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• VCESU139

  Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts

  Elaborations

  • specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La regla está en el estuche
  • using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
  • using question words to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
  • using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente
  • linking ideas using conjunctions such as y, o and pero
  • noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
  • using possessive adjectives in singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros
  • using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
  • using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
  • identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
  • using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)
  • using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
  • building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English

  VCESU139 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGRCE016

  Read, analyse and interpret Classical Greek texts, using vocabulary, grammar and textual cues, to engage with the ancient Greek world

  Elaborations

  • predicting the context and content of Classical Greek texts through initial holistic reading, by identifying key words and phrases, for example, οἱ βάρβαροι μάλα φοβούμενοι
  • inferring meaning using knowledge of the text type and the author’s purpose and technique, for example, νῦν οὖν ἀτεχνῶς ἥκω παρασκευασμένος/βοᾶν, ὑποκρούειν, λοιδορεῖν τοὺς ῥήτορας/ἐάν τις ἄλλο πλὴν περὶ εἰρήνης λέγῃ. (Aristophanes’ Acharnians)
  • investigating and explaining the effect of word order in Classical Greek in producing emphasis and tone, for example, indignation, anger, suspense
  • examining and interpreting complex sentence structures, such as the use of the optative mood in indirect statements, for example, ὁ στρατηγὸς εἶπεν ὅτι οἱ σύμμαχοι δ’ ὁλίγου νικήσοιεν
  • reflecting on the particular use of tenses in Classical Greek and making comparisons with English, such as use of aspect, vivid use of the present in indirect speech, or use of the aorist in gnomic statements, for example, παθὼν δέ τε νήπιος ἔγνω
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, οὖν, γάρ. μέντοι, δήπου
  • discussing conventions of Classical Greek texts, such as the inclusion of speeches in historiography
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, εἴχομεν ἡμεῖς Πύδναν καὶ Μεθώνην καὶ πάντα τὸν τόπον τοῦτον
  • explaining allusions to historical or mythological characters who exemplify Greek virtues, such as Achilles, Hector, Theseus, Solon, Socrates
  • recognising positive and negative connotations implicit in Classical Greek words, for example, τύραννος, δαίμων
  • examining cultural assumptions that influence ways in which meanings are expressed or interpreted, for example, the use of pompous or tragic language for comic effect in Aristophanes’ plays
  • discussing the function and power of cultural representations such as symbols, for example, the gorgon/aegis, the omphalos, Asclepius’ wand, the owl
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Classical Greek, using ICT collaboratively

  VCGRCE016 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• 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

• VCLAE016

  Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

  Elaborations

  • predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
  • inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
  • investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
  • examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
  • reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
  • explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
  • discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
  • recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
  • analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
  • discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively

  VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• VCTRU030

  Understand and use key grammatical forms and structures, such as simple verb tenses, recognising how grammatical forms and functions are represented through suffixation

  Elaborations

  • describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
  • understanding the function of verb moods, for example, by recognising and using questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Kahramanlar kimdi? and imperative forms such as başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
  • using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi
  • using a range of simple conjunctions to link basic ideas and action, for example, -den önce, -den sonra, ile/-(y)le, ama, çünkü
  • using simple and compound sentences
  • using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests
  • understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar, batıdan batar and Dişlerimi fırçalarım, Erken yatarım, Erken kalkarım
  • recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • understanding and using common interrogative pronouns such as kim, hangi, ne, neden, kaç, Bu akşam bize saat kaçta geliyor? Doğum günü davetiyesini kim yazacak?
  • identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Eyvah! Ya! Öf be!
  • understanding and using the simple past tense suffix -d(i), for example, Annem çarşıdan ekmek aldı
  • understanding and using prepositions to indicate direction, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
  • developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler
  • using honorifics, such as Yaşar Amca, Ayşe Teyze

  VCTRU030 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRU064

  Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • recognising and using reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi (reflexive), Maçtan sonra arkadaşı ile buluştu (reciprocal), Dün kuaförde saçını kestirdi (causative), Bugün işten kovuldu (passive)
  • using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor
  • learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun, -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • learning to use more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, rağmen, yani, -e göre
  • using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan
  • using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? Ne kadar uzun olsun? Yaklaşık otuz santim
  • using compound and complex sentences, for example, Ayşe telefonda konuşur ve bilgisayarda oyun oynar, Ama Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
  • recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
  • developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
  • learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak

  VCTRU064 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU248

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances

  Elaborations

  • observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT-_fast (manner added)
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can also be joined through particular NMFs
  • noticing that clauses can be linked equally or unequally, where one clause depends on another
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
  • noticing when signers are using composite utterances, for example those that include elements of CA, DSs, points and lexical signs, and how that affects the structure of a clause

  VCASFU248 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU064

  Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices

  Elaborations

  • identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi
  • naming a range of animals, for example, binatang peliharaan, kelinci
  • describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
  • describing qualities of things using adjectives, for example, bertingkat dua, lama
  • indicating quantity using juta
  • identifying things using concrete nouns, for example, sawah, gunung api, hutan
  • creating nouns, for example, makan-an, minum-an, masak-an, baca-an
  • describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
  • creating distance between actor, action and objects using object-focus construction, for example, Mobil barunya dicuri tadi malam
  • indicating negation, for example, jangan, tidak sama sekali
  • referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu
  • seeking information using a range of questions, for example, bagaimana, dari mana, apakah, kapan, mengapa, sudah pernah?
  • describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
  • creating cohesion using conjunctions, for example, supaya, walaupun
  • adding further information using embedded clauses with yang
  • accepting or declining invitations, for example, mau ikut, maaf, sayang
  • well-wishing, for example, mudah-mudahan, semoga
  • comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
  • expressing opinions, for example, dari pihak saya…
  • expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru
  • describing state of actions, for example, sudah, belum, pernah

  VCIDU064 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDU047

  Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi, sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal, rendang, es kelapa muda), and indicating possession using -nya, mereka, kami/kita
  • describing locations, for example, kota, restoran, bioskop, warung, pasar
  • referring to relationships between people and things using prepositions, for example, untuk, kepada
  • describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai
  • knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using polite forms, for example, -lah, Silahkan
  • seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
  • describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
  • indicating location in time using pada and place using di and atas, dalam, belakang
  • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
  • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
  • expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
  • comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
  • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai

  VCIDU047 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCIDU013

  Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
  • describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…
  • greetings and farewelling others, for example, Selamat pagi/siang/sore/ malam, sampai jumpa
  • specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
  • describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur
  • interacting using auxiliary verbs, for example, ada, mau, tahu, boleh, bisa
  • understanding different question words and the anticipated answer, for example, siapa? (people), apa? (objects, actions), di mana? (location), berapa? (quantity)
  • using imperatives to tell others to do something, for example, Duduklah, Lipat tangan, Tepuk tangan
  • referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)
  • describing the colour, size, shape and character of a person, place or thing using noun–adjective phrases, for example, buku merah, anjing besar, kucing kecil, bapak tinggi, saya pendek, adik lucu
  • joining words or phrases using conjunctions, for example, dan, tetapi
  • referring to things using demonstratives ini and itu, for example, Ini buku merah
  • negating verbs and adjectives using tidak
  • expressing modality, for example, mau, ingin, boleh, bisa

  VCIDU013 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDU115

  Develop knowledge of vocabulary and structure to extend meanings, such as complex verbs, affixation, a range of cohesive devices and object-focus construction

  Elaborations

  • identifying people by pronouns or titles, for example, Kepala Sekolah, si (diminutive) and nicknames
  • describing the qualities of people using adjectives of character, for example, murah hati, bertanggung-jawab
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
  • showing lack of purpose, for example, jalan-jalan, duduk-duduk, melihat-lihat
  • relating people and position using prepositions, for example, kepada
  • comparing things using comparatives and superlatives, for example, ter-, makin lama…, makin + adjective
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa
  • requesting that others do something for own benefit (minta, harap, mohon, tolong); for others’ benefit (silakan)
  • excusing and apologising, for example, permisi dulu, minta maaf, maafkan saya
  • giving advice with suffix -lah, for example, beristirahatlah, tunggulah, nasehat saya, sebaiknya, seharusnya, jangan
  • showing empathy and well-wishing, for example, kasihan, harap cepat sembuh, semoga sukses
  • giving opinion, for example, saya berpendapat bahwa, saya percaya
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu, meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
  • referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan yang lalu
  • referring back to something specific using tersebut

  VCIDU115 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU176

  Understand how to control elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, and recognise the systematic nature of verb conjugation

