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

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

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

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

  Students become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation. They identify words borrowed from English, observing differences in pronunciation and spelling. They use Japanese in classroom interactions and short communicative tasks. They...

  Level description | Languages | Japanese | 7–10 Sequence

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

  Students become familiar with the sounds of Spanish, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation and spelling. They understand and apply elements of Spanish grammar such as word order; simple verb forms...

  Level description | Languages | Spanish | 7–10 Sequence

• VCESC149

  Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports

  Elaborations

  • presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of visual, digital and multimodal resources
  • using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events
  • conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
  • creating an interactive display for younger children, highlighting aspects of Spanish language and Hispanic culture

  VCESC149 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCESU030

  Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions

  Elaborations

  • recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
  • understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
  • adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
  • using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
  • listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

  VCESU030 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGRCU012

  Examine the enduring influence of ancient Greek culture on the modern world, by discussing the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture

  Elaborations

  • recognising the ancient origins of national values such as democracy, equity and justice, freedom of speech and independent thought
  • comparing the concept of citizenship, rights and responsibilities in ancient Greece and the modern world
  • identifying references to ancient Greek mythology and literature in visual and performing arts and literature from antiquity to the present
  • exploring ancient connections with daily routines in modern society, such as sport, theatre and schooling
  • identifying literary influences from the Classical Greek period on popular culture, such as brand names, cartoons, adventure films, for example, Clash of the Titans, Troy, Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the guitar, which is descended from the cithara or lyre
  • recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer
  • researching elements of Greek engineering and architecture seen in public buildings in Australia and across the world, for example, the use of Doric, Ionic and Corinthian columns
  • observing and discussing ancient Greek architectural structures and influences in Roman, Renaissance, Neoclassical and New Classical architecture

  VCGRCU012 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCHIC095

  Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience

  Elaborations

  • creating multimodal texts to share with Hindi speakers in different contexts that capture elements of their personal and social worlds, for example, हमारे स्कूल का एक दिन, मेरी मित्र-मण्डली
  • using different modes of presentation such as photo montages, written journals or recorded interviews to provide information for extended family members overseas about their social and educational experience in Australia
  • creating a video clip to support new students to the school, introducing aspects of school culture, key personnel and available study and extra-curricular options
  • presenting information gathered from print media/online sources on selected topics, using formats such as tables, graphs or spreadsheets to present statistical information or captions or spoken commentaries to report on environmental issues such as disaster relief or land degradation
  • creating a short video to post on their school website to report on a good news story, such as a successful fund-raising event or sporting or academic achievements
  • creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

  VCHIC095 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITU018

  Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAC001

  Interact with peers and the teacher to socialise and to exchange information about self, personal worlds and immediate environment, and to express feelings, likes and dislikes, using appropriate gestures

  Elaborations

  • exchanging greetings depending on the time of day, for example, おはよう　ございます。こんにちは。, using appropriate titles and terms of address, such as ～先生(せんせい) or Simon さん、 and gestures such as bowing to show respect
  • giving and receiving items using culturally appropriate gestures and language, for example, どうぞ。どうも　ありがとう。
  • exchanging personal details with Japanese-speaking peers via online or virtual forums, for example, providing name, age, school, and language(s) spoken at home
  • introducing themselves (じこしょうかい) using culturally appropriate formulaic expressions and gestures, はじめまして 、どうぞ　よろしく。、 with bowing and appropriate eye contact
  • describing aspects of their personal worlds, for example, friends, family, pets, teachers, school and interests, using expressions such as noun は　adjective　です。わたしの　ともだちは　おもしろい　です。
  • exchanging information about daily or leisure activities or events via face-to-face or online modes of communication such as blogs or virtual conversations, and comparing experiences with those of Japanese-speaking peers, using cohesive devices such as conjunctions when sequencing or elaborating, for example, 日(にち)よう日(び)に　えいがに行(い)きます。それから、かいものを　します。 or すしが好(す)き　です。でも、さしみが　好(す)きじゃない　です。
  • expressing likes and dislikes, for example, スポーツが　好(す)き　です。しゅくだいは　ちょっと…。
  • using formulaic language to express feelings, for example, おなかが　ぺこぺこ　です。つかれました 。さむい　です。どきどき　します。

