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• 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

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

  By the end of Level 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example,

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

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

  By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language...

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

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

  By the end of Level 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example

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

• VCASFU068

  Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships

  Elaborations

  • recognising the nature and function of word classes and understanding that the context of the sign is important and Auslan signs will not always have the same word class as an English word, for example, adjectives can act like verbs in Auslan, for example, PRO3 BIG
  • recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
  • being able to describe various types of clauses and recognising that these often co-occur with particular NMFs, such as questions, topicalised sentences, negation or conditionals
  • analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
  • recognising how NMFs can create emphasis or stress
  • recognising that clauses can be joined by conjunctions to make longer sentences and these conjunctions can be shown with separate signs, such as PLUS or THEN, or NMFs, for example by pausing between clauses
  • noticing with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and DSs, and fully-lexical signs in the same utterance
  • identifying clauses that are linked equally and unequally, where one clause depends on another

  VCASFU068 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU132

  Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of Modern Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in English or Greek
  • noticing the use of gender in Greek names, singular/plural, and articles, for example, Η Άννα, η γάτα, οι γάτες, α ψάρια, ο μπαμπάς
  • using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια, and understanding that adjectives have gender, for example, καλός, καλή, καλό, ψηλός, ψηλή, ψηλό, κόκκινος, κόκκινη, κόκκινο
  • creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια
  • experimenting with compound sentences using conjunctions such as και and αλλά
  • using adverbs of place, for example, έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα
  • observing singular noun and plural noun endings, for example, γάτα, γάτες, σπίτι, σπίτια
  • understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’
  • recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει
  • expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει
  • expanding number knowledge up to 100

  VCELU132 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU158

  Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

  Elaborations

  • expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
  • understanding and identifying elements of different sentence structures and the use of particles such as へ、で
  • understanding the use of ～が　あります/います。to refer to inanimate/animate objects
  • describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　 あります。 noun　は　place　に　います。
  • knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　 に
  • understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
  • using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て　ください。トイレ　に　いっても　いい　です　か。
  • knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
  • understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
  • understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
  • understanding different question words such as いくら、どれ
  • using conjunctions such as そして、それから to link ideas

  VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHIU067

  Apply grammatical and lexical knowledge to work out the meaning of unfamiliar words, to form and spell new ones, to create compound sentences, to recognise and use prefixes and suffixes and to develop metalanguage

  Elaborations

  • strengthening vocabulary resources related to personal, social and educational worlds
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास
  • creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।
  • recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती
  • recognising and using idiomatic expressions such as आँख का तारा
  • using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
  • understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion
  • understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।
  • using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।
  • using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

  VCHIU067 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU110

  Understand the features of common spoken, written and multimodal texts

  Elaborations

  • understanding and using cohesive devices such as conjunctions (for example, e, ma, perché, anche, o, invece) to help sequence ideas and to link ideas and actions
  • listening to or reading simple Italian texts and recognising the conventions of particular text types, for example, postcard, letter, email, card, blog and conversations (face to face and phone)
  • analysing simple spoken, written and digital texts to identify different kinds of language use (such as personal, descriptive or informative) and ways to achieve textual cohesion, for example, use of fillers in spoken texts (insomma, beh, boh, allora)
  • talking about language features and word order using relevant metalanguage such as ‘verbs’, ‘adjectives’, ‘nouns’ and ‘pronouns’ (for example, know if this non/adjective singolare o plurale? Perché?), and comparing grammatical features in Italian and English

  VCITU110 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU015

  Identify textual conventions of familiar spoken, written and multimodal types of texts

  Elaborations

  • recognising structures and key features of familiar types of texts such as めいし、 emails, conversations, speeches, advertisements, stories and songs, identifying formulaic expressions and comparing with similar texts in English, for example, by comparing ways of answering the phone or starting and ending a letter
  • identifying how certain types of texts are typically constructed, for example, the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures
  • understanding that the format of Japanese texts can include either たてがき or よこがき、 according to the context, purpose and intended audience
  • understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、 でも
  • understanding conventions associated with using げんこうようし、 for example, the size of small characters, the position in the square and the placing of punctuation

  VCJAU015 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | 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

• VCKOU205

  Analyse and compose different types of texts in spoken and written modes for different purposes such as information exchange, social and cultural interaction or sharing imaginative experiences, using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying register used in Korean texts, for example in recipes, such as the formal polite style used for statements (–ㅂ/습니다) and commands (–(으)십시오) or vocabulary used to determine audience, purposes and context
  • examining cohesive devices used in Korean texts such as consistency in speech levels and honorific elements, conjunctors (–지만, –(으)니까, –어/아서, …), conjunctive adverbs (그러니까, 하지만, 그러므로, ...) and ellipsis, and their appropriateness for Korean discourse
  • creating own texts in Korean including those in digital or online forms for particular audiences and purposes in particular contexts, for example, to introduce Korean food culture to parents invited to the Korean evening, using a range of appropriate discourse devices for coherence and cohesion including appropriate vocabulary
  • comparing and contrasting the structures of a variety of authentic texts in Korean and English, exploring how the audience, purpose and context are considered differently in each language

  VCKOU205 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU015

  Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning

  Elaborations

  • identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, for example, 천천히; 미세요/당기세요
  • identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …로부터, 4월 3일 금요일
  • understanding how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나, and making politeness levels consistent in a text through the use of the informal polite ending –어/아요 across sentences
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms (–(으)세요) and specialised vocabulary in an in-flight safety demonstration (안전띠, 구명 조끼, 비상구, 산소마스크, …)

  VCKOU015 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU065

  Understand the influence of purpose, audience and context on the structure and organisation of texts, and apply this understanding to interpret unfamiliar texts

  Elaborations

  • applying their understanding of key features of familiar types of texts to understand unfamiliar content, for example, in public announcements, commercials, print advertisements or itineraries
  • creating and comparing their own examples of particular text types, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language and text organisation
  • recognising the format of different Turkish texts and stylistic conventions, such as resmi ve kişisel mektupta hitap, selamlama, adres ve imza, konuşmada hitap, identifying how these vary according to context, purpose and intended audience, and applying the conventions in their own spoken and written texts
  • demonstrating how texts achieve cohesion, for example, by using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘Öncelikle, Sonuç olarak, Bu yüzden’ gibi bağlaçlar
  • analysing unfamiliar texts to establish register, for example, by identifying words and expressions that suggest degrees of formality, audience and context, such as, siz/sen, sayın, saygıdeğer, müstakbel, beyefendi/hanımefendi, the use of first person diminutives, c(i)ğ(i)m (anneciğim) with bey (bey amcacığım or hanım teyzeciğim) and with canım (canım teyzeciğim), kuzucuklarım and canım kuzucuklarım

  VCTRU065 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU060

  Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

  Elaborations

  • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
  • exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
  • comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟；对；给
  • exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
  • using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

  VCZHU060 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU108

  Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication

  Elaborations

  • comparing ways in which tense is expressed, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
  • exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一；然后
  • comparing the functions of prepositions and discussing the importance of context when determining their meanings in texts, for example, 跟；对；给
  • developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis (我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准)
  • exploring and applying ways of sequencing and connecting ideas through the use of conjunctions, for example, 不但…而且…；虽然…但是…

  VCZHU108 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

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

  By the end of Level 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of...

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

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

  By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...

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

• Languages | Hindi: Learning in Hindi

  Hindi language learning

  Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries that include the United States, the United Kingdom, Canada, Mauritius, the Gulf countries and Australia.

  Overview material | Hindi