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• VCNRU114

  Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress

  Elaborations

  • recognising the differences in tone and rhythm
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
  • identifying differences in sounds and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers

  VCNRU114 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAC045

  Share experiences of learning and using the language, and comment on aspects of the culture(s) studied that have been accepted or rejected and how this has impacted on the students' own identity

  Elaborations

  • monitoring own development as a learner of the language, for example, recording learning and reflections in blogs, learning log or journal
  • comparing peers experiences of learning the language, and considering any impacts, for example, noting own reactions when others such as teachers or extended family ask about learning the language
  • creating texts that express their own identity, including their identity as a learner of the language (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from another perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, living in house with backyard ), and whether these assumptions have changed in the process of learning the language

  VCRAC045 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCVIC148

  Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms

  Elaborations

  • creating parallel lists of informal Vietnamese and English expressions for everyday interactions with teachers, friends and family in print and digital modes
  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements
  • composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day), a translation of the school canteen menu into Vietnamese, or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, Thư viện (Library), Hội trường (Hall), Hãy giữ im lặng! (Be quiet!), Xin vui lòng bỏ rác đúng chỗ! (Please do the right thing!)
  • creating subtitles for short video clips or slideshow presentations of intercultural experiences to share with the school community, such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events

  VCVIC148 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC160

  Locate, analyse and compare information relating to topics of shared interest or other learning areas from a range of print, visual, digital and online sources

  Elaborations

  • accessing diverse sources in a range of media, such as books, web pages, television programs, radio news items, interviews, reports, video clips or documentaries, to collate information about aspects of Vietnamese and Australian lifestyles, for example, schooling, leisure activities or preservation of natural environments
  • researching young people’s lifestyles across Vietnamese-speaking communities, comparing information from different cultural contexts to identify the impact of such factors as climate, customs, transport, economy or globalisation, for example, the influence of Korean pop culture on Vietnamese teenagers’ fashion and hairstyles, and their tastes in food, music and movies
  • using reading strategies to enhance understanding of texts, such as identifying and clarifying the meaning of key words or concepts, or distinguishing main points from supporting details
  • summarising, analysing and comparing information obtained from a range of sources, for example, information about Vietnam from a cookbook, a tourism website and a documentary such as Luke Nguyen in Vietnam or Hành Trình Xuyên Việt, selecting appropriate resources for research projects, and discussing and explaining the reasons for similarities and differences in the information obtained
  • comparing key points and supporting details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • using concept maps, charts and tables to organise and analyse information
  • contributing to a shared class database or online library information that has been drawn from various sources, and classifying selected information according to topic, genre or level

  VCVIC160 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC056

  Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning

  Elaborations

  • translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
  • producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
  • preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording

  VCZHC056 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU090

  Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken language

  Elaborations

  • exploring key features of Chinese phonology, examining the range of sounds and recognising how spoken syllables and tones are represented in Pinyin, by spelling words in Pinyin, or reading aloud words and sentences in Pinyin with attention to pronunciation, tone and phrasing
  • differentiating between sounds and tones when listening to or producing spoken Chinese, for example, distinguishing between 我买 / 我卖东西, or between 庄 (zhuang) and 专 (zhuan)
  • recognising and discriminating between homonyms in Chinese (for example, shì — 是 and 室), relying on context to assist understanding, and differentiating syllables with different tones, for example, shì (是) and shí (十)

  VCZHU090 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Languages | Classical Greek: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Classical Greek

• Languages | Latin: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Latin

• Korean - F–10 Sequence: Levels 5 and 6 description

  Students expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar words and expressions. They express past tense and use some verb phrases in complex structures as...

  Level description | Languages | Korean | F–10 Sequence

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

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

  Students become familiar with the Italian pronunciation and sound system, noting similarities and differences with English. They build a vocabulary about people and objects in their immediate worlds. They learn how to use definite and indefinite articles. They learn how to form singular and plural...

  Level description | Languages | Italian | 7–10 Sequence

• Auslan - First Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students learn to produce all handshapes, movements and locations of single signs. They make use of handling and size and shape specifiers (SASS) depicting signs with increasing accuracy, and use entity depicting signs to talk about simple movement and locations. Students produce a range of clause...

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

• Languages | Arabic: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Arabic

• Languages | Auslan: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Auslan

• Languages | German: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | German

• Languages | Hindi: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Hindi

• Languages | Japanese: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Japanese

• Languages | Korean: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Korean

• Languages | Modern Greek: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Modern Greek