  VCJAC001 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLAU027

  Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure

  Elaborations

  • exploring the ancient origins of modern political and legal structures and concepts, such as republic, balance of power, jurisprudence and judicial precedent, census and elections
  • investigating modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical period
  • discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia
  • recognising the transmission of literary genres, such as epic, satire, love poetry, epigram, ode
  • investigating famous artists’ incorporation of classical themes and subjects in postclassical sculpture, painting, music, opera, theatre
  • investigating ancient practices in medicine and science still relevant in the modern world, such as Galen’s surgical procedures and Pliny the Elder’s classification of animals and plants

  VCLAU027 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCVIC005

  Present information and ideas relating to personal, social and natural worlds in spoken, written, digital and multimodal forms using modelled language structures

  Elaborations

  • presenting information in graphs or tables, for example, results from a class survey on preferred leisure activities, foods or idols
  • explaining to others a procedure or practice, for example, a recipe, fashion or health-care tips, a tutorial on rules of a sport or game, or instructions on keeping a pet
  • presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
  • describing aspects of life in Australia for an audience in Vietnam, for example, school life, community recycling, a birthday party, or a national event such as Anzac Day or Australia Day
  • using different modes of presentation to profile significant events, people or places related to the cultures and histories of Vietnamese-speaking communities
  • producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

  VCVIC005 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Classical Greek: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry...

  Level description | Languages | Classical Greek | Levels 9 and 10

• VCRAC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events, wishing others well, and experimenting with informal language where appropriate
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation, and inviting further exchange

  VCRAC103 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLAU028

  Identify how cultural values, attitudes and beliefs of the Romans are embedded in their language

  Elaborations

  • discussing Roman values that are embedded in language, such as pietas, virtus, hospitium, fides
  • understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as the polite command in the English RIP (‘rest in peace’) and the use of the more prayerful subjunctive in the Latin requiescat in pace
  • investigating the importance of Latin to personal status in the Roman world, as a means to social, economic and political advancement
  • examining language that reveals information about Roman government and administration, such as res publica, senatus, comitia, consul, dictator, princeps, census, and references in texts to public service, justice and the court system
  • discussing language that reveals the importance of public spaces and buildings in ancient Rome, for example, forum, temples, theatres
  • explaining references in texts to amphitheatres, gladiatorial combat, Circus Maximus, ‘bread and circuses’ and understanding the important place of entertainment in the Roman world
  • explaining the importance of religion to the Romans, with reference to concepts such as Lares et Penates, household genius, the worship of local gods at shrines, vestal virgins, cult of the Emperor
  • researching and discussing political and cultural influences in and on the works of leading writers, such as Cicero, Horace, Virgil, Livy, for example, mos maiorum; pax Romana
  • exploring the formal language that Romans used for greetings, or responding to the challenges of public life, such as ave, plurimas gratias, di immortales, and making comparisons with own language use in formal contexts
  • reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of the Romans and how they conceptualised their world

  VCLAU028 | Languages | Latin | Levels 9 and 10 | Understanding | Role of language and culture

• VCDEC011

  Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange

  Elaborations

  • sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do I feel now?’
  • preparing a class profile to exchange with German-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped identity
  • participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
  • comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

  VCDEC011 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language
  • investigating aspects of the culture/s studied to choose a particular course of action, for example, determining a suitable placement for an exchange student, a suitable menu for a group of visitors who speak the language or an appropriate time of year to visit a region where the language is spoken
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other curriculum areas
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCRAC072 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC228

  Use and analyse a range of sources written in simplified and traditional script to identify relevant information, and use this information to create purposeful public information texts

  Elaborations

  • accessing diverse sources such as blogs and social media, newspaper articles and educational texts, and discussing the relevance and credibility of information conveyed, for example, comparing information presented in blogs with newspaper articles
  • recognising multiple perspectives on an issue and identifying the factors that may influence a particular perspective (for example, nationality, religion, gender, ethnicity) to determine the perspective or credibility of sources
  • evaluating how different authors use language to achieve a particular effect, considering how values and personal views are implied in word choices, for example, 屡败屡战 (emphasis on the determination to overcome a failure) versus 屡战屡败 (emphasis on the fact of many instances of failure)
  • accessing information related to understanding their own experiences as Chinese students in Australia by searching both Australian and overseas digital media, such as 百度百科，雅虎等网站 to develop advice and supports for new students arriving at their school
  • accessing and organising information on educational and social topics, using techniques such as paraphrasing, summarising and quoting, and expressing own perspective on the information obtained, for example, 有些人认为…， 另一些人则认为…， 综上所述…

  VCZHC228 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing