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• VCZHU124

  Recognise parts of speech and understand basic rules of word order in simple sentences

  Elaborations

  • learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)
  • categorising words into word types common across languages, for example, 家人 as noun, 四 as number
  • understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

  VCZHU124 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU140

  Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than in English
  • distinguishing between clauses that are statements and those that are questions

  VCASFU140 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU135

  Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages

  Elaborations

  • recognising that the language used by the Ancient Greeks has developed into the Modern Greek language and that the Greek language has influenced many languages including English
  • understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)
  • viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)
  • recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ
  • examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred

  VCELU135 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCIDC025

  Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

  Elaborations

  • translating Indonesian texts such as public signs to understand gist and noticing how meaning changes when translating into English such as sense of politeness
  • identifying and explaining expressions which do not easily translate into English, for example, Selamat siang, Sudah mandi?
  • comparing translations of Indonesian creative works (such as an advertisement, anthem or extract of a wayang script), noticing how words such as Tanah Air, sedikit-sedikit have more than a literal meaning

  VCIDC025 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCJAC116

  Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English

  Elaborations

  • explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます
  • using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)
  • finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
  • identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

  VCJAC116 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCKOU033

  Understand and use a range of vocabulary associated with different aspects of everyday life, such as basic honorific or humble words, and identify culture-embedded words and expressions

  Elaborations

  • using a range of common nouns and verbs for everyday interactions at home and school on familiar and broader topics (for example, 방학, 시험, 춤, 노래, 여행, 추다, 부르다, 배우다, 하다, 말하다, 끝나다, 만나다, 놓다, 사다, 팔다, 생기다), including words for clothing (for example, 모자, 바지, 쓰다, 입다) and transportation (for example, 버스, 기차, 자동차, 지하철, 타다) and loan words from English (for example, 파티, 이메일, 인터넷)
  • recognising and using some abstract vocabulary in the school context (for example, 과목, 수업, 과외 활동, and names of school subjects such as 수학, 과학, …)
  • using descriptive vocabulary to describe emotions (for example, 무섭다, 슬프다, 기쁘다. 신나다), senses (기분, 맛,맵다, 짜다, 아프다, 덥다, 춥다) and appearance (아름답다, 깨끗하다)
  • using abstract vocabulary relating to cognitive activity (for example, 뜻, 생각(하다), 필요하다)
  • recognising the difference between 나 and 저 referring to self and using them appropriately according to the audience, for example, peers or adults
  • indicating comparative quality using 더, for example, 더 커요
  • expressing relative frequency of events (for example, 가끔, 보통, 자주, 언제나)
  • using common adverbs such as 다시, 먼저, 한번, 열심히
  • indicating time/seasons using 오전, 오후, 주말,아침, 점심, 저녁, 봄, 여름, 가을, 겨울
  • using Korean cardinal and ordinal numbers appropriately with counters, for example, 스무 잔, 백 장, 천 송이, 첫 번째
  • using honorific or humble words such as 분, 주무시다, 계시다, 말씀, 드리다
  • identifying culture-embedded Korean words and expressions in context, for example, 추석, 새해 복 많이받으세요, 쌀밥/보리밥, 아리랑
  • using vocabulary related to youth culture such as 동아리, 힙합, including some hybrid words (for example, K–팝)
  • using reflective vocabulary such as 아마, 글쎄요
  • using location words, for example, 앞, 뒤, 위, 아래, 옆
  • inferring meaning of unfamiliar words or expressions from context, for example, 게으름뱅이 (소가 된 게으름뱅이), 연락하다 (이메일로 연락하세요), 그림의 떡
  • using idiomatic expressions as communication strategies or to enhance the interest of audiences, for example, 제 생각에는 …, –ㄴ/은/는 것 같아요, 괜찮아요
  • using some special vocabulary in Korean to express ideas drawn from other learning areas, for example, 태풍, 강, 호수
  • using exclamatory vocabulary and expressions (for example, 와, 대단해요! 아니, 이럴 수가!)

  VCKOU033 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAC025

  Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

  Elaborations

  • translating texts such as public signs to understand their gist and noticing how meaning changes when translating into English, such as levels of politeness
  • identifying and explaining expressions which do not easily translate into English
  • comparing translations of creative works (such as a song or advertisement), noticing how words have more than just a literal meaning

  VCRAC025 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCTRC008

  Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages

  Elaborations

  • translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, tren, taksi
  • explaining the English meaning of Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when they are used
  • comparing and contrasting the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as ‘Old MacDonald’ and Ali Baba’nın Çiftliği, ‘Are you sleeping?’ and Tembel Çocuk Kalksana
  • demonstrating and explaining in Turkish gestures that are associated with cultural traditions, such as greeting elders by kissing their hand and placing it on the forehead to show respect
  • noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

  VCTRC008 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCHIU012

  Recognise the relationship between the sounds and patterns of pronunciation and elements of the Devanagari script, including the representation of long and short vowels, consonants and conjuncts

  Elaborations

  • recognising and reproducing the sounds and letters of spoken and written Hindi
  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context
  • understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth
  • recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
  • practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी
  • identifying and practising pronunciation of vowel sounds with consonants, for example, कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

  VCHIU012 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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 | Modern Greek: Learning in Modern Greek

  Modern Greek language learning

  Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major characteristics of the extensive Greek Diaspora is the maintenance of the Greek language and culture...