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles
  • creating learning resources such as verb and adjective charts and lists of vocabulary and sentence structures
  • understanding the different functions of a range of particles, such as:
    • が (topic marker)
    • を (object marker)
    • に (time, date, place, destination, for)
    • と (and, with)
    • で (location, action, means)
    • へ (direction, destination)
    • ～から ～まで (from,～as far as, distances)
  • describing daily routines and schedules for a week, using a range of particles to form sentences, for example, 六時(ろくじ)に　うちで　兄(あに)と　ごはんを　食(た)べます。
  • using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, 高(たか)くない
  • using adverbs as formulaic expressions, for example, 早(はや)く、おそく
  • understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis
  • using both affirmative and negative forms of particular grammatical elements in different tenses
  • creating cohesion and flow by using conjunctions, for example, だから、それで、それに
  • understanding how to indicate politeness using ご and お prefixes, for example, お名(な)前(まえ)、先生の　ごかぞく
  • using counter classifiers: ～時、～分、～つ、～まい、～本
  • using superlatives, for example, 一ばん　好きです

  VCJAU176 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU194

  Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework for recognising patterns for verb conjugation, and applying the formation rules of each verb group
  • using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。
  • understanding and using the different functions of verb て form
  • using present continuous tense using verb ています, for example, ラジオを聞いています。
  • requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。
  • using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。
  • exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？　見る？
  • expressing opinions, intentions and thoughts using the plain form, for example:
    • plain verb つもりです。
    • verb /adjective とおもいます。
    • ～たり～たりします。
  • using い and な adjectives in present and past tenses, for example:
    • おいしい ◊ おいしかったです。
    • たのしくない ◊ たのしくなかったです。
    • しずかな ◊ しずかでした。
  • using adverbs and intensifiers such as かなり, ぜんぜん, たいてい
  • sequencing actions, for example, 朝おきてジョギングをします。
  • increasing cohesion within paragraphs by using conjunctions, for example, ですから
  • indicating the status of actions using adverbs such as まだ and もう
  • understanding the concept of uchi-soto (内(うち)と外(そと)) for making appropriate choices of register, for example, 食べる？食べますか？

  VCJAU194 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU032

  Extend grammatical knowledge of Korean language, including the range of forms and functions of particles, suffixes, verb endings and irregular verb forms

  Elaborations

  • modifying nouns using an adjectival form of a descriptive verb suffixed by –(으)ㄴ, for example, 예쁜 꽃, 맑은 물
  • using particles such as –한테/에게, –한테서/에게서, –(으)로 (instrumental and directional), –보다, –와/과, –만, –도,–부터 and –까지, including honorific case markers –께, –께서, –께서는
  • recognising the meaningful parts of a verb, for example, 먹+어요
  • expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as –(으)ㄹ 거예요 and –(으)ㄹ까요?
  • learning how to ask and answer negative questions, for example, 숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요)
  • connecting clauses using basic conjunctive suffixes (clausal connectives) –어/아서, –고, –(으)면, –지만
  • using basic complex-verb structures such as –어/아 주다, –어/아 보다, –지 말다with an –어/아요ending to express provision, trial and prohibition (읽어 주세요, 입어 보세요, 쓰지 마세요)
  • expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에
  • using some basic irregular verbs, such as 들어요 (듣다), 불러요 (부르다), 더워요 (덥다), 추워요 (춥다), 아름다워요 (아름답다)
  • expressing relative location using a structure: a noun + a location word + 에, for example, 식탁 위에 상자가 있어요
  • expanding metalinguistic knowledge by receptive use of:
    • intimate copula verb ending (a noun + (이)야)
    • expressions of intentions and likelihood: –겠어요, –(으)ㄹ 것 같아요
    • conjunctors connecting clauses (–(으)니까, –(으)러)
    • complex structures such as –어/아야 하다, –어/아도 되다, with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요), recognising that they are in the same structure as –어/아 주다, –어/아 보다 and –지 말다 (verb stem + suffix + auxiliary verb) and that the auxiliary verbs add meanings such as obligation, permission and attempt
    • complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, –기 때문에, –기 위해(서)
    • levels of politeness in speech, for example, formal polite, informal polite, intimate, for example, 해, 해요, 합니다
    • honorific suffix –시–, for example, 하십니다,가르치십니다

