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• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | 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

• VCZHU029

  Identify similarities and differences in the organisation of simple familiar texts

  Elaborations

  • reading familiar text types in both Chinese and English (for example, menus, calendars, songs and TV cartoons), and explaining how the content and features of the text suit its purpose, for example, the menu has pictures of dishes to help the customer understand what kind of food it is
  • recognising Chinese texts (for example, Chinese film posters and newspapers), and discussing how the textual features are organised, including the headings, images and fonts, and the cultural significance of such texts
  • applying knowledge of text features to help locate key information, such as identifying details relating to name, age and nationality across diverse examples of social media profiles and print information forms
  • discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ (女) and ‘water’ (氵)

  VCZHU029 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU128

  Recognise differences and similarities in communication across cultures, such as greetings, names and gestures

  Elaborations

  • viewing and listening to Chinese and Australian cartoons and identifying similarities and differences
  • examining pictures of different marketplaces and noticing differences between food markets and grocery stores in China and Australia
  • observing what is the same and what is different in their classroom interactions and classroom interactions in China
  • discussing communicative practices across cultures and identifying culture-specific practices (for example 拜年) in Chinese culture, including noting culture-specific phrases used in either Chinese or English
  • recognising various ways in which familiar concepts are expressed in different cultures, such as greetings
  • using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers
  • recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations
  • recognising visible expressions of identity such as flags, maps, traditional dress, and landmarks
  • exploring cultural symbols and practices through stories, songs, dances, games and crafts

  VCZHU128 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

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

  By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2

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

  By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they...

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

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

  By the end of Level 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education...

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

• Languages | Chinese: Learning in Chinese

  Chinese language learning

  China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken language of the Han people, or Zhongwen, the written language of China. In Taiwan it is more usually called...

  Overview material | Chinese

• 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

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

  Students become familiar with the sounds of Modern Greek, including pronunciation, rhythm, pitch and stress (Πώς πας Αντώνη; το αυτοκίνητό μου). They approximate the pronunciation...

  Level description | Languages | Modern Greek | 7–10 Sequence

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

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

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

• VCELU148

  Identify and reproduce letter clusters, the digraphs/diphthongs, reproduce key features of intonation and pronunciation, experiment with the spelling of common words and apply basic punctuation rules

  Elaborations

  • applying different intonation for statements, questions, interjections, exclamations and commands, for example, Είναι εδώ, Τι κάνεις; Ποπό! Σταμάτα! Άντε! Κρίμα!
  • reading simple texts and highlighting digraphs/diphthongs, including ου, μπ, ντ, αι, ει, οι
  • applying and using accent marks on all words which have more than one syllable and on a few monosyllable words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, for example, μάτια, ματιά, γέρος, γερός
  • experimenting with spelling simple words, for example, the spelling of verbs in the first person ending in ω, verbs in the third person ending in ει, the most common noun and adjective endings including ος, ας, ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, for example, θέλω, θέλει, ο άντρας, οι άντρες, η ντομάτα, οι ντομάτες, το παιδί, τα παιδιά, καλός, καλή, καλό
  • applying phonic and grammatical knowledge to spell and write unfamiliar words
  • understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

  VCELU148 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIC147

  Translate and interpret texts from Vietnamese into English and vice versa, noticing which words or concepts are easy or difficult to translate

  Elaborations

  • identifying words or phrases that are hard to translate, for example, food items (bánh chưng, bánh tét, bánh xèo, phở) or traditional customs (cúng ông bà, xin xăm, coi ngày, coi tuổi), and explaining possible reasons for difficulty of translation
  • translating and interpreting a range of simple texts, including idioms, from Vietnamese into English and vice versa, and developing strategies to deal with words that are difficult to translate, for example, tiên học lễ, hậu học văn, gần mực thì đen, gần đèn thì rạng/sáng, ăn vóc học hay
  • translating words and expressions in familiar texts, including multimodal and digital texts, such as greeting cards, menus, road signs or story titles, and considering how meaning may be interpreted from a different cultural perspective
  • comparing own translations of simple texts with peers’, commenting on differences between versions and collaborating to develop a whole-class version
  • exploring diverse ways in which meaning is conveyed in Vietnamese and English, such as multiple meanings of words, for example, ‘old’ may be translated as già or cũ, ngon as ‘tasty’, ‘delicious’, ‘mouthwatering’, ‘scrumptious’ or ‘rich’, and comparing synonyms for verbs, for example, ‘running’, ‘sprinting’, ‘dashing’, ‘jogging’ and chạy nhanh, chạy vụt, chạy bộ
  • examining the risks of literal (word-for-word) translation when translating expressions, idioms and proverbs, for example, ‘An eye for an eye’ should not be translated as Một con mắt cho một con mắt but as Ăn miếng trả miếng

  VCVIC147 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCVIU190

  Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs

  Elaborations

  • exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact when interacting with others, and not expressing differing personal views to elderly people, and how these may be misinterpreted by English speakers as lack of engagement or initiative
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, the practice of using family terms (chú, bác) to indicate informality when addressing an unrelated person reflects the value and importance placed on family in Vietnamese culture
  • identifying ways to enhance mutual cultural understanding, such as using cultural behaviours appropriately according to audience and context of communication, for example, making eye contact when talking to Australians but not when talking to elderly Vietnamese people
  • comparing how the same practice, concept or value is represented differently in different contexts and types of texts due to changes in attitudes and views, for example, how the concept of filial piety (chữ hiếu) is reflected in Vietnamese opera (cải lương) and in contemporary Vietnamese films, and in folk and contemporary literature
  • exploring significant values, practices and beliefs of other cultures, including those from other Asian cultures, that are reflected in different forms of media such as the internet, arts and entertainment, and stories
  • exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

  VCVIU190 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHC149

  Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes

  Elaborations

  • exploring various forms of Chinese popular culture in audio or visual media, including 流行歌曲、电影、电视剧、娱乐新闻, appreciating stylistic devices used in popular song lyrics, such as 重复, and comparing them to English songs
  • comparing popular performance across cultures and generations, evaluating performances with attention to the aesthetic values and the influence of Western and Asian popular culture, and comparing the content and language, for example, 我妈妈最喜欢的中文歌是…这首歌唱的是…我最喜欢的中文歌是… …内容和我妈妈喜欢的歌不一样
  • recognising the influence of traditional culture on modern popular entertainment, for example, considering the use of traditional instruments in popular songs, the composition of modern songs from well-known traditional poems such as 《水调歌头•中秋》, and the representation of traditional symbolic meanings such as 孝顺 (filial piety), 礼让 (out of courtesy or thoughtfulness) in modern performances
  • reading children’s literature, including fables and traditional stories; exploring values and morality tales such as the concept of 寓意 in 动画片，小人书; and comparing values and morals conveyed through texts across cultures, such as 凿壁偷光，塞翁失马 （你能找到英语中类似的说法吗？你觉得澳大利亚人理解这个故事的寓意吗？）
  • reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and writing a journal to relate the story to personal experience or express empathy for characters involved

  VCZHC149 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC033

  Initiate interactions with peers and known adults to plan and organise social activities

  Elaborations

  • experimenting with language choices to convey emotions and attitudes such as excitement and interest when events or ideas are suggested, including making arrangements, welcoming, congratulating, complimenting and praising
  • exchanging information and opinions in class discussion, responding to questions such as 你喜欢运动吗？, and expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运动); making sure that other participants are included in interaction, for example, 我去过法国，你呢？
  • participating in role-plays relating to shopping scenarios, and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖
  • completing transactions by confirming prices (for example, 多少钱？五块八) and exchanging money, recognising Chinese currency
  • preparing performances celebrating important events in the Chinese calendar to present at school assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance, a lion dance, or a Spring Festival song such as 《恭喜恭喜》
  • assisting in organising and hosting visitors from a sister school or guest speakers to raise school community awareness of the importance of learning Chinese
  • seeking permission from the teacher or peers to participate in activities or to be excused, for example, 我可以去喝水吗？
  • responding to the teacher’s questions with actions or answers (for example, answering the question 懂了吗？), and requesting or borrowing items from others using appropriate language such as 我想看看你的书，好吗？

  VCZHC033 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCARU152

  Explore the origins of Arabic and how it has been influenced by and influences other languages

  Elaborations

  • recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ب؛ج؛د is based on the Aramaic alphabet
  • understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب , and regional languages such as Persian, Turkish and Kurdish, for example, بوظة؛ دولاب؛ دولمة؛ بسطرمة؛
  • exploring the meaning of famous names of people and places and reflecting on their origin and on naming systems, such as

    بابل؛ بحرين؛ سوريا؛ بيت لحم؛ موصل؛ لبنان؛ أور؛ بيروت ؛

  • investigating the influence of Arabic on other languages such as Berber, Kurdish, Amharic, Tigrinya, Persian, Pashto, Urdu, Punjabi, Portuguese, Sindhi, Tagalog, Turkish, Spanish, Hindi, Swahili, Somali, Malay and Indonesian, for example, the Arabic word for ‘book’كتاب is used in most of the languages listed
  • identifying languages that were derived from Arabic, for example, Maltese and Nubi

  VCARU152 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCARU166

  Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas

  Elaborations

  • using سوف in addition to the present tense to express future plans, for example,

    سوف أدخل إلى الجامعة بعد الثانوية العامة؛ سوف أشتري سيّارة بعد الإمتحانات

  • understanding and describing current, recurring and future actions, using auxiliary verbs, for example,

    ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب

  • using the conditional mood as a formulaic expression, for example,

    لو نجحت في الأمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة

  • understanding and using the conjunction (بينما) to compare people or actions, and enhance expression, for example,

    رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما لعبة كرة القدم شعبيّة أكثر

  • referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,

    الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱

  • using ordinal numbers to sequence ideas in oral interactions and written texts, for example,

    أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

  • using interrogative words and expressions, such as لمَ؛ هل , to ask questions and make requests, for example,

    لمَ تأخّرت اليوم وأنت عندك إمتحان؟ هل فهمت ما قلت لك؟ رجاءً؛ أحضر البحث غداً لأنك لم تقدمه أمس؛ من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟

  • expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,

    بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

  • using specific structures relating to expressions of praise, encouragement and persuasion, for example,

    ممتاز! أحسنت! عمل رائع؛ ؛ هيّا واصل عملك أنت شخص ذكيّ؛ أكمل الصورة وقدمها للعرض؛ لا تتكاسل واصل الركض؛ إعرض كتاباتك على الصحيفة المحلية؛ أنت كاتب بارع

  • using expressions such as أكبر من؛ الأكبر to indicate preference and compare, for example,

    هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي

  • expressing opinions and feelings using expressions such as

    أشعر بالسّعادة عندما أسافر إلى المناطق الرّيفيّة في أستراليا؛ أعتقد أن أستراليا أجمل دولة في العالم

  • using conjunctions such as بالرّغم من ؛ to show differences and contrasts in ideas, for example,

    بالرّغم من أن الشمس ساطعة إلّا أنّ الطقس بارد؛ بالرّغم من نجاحي في الإمتحان لم يشترِ لي أبي اللّعبة الإلكترونيّة

  VCARU166 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language