-verbal elements and vocal expression
  • recognising and responding to challenges associated with clarity and pace in audio texts, such as railway station or airport announcements or recorded phone messages, and variations or differences in pronunciation to ensure clarity, for example, zwei/zwo; Juli (pronounced as Julei)
  • recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause boundaries and emphasis
  • analysing and comparing the use of contractions in English and in German, for example, Ich hab keine Lust or Mach’s gut!

  VCDEU182 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language