  Overview material | Modern Greek

• VCZHU093

  Identify the characteristics of familiar text types, noting particular textual features distinctive to Chinese

  Elaborations

  • exploring features and conventions of Chinese texts, including lack of word spacing and punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • describing the major features of familiar text types in Chinese (for example, narratives), and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • comparing textual features and language used in different types of written communication within and across languages, for example: How does the formatting of a letter and an email differ in English? Why are there such differences? How does the formatting of a letter in English compare to Chinese formatting?
  • discussing how the organisation of information reflects concepts of hierarchy and authority, for example, the placement of the date in personal correspondence; how the address is organised on a letter (小区名，楼号，楼, for example, 龙江小区蓝天园15栋2单元504室)
  • comparing textual and linguistic features in diverse forms of written Chinese texts, such as letters, emails and text messages, and exploring the use of visual symbols such as emoticons in digital correspondence
  • experimenting with features of text presentation in Chinese, for example, text direction, word spacing, punctuation, and overall paragraph format when using squared paper

  VCZHU093 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Languages | Auslan: Learning in Auslan

  Auslan (Australian Sign Language) is the language of the Deaf community of Australia and is descended from British Sign Language (BSL). Auslan and other signed languages around the world are fully-fledged languages that are visual-gestural in nature. They have a complete set of linguistic...

  Overview material | Auslan

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• VCARU115

  Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms

  Elaborations

  • identifying and using high-frequency words and expressions related to home and school environments in interactions, for example,

    بيت؛ عائلة؛ أب؛ إخوة؛ معلمة؛ مدرسة؛ حصة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ أيام الأسبوع

  • recognising word order in simple phrases and sentences, for example,

    الجملة الفعلية: نام سليم؛ قام الولد؛ أكل سامي التفاحة؛ شربت سحر الحليب

  • identifying different parts of speech, for example,

    الاسم؛ الفعل؛ الصفة؛ الحرف

  • recognising that nouns have definite and indefinite articles and gender, for example,

    تلميذ/التلميذ؛ معملة العلوم؛ المعلمة

  • using masculine and feminine forms of singular nouns and adjectives, for example,

    الأب الحنون؛ الأم الجميلة ؛ كرسي كبير؛ الطاولة الصغيرة؛ أسد شرس؛ قطة أليفة

  • using simple present tense verbs to describe aspects of own daily activities, for example,

    إستيقظ في الصباح؛ أتناول الفطور؛ أركب الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي

  • using simple verbs to express likes and dislikes, for example,

    أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم

  • understanding and responding to imperative verb forms in familiar instructions, for example,

    إفتح الباب؛ إجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل طعامك

  • using singular possessive adjectives related to self, for example,

    بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره

  • understanding that adjectives follow nouns and their gender, for example, كتاب كبير؛ طاولة كبيرة
  • using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example,

    أمي تحب العمل؛ هي نشيطة؛ أبي يحب الطبخ؛ هو ماهر؛ صديقي سليم شاطر؛ هو ذكي؛ هي تكتب القصص

  • developing knowledge of cardinal numbers
  • beginning to use simple conjunctions to link words and expressions, such as و؛ أو؛ أيضا

  VCARU115 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU256

  Compare the nature of word formation, including subtle forms of adjectives such as 特有的 and 明朗, in the development of new words in Chinese and English, and evaluate their effectiveness in conveying new concepts

  Elaborations

  • comparing the expression of new concepts across languages and analysing the representation of new ideas in contemporary media, such as 云电视、
  • comparing the functions of semantically related morphemes and discussing why one is preferred over others in the development of new words, for example, ways of expressing ‘green’: 碧、 翠、 绿 、 青、 （翠绿、碧绿、青翠、苍翠） and new words such as: 雪碧，绿化

  VCZHU256 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU027

  Reproduce key Chinese characters from familiar contexts using stroke types and sequences, and component forms and their arrangement

  Elaborations

  • engaging with a range of basic characters and components and exploring their individual meanings, for example, 大 , 小，足，手
  • exploring the process of character construction, including counting the number of strokes, describing the shape of strokes, differentiating between similar strokes, and following general rules of stroke order
  • making connections between basic characters and related component forms (for example, radicals like 手 and 扌;人 and 亻), and recognising the number and arrangement of components in a compound character, for example, that 众 has three components and 打 has two components, that 亻(standing person) is on the left-hand side
  • exploring the concept of ‘word’ in Chinese and knowing that each character is a meaningful unit (morpheme) that is used to make up ‘words’ such as 白菜 (white + vegetable), 好朋友 (good + friend + friend), 男生 (male + student)
  • making connections between key morphemes in familiar words, for example, fruit group 水果、苹果 、果汁; vehicle group 汽车、火车、车子

  VCZHU027 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCARC127

  Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence

  Elaborations

  • using a picture or digital dictionary to find the meanings of simple vocabulary used in class, and comparing English and Arabic versions
  • comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities and words and expressions that do not translate easily, for example,

    مرحبا؛ صباح الخير/صباح النور؛ كيف حالك؟ الحمد لله؛ نشكر الرب

  • translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary
  • identifying words that change meaning according to the context and Arabic-speaking region, for example, لبن/حليب؛ مبسوط

  VCARC127 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Translating