  VCKOU032 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU184

  Understand and use grammatical forms and structures such as suffixes for tense, honorifics and polite style marking, and auxiliary verbs and particles, using appropriate metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • extending the use of case markers and particles to express the genitive case (소라의 생일이에요), a time frame (아침부터 저녁까지 서핑했어요), the instrumental case (색연필로 그림을 그려요) and the directional case (왼쪽으로 가세요), and to use a nominal connective –와/과 (불고기와 김치를 먹어요)
  • learning how to modify a noun by using an adjectival form of the premodifying descriptive verb suffixed by –(으)ㄴ, for example, 좋은 생각, 착한 사람
  • expressing future plans using –(으)ㄹ 거예요, for example, 한국에 갈 거예요
  • expressing intention or conjecture using –겠–, for example, 파티에 참석하겠어요, 비가 오겠어요
  • asking for or offering suggestions using –(으)ㄹ까요?, for example, 무엇을 살까요? 이 책을 읽을까요?
  • connecting clauses using conjunctive suffixes (clausal connectives) such as –어/아서, –지만, –(으)면 to express events or ideas in different relationships
  • identifying time references expressed by forms and structures of verbs such as –었/았– and –(으)ㄹ 거예요 and learning how to use them in two-clause sentences, for example, 김치가맛있었지만 조금 짰어요; 학교에 가서 공부할 거예요
  • using basic complex-verb structures such as –어/아 주다, –고 있다, –(으)ㄹ 줄 알다, –(으)ㄹ수 있다 and –어/아 보다 as set phrases in their –어/아요 form to express complex ideas, for example, 보여 주세요, 자고 있어요, 할 줄 알아요, 먹을 수 있어요, 읽어 보세요
  • learning how to construct noun phrases out of verbs using a suffix –기 and using it with case markers or particles, for example, 한국어를 배우기가 쉬워요
  • extending the use of polite language to honorific particles and humble/honorific words, for example, 할머니께 선물을 드렸어요; 할아버지, 진지 드세요
  • understanding and developing metalanguage for parts of speech relating to grammatical functions such as naming (학교, 연필), referring to people or objects (나/저, 이것/저것/그것), qualifying things (예쁜 꽃) and expressing actions, states or qualities (먹어요, 좋아요)
  • comparing how the case of a noun or pronoun is identified in Korean and English sentences, for example, 저는 사과를 먹어요 versus ‘I eat apples’

  VCKOU184 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAU008

  Understand concepts of accidence and syntax used in simple and compound Latin sentences, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, and conventions of sentence structure

  Elaborations

  • identifying parts of speech and their functions in texts, such as in statements, direct speech, commands and questions
  • exploring the concepts of number, gender, case and the metalanguage used to describe nouns
  • understanding noun inflections and their usage in first, second and third declensions:
    • case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico
    • number: villa, villae
    • gender: masculine dominus, feminine domina, neuter atrium, common canis, parens
  • recognising personal pronouns and pronominal adjectives, and identifying number, gender and case, for example, ego, tu, nos, vos; meus, tuus
  • recognising interrogative pronouns, for example, quis, quis, quid
  • recognising demonstrative pronouns, for example, hic, haec, hoc; ille, iste
  • identifying cardinal numbers unus to viginti and ordinal numbers primus to decimus
  • recognising prepositional phrases and the different forms of prepositions, for example, e villa, ex urbe
  • distinguishing between the meanings of prepositions when governing different cases, for example, in villam, in villa
  • exploring the concepts of verb number, person and tense, the metalanguage used to describe verbs
  • identifying endings of verbs in the four conjugations, and regular and irregular verbs in the present tense, active voice
  • identifying the use of the imperative, for example, tacete vos omnes
  • identifying first/second and third declension adjectives, for example, laeta/laetus; tristis
  • recognising agreement of adjectives and nouns in number, gender and case, for example, puella tristis, frater magnus, and how word order may differ from English
  • interpreting compound sentences using conjunctions, for example, canis intrat sed non latrat
  • recognising adverbs, for example, servus diligenter laborat
  • understanding conventions of word order in Latin sentences, such as subject + direct object + indirect object + verb, for example, puella librum fratri legit, and how those conventions can be used to anticipate the development of a sentence
  • developing strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCLAU008 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCTRU115

  Understand and use grammatical forms such as verb moods, auxiliary verbs, particles and honorific forms, and use metalanguage to identify or explain language forms, structures and conventions

