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• VCASFC009

  Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words

  Elaborations

  • labelling objects and classroom items in both English and Auslan, using posters, word cards and alphabet cards, pictures and images of Auslan signs and words, for example, ‘a is for apple’ with a fingerspelled letter for ‘a’
  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
  • developing a simple handshape dictionary with English captions
  • using photos of family members to create a family tree or similar representation of relationships, captioning and labelling in English with corresponding images of Auslan signs for each family member

  VCASFC009 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC135

  Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words

  Elaborations

  • using images of Auslan signs to name and label familiar objects and classroom items, using posters, word cards with pictures or alphabet cards with images, for example, A is for apple with fingerspelled letter for A
  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
  • making their own bilingual picture dictionaries with English labels, images of signs and simple descriptions of signs

  VCASFC135 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC009

  Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards

  Elaborations

  • collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six
  • designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j’habite…, j’aime…
  • writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day
  • making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

  VCFRC009 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCTRC009

  Create simple bilingual print or digital texts, such as captioned picture dictionaries, wall charts, labels for the classroom or ID cards

  Elaborations

  • creating individual bilingual picture dictionaries
  • matching and sequencing words and pictures in English and Turkish to complete speech bubbles in digital or print versions of short conversations or picture stories
  • creating bilingual labels for objects used in the classroom and at home
  • creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi
  • creating and performing short bilingual chants, songs and poems that move between Turkish and English

  VCTRC009 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCVIU136

  Recognise the features and purpose of a range of familiar texts such as stories, greeting cards, recipes, advertisements and posters

  Elaborations

  • classifying a range of texts such as stories, greeting cards, recipes, advertisements and posters according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with particular texts, for example, the use of imperatives in recipes, time markers in stories, or recycling symbols on packaging
  • recognising how different textual elements such as titles or headings, layout, images and script combine to make meaning in a text such as an invitation, web page or picture book
  • comparing features of simple spoken and written texts in Vietnamese, such as a verbal greeting or a handwritten postcard, and comparing these with similar texts in English, noting, for example, the format used to write the date and address and different ways of addressing people

  VCVIU136 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 description

  Students interact using the language in classroom routines and communicative tasks. They give presentations and participate in dialogues, with preparation and some support, such as cue cards. They respond to short texts, locating specific details and meaning. Students extend the range and quality...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• VCTRC036

  Plan shared activities or events, such as a display or presentation, an interview, awareness campaign or virtual shopping expedition

  Elaborations

  • preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, piyesler, marşlar, Ramazan manileri, to present to younger students at a community event or school assembly
  • planning and creating displays or resources such as timelines, schedules, posters or appeals for a fundraiser
  • planning for a Turkish-speaking guest by developing an interview schedule using questions such as Kendinizi tanıtır mısınız? Ne tür müzikten hoşlanırsınız?
  • creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains
  • budgeting for hypothetical shopping expeditions, for example, by consulting online catalogues and websites, comparing prices and values and discussing intended purchases, for example, Bu çok pahalı, İndirimli satışlar varmış, Ay, bu en son çıkan, Bu kelepir!
  • planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or by making presentations to school council/board

  VCTRC036 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCHIC038

  Use action-oriented language to plan and conduct shared events and activities, such as performances at school assembly, activities with a buddy class or real or simulated shopping transactions

  Elaborations

  • planning presentations or performances for school assemblies or community events such as होली, गाँधी जयंती, using expressions such as आज हम आप के सामने प्रस्तुत करने जा रहे हैं....
  • working collaboratively to create instructional or procedural texts to demonstrate and explain activities, such as रोटी बनाना; दीया बनाना; राखी बनाना
  • introducing a buddy class to aspects of Hindi language and associated cultures, for example, presenting a workshop on भांगड़ा or डांडिया, or demonstrating protocols associated with giving or receiving gifts on occasions such as क्रिसमस/बड़ा दिन; ईद; or भाईदूज
  • participating in authentic or simulated exchanges and transactions, such as ordering in Indian shops or restaurants or buying items from mobile street vendors, using appropriate gestures, expressions and exchanges, for example, हाँ भैया, ये आम कितने के हैं? आप के भोजनालय में सबसे स्वादिष्ट व्यंजन कौन सा है? मुझे दो रोटी के साथ एक दाल मक्खनी दे दीजिएl
  • carrying out real or simulated transactions and exchanges that involve Indian and Australian currencies, comparing values and associated transactional behaviours

  VCHIC038 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• Victorian Aboriginal Languages: Levels 7 to 10 description

  Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.

  Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...

  Level description | Languages | Victorian Aboriginal Languages

• VCLVC155

  Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

  Elaborations

  • finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
  • labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
  • obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
  • reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
  • viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
  • surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
  • labelling, drawing and matching inside and outside body parts
  • observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
  • classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
  • mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
  • investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
  • surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

  VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCLVC174

  Engage with peers, the teaching team and visiting respected community members to exchange information about interests, experiences, plans and aspirations

  Elaborations

  • expressing personal experiences, plans, goals and aspirations
  • asking and responding to open-ended questions, for example, why, how, when, using modelled sentence patterns
  • engaging in face-to-face or online discussions with peers about shared interests and experiences, such as sport, food, study, music or fashion
  • recounting experiences, such as holidays, special events, milestones, sports events or celebrations
  • sharing and comparing information about daily routines and responsibilities
  • sustaining and extending conversations by seeking additional information
  • exchanging information about family, friends, teachers, school subjects, entertainment and leisure activities

  VCLVC174 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

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

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

  Level description | Languages | Japanese | 7–10 Sequence | Levels 7 and 8

• 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

• VCLVC130

  Interact with each other, the teaching team and visiting respected community members, using language and gestures to greet and talk about self and family

  Elaborations

  • participating in everyday exchanges, such as greeting and leave taking
  • interacting with the teaching team and visiting respected community members and community speakers, using appropriate protocols such as respect terms, behaviour and forms of address
  • introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos
  • listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

  VCLVC130 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCARU014

  Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning

  Elaborations

  • understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions
  • understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an item
  • recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning
  • identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and the signature of an email and a letter, a description in a recount and in a diary entry
  • identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips
  • comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning
  • describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something
  • analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

  VCARU014 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC152

  Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated

  Elaborations

  • identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
  • collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
  • translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
  • creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’

  VCESC152 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC044

  Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation

  Elaborations

  • finding and using phrases that have direct translations between French and English, for example, Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, Messieurs-Dames/ ‘Ladies and Gentlemen’
  • creating French versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the swimming pool, the sports oval, the tuck shop, the library, the office
  • interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or culture
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique

  VCFRC044 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC027

  Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays

  Elaborations

  • creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video
  • creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences
  • creating cards for use by younger children that contain pictures, labels and signs, for example, cards relating to different forms of transport
  • making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC027 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating