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

  By the end of Level 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of learning areas. They recount experiences...

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

• Hindi - F–10 Sequence: Levels 3 and 4 description

  Students recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related...

  Level description | Languages | Hindi | F–10 Sequence

• Modern Greek - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using...

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

• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

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

  By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...

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

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

  By the end of Level 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions...

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

• VCASFC151

  Create simple texts that demonstrate imagination and playfulness, using familiar signs, gestures, modelled language and visual supports

  Elaborations

  • assuming the role of a character from a story and responding to signed questions from classmates, such as:
    YOUR NOSE DS:long-nose WHY?
    Why is your nose so long, Pinocchio?
    
  • participating in storytelling games or imaginative activities, for example, the joint construction of a progressive story such as I went to market and bought …
  • retelling a wordless animation, modifying NMFs and lexical signs to indicate manner, for example, walk, sprint, march
  • creating a humorous skit using constructed action that involves interaction between two characters
  • using a ‘visual vernacular’ description to create an imaginary character, incorporating physical attributes and personality traits
  • working with classmates to use hands to visually represent an object or animal

  VCASFC151 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCESC147

  Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions

  Elaborations

  • interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer…
  • stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…
  • checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
  • participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
  • asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
  • asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda

  VCESC147 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC146

  Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities

  Elaborations

  • collaborating with peers to organise class or school activities by taking responsibility for different elements, such as creating schedules, posters or programs or organising fundraising activities, using expressions related to place, time and numbers, for example,¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A qué hora?)
  • developing interview questions to ask a Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó?
  • participating in real or imagined transactions that involve requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!
  • creating digital displays, presentations or performances for family, friends or school community to showcase their progress in learning and using Spanish
  • making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...)

  VCESC146 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRC111

  Develop classroom language to manage shared learning experiences, monitor performance and discuss French language and culture learning

  Elaborations

  • interacting in classroom activities and discussions to manage shared learning experiences, report on each other’s contributions and consider each other’s views, opinions and preferences, for example, c’est à qui? Moi, je vais mettre cette image là; qu’est que tu vas faire avec celle-là? Voilà — c’est fait. Qui va faire..? C’est bien réussi
  • planning performances or presentations to showcase French language and culture learning, for example, Si on préparait une photo-montage? Comment est-ce qu’on va présenter les images?
  • using evaluative and comparative language to discuss different learning resources such as textbooks, websites or electronic dictionaries, for example, ils sont utiles/intéressants/trop complexes; je préfère lire le texte moi-même...; je trouve mieux…
  • surveying or interviewing peers to report on shared progress, challenges and achievements, for example, je sais compter/écrire/communiquer en français; j’ai un bon accent; je parle assez couramment; j’aime bien les gestes ; je trouve meilleur...

  VCFRC111 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC038

  Participate in guided tasks such as organising displays, developing projects or budgeting for events

  Elaborations

  • designing and completing collaborative projects such as building a model of the place du marché in a French village or designing an environmentally friendly cour de récréation, and composing spoken, written or digital instructions and specifications, using, for example, devant, à côté de, 500 mètres, trois étages
  • planning and organising activities such as outings or performances, using expressions related to place, time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, je vais acheter…, j’espère trouver…qu’est-ce que tu cherches?
  • creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
  • allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs

  VCFRC038 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRC039

  Use questions, statements and responses to participate in learning activities, to indicate understanding and to monitor learning

  Elaborations

  • indicating understanding or asking for help, using comments such as Oui, je comprends; non, je ne comprends pas; c’est trop compliqué! c’est quoi ça?
  • consulting each other when completing individual or group activities, for example, c’est juste? montre-moi; comme ça? comment ça s’écrit?
  • negotiating tasks and shared activities, for example, Tu préfères lire ou écrire? moi, je préfère travailler sur l’ordinateur
  • checking on progress during learning tasks or activities, using comments and questions such as C’est fini? Pas encore, bientôt..; tu comprends, toi?
  • sharing ideas about the experience of learning and using French, comparing what they can and cannot do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français? c’est difficile! Je n’aime pas parler au téléphone. J’adore jouer au foot en français!

  VCFRC039 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCHIC039

  Participate in familiar classroom interactions by asking and responding to questions, seeking clarification, reflecting on learning experiences and expressing preferences

  Elaborations

  • indicating understanding using comments such as जी हाँ, मैं समझ गई। यह तो बहुत आसान है। ठीक है।
  • using interaction skills such as topic initiation or change and negotiation of differences in perspectives, for example, मुझे ऐसा लगता है…; क्या हम इस बात पर चर्चा कर सकते हैं?
  • checking on their own and each other’s progress during learning activities, using comments and questions such as सब ख़त्म हो गया? अभी नहीं, पर जल्द ही हो जाएगा… आप समझते हैं, है न? आप कितनी तेज़ी से लिख सकते हैं?
  • requesting help or clarification, for example, नहीं, मुझे समझ नहीं आया। कृपया फिर से दोहराइए। यह बहुत कठिन है। इस में मुझे क्या करना है?
  • reflecting on the process of learning and using Hindi in the classroom context, for example, मुझे हिंदी पढ़ना अच्छा लगता है लेकिन सबके सामने बोलने में झिझक होती है।

  VCHIC039 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLVC175

  Engage in activities that involve collaboration, planning, organising, promoting and taking action

  Elaborations

  • participating in planning and making arrangements, using language related to place and activity, for example, organising class events, such as holding a lunch, party or performance
  • creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the language
  • giving and following instructions, using hand signs as appropriate, for example, explaining how to cook bush tucker or to make artefacts
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to an art exhibition or performance, sharing responses and reactions
  • designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, the importance of learning the language of Country/Place at school
  • promoting events in the local community, such as festivals, sporting, music and cultural events that support/promote well-being and community development
  • promoting Reconciliation in community by showcasing local language learning and language revival activities

  VCLVC175 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCTRC088

  Interact in classroom routines and exchanges, such as asking and responding to questions, requesting help, repetition or permission, giving praise or encouragement

  Elaborations

  • interacting during group activities by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • praising or encouraging each other, for example, çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum
  • using appropriate language to seek clarification, to attract attention or to ask for something to be repeated, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız?
  • using evaluative language to reflect on learning activities, for example, … başardık, … konularda zorlandık, … bu çalışmada … öğrendik
  • identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var

  VCTRC088 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC037

  Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback

  Elaborations

  • interacting during group learning experiences by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, Bence, bana göre
  • evaluating each other’s comments or suggestions when working together, indicating agreement or disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder misin? Cevabım doğru mu? Emin değilim, şöyle yaparsak… daha iyi olur, peki öyle olsun … Bence … daha güzel olur
  • reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

  VCTRC037 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC142

  Engage in classroom interactions by asking and responding to questions and expressing opinions

  Elaborations

  • contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
  • asking and responding to questions, for example, Thưa thầy, em làm chung với ai? Thưa cô, khi nào em phải nộp bài này? Em chọn câu A. Thưa cô, em đồng ý với bạn Hà
  • checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
  • participating in class discussions and offering opinions on various topics, such as water and road safety, a class recycling program or physical fitness and wellbeing
  • expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá! Bài thi toán khó quá! Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căn-tin trường mình bán đồ ăn ngon và rẻ

  VCVIC142 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• 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