  Elaborations

  • understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan in a range of contexts
  • learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak, as well as suffixes for modality such as -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz
  • understanding verb moods, such as imperative, potential -(e)bilmek, reciprocal, causative and passive, and relevant suffixes used to create each mood, yazabilmek, koşabilmek (potential), okuyabilirim, Tayla giyindi ve süslendi (reflexive), Babası ile araba için tartıştı (reciprocal), Dün kuaförde saçını boyattı (causative), Pirinç ayıklandı ve pilav pişirildi (passive)
  • learning to use particles such as karşı, gibi, beri, dek, kadar, üzere and complex conjunctions such as hem...hem de, ne...ne, -k(i), ancak, yoksa, oysa, hatta, rağmen, yani
  • understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, as in İnanıyorum ki, Seninle tamamen aynı fikirdeyim
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound and complex sentences to make suggestions, for example, Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen öyle yapalım, Çevremizi kirletmeye devam edersek eğer gelecekte dünyamız yok olacak
  • using quotations, idiomatic expressions and proverbs, for example, Onlar, bu toprakta canlarını verdikten sonra, artık bizim evlâtlarımız olmuşlardır, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
  • understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun; -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim; and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • understanding and developing metalanguage for talking about forms and functions of language, for example, by identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions such as predicates, subjects and objects

  VCTRU115 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU047

  Recognise and apply grammatical features of spoken and written language, such as verbal conjugations and nominal declensions and modifications, negative and interrogative sentence structures and subject–verb agreements

  Elaborations

  • recognising and using verb conjugations for example, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
  • recognising and using nominal conjugations through adjective- and noun-making suffixes such as (-lı, -li, -lu, -lü) as in kar-lı, kir-li, toz-lu..; (-lik, -lık, -luk, -lük) as in yaz-lık, göz-lük…; (-cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü) as in gemi-ci, kira-cı, su-cu, çiçek-çi..; (-gı, -gi, -gu, -gü) as in sar-gı, sil-gi,..; (-sız, -siz, -suz, -süz) as in ev-siz…
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
  • learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
  • using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz, comparing this with conditional verb forms in English
  • using interrogative word endings in different tenses and personal prounouns, for example, Geliyor musun? Gelecek misiniz?
  • using the negative marker - m(a), as in Ramazan Bayramı’nda tüm okullar tatile girmeyecek, and the adverb for negation -değil to negate any sentences without a verb, and using appropriate suffixes as in değil-im, değil-sin – Ramazan Bayramı’nda tüm okullar tatile girmeyecek değil mi?
  • using appropriate endings for subject–verb agreements in simple and compound sentences
  • recognising different types of formal and informal honorific forms such as Efendi, Sayın, Bey/Hanım, Amca,Teyze
  • using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
  • recognising and using compound and some complex sentences
  • learning basıc metaphors, similes such as aslan gibi and common idiomatic expressions and proverbs, for example, Damlaya damlaya göl olur, ateş pahası, nazar değmesin
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri –ki, edatlar

  VCTRU047 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCARU030

  Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded

  Elaborations

  • using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم
  • using the conditional mood as a formulaic expression, for example,

    لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً

  • understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛

    أخي يلعب كثيرا لكن أختي تدرس دائم

  • using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,

    لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

  • expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,

    بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

  • using expressions to indicate preference and compare, for example,

    هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة

  • creating compound and complex sentences by using embedded clauses such asالكتاب المفضل لدي (والذي أحبه كثيرا) هو ...
  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,

    هذان كتابان جديدان؛ هاتان صديقتان وفيتان

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً
  • using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً
  • extending use of negative forms, for example, لن أتصل بك؛ لم أتأخر عن الدرس؛ ليس عندي وقت
  • using إلا to express exceptions, for example, أحب كل المواد إلا الرياضيات
  • describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل
  • using elements of exaggeration and emphasis, for example,

    للمرة المليون أكرر هذه العبارة

  • using a range of irregular adjectives to describe number, shape and colour, for example, قميص أحمر؛ حقيبة حمراء؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدور؛ مثلث؛ مربع؛ مستطيل
  • using singular and plural third person possessive pronouns to indicate relationships, for example, أصدقاؤهم كتابه؛ قلمها؛
  • using adverbial phrases to expand on ideas and provide further information related to feelings, attitudes and abilities, for example, متأخراً؛ باكراً؛ دائماً؛ مسرعاً
  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb forms to persuade, encourage, and give advice, for example,

    لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    ربما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة

  VCARU030 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language