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VCARU149

Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences

Elaborations
- applying rules of past tense verb conjugation to describe past actions and events, for example,
  أنا أكلتُ؛ أنتَ شربتَ؛ أنتِ ذهبتِ؛ هو كتبَ‘؛ هي ركضَت؛ هم تأخروا
- producing complex sentences using present tense verb conjugation, for example,
  أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السّيارة كل أسبوع؛ أساعد في تنظيف البيت دائماً؛ المعلمون يتكلمون كثيراً
- expressing negation in complex sentences, for example
  لا أريد أن ألعب هذه اللعبة؛ ليس عندي طعام مفضّل؛ لم؛ لن
- using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,
  تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا تتأخروا
  understanding gender and number agreement between nouns and adjectives, for example, كتاب واحد رخيص؛ ثلاثة كتب رخيصة؛ عشرة كتب غالية؛ طاولة واحدة ثقيلة؛ أربع طاولات قديمة ؛ تسع طاولات كبيرة using irregular adjectives to describe number, shape and colour, for example,
  فزت في المرتبة الأولى؛ أتيتُ الثاني في الإمتحان؛ حقيبتي حمراء؛ قميص أحمر؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدوّر؛ مثلث؛ مربع؛ مستطيل
  describing a relationship using a possessive pronoun for singular and plural third person, for example
  سليم يحب ابي كثيراً؛ هناء تستمع إلى أمها دائماً
- using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك
- using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for example
  أمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة
- understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟
- building compound sentences to express opinions, preferences or reasons, for example
  الكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال
VCARU149 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCASFU230

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

Elaborations
- categorising noun signs into those for people, animals, places or things
- learning that proper nouns can have a sign name or be fingerspelled
- recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
- knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
- recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
- recognising that expanding a noun into a noun group enriches meaning
- identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
- noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
- exploring different semantic types of verbs in a text, for example by showing how:
  - doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
  - sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
- relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
- noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
- contributing examples of signs that tell:
  - when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
  - where a verb happens (PRO3 RUN FAR or COME HERE)
  - how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
- noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
- recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
- understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
  CALL-_him
  I called him.
  MAN THERE GO-TO POSS3 HOUSE
  That man went to his house.
  BIG MONSTER SCREAM
  A big monster screamed.
- noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
- distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCASFU104

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

Elaborations
- categorising noun signs into those for people, animals, places or things
- learning that proper nouns can have a sign name or be fingerspelled
- recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
- knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
- understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
- identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
- noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
- contributing examples of signs that tell:
  - when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
  - where a verb happens (PRO3 RUN FAR or COME HERE)
  - how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
- understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
  CALL-_him
  I called him.
  MAN THERE GO-TO POSS3 HOUSE
  That man went to his house.
  BIG MONSTER SCREAM
  A big monster screamed.
- distinguishing between clauses that are statements and those that are questions
- distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
- knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
  MAN WALK SLOW
  DS(point):man-walks-slowly
  CA:man-swinging-arms-nonchalantly
VCASFU104 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCHIU102

Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras

Elaborations
- building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।
- learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
- recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।
- recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी
- identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की
- understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
- imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।
- understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं
- learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese
- understanding conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds such as in डॉलर versus डालर
VCHIU102 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCHIU012

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

Elaborations
- recognising and reproducing the sounds and letters of spoken and written Hindi
- building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।
- learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
- developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context
- understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth
- recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
- practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c
- recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी
- identifying and practising pronunciation of vowel sounds with consonants, for example, कइ/कि, कई/की
- understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
VCHIU012 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCELU149

Develop knowledge of grammatical elements such as tenses, combining them with an increasing range of verbs, nouns and adjectives, and use conjunctions to construct and expand sentences

Elaborations
- describing present, past and future actions, situations and events using familiar verbs, for example, Παίζω στο σχολείο, Θα διαβάσω αύριο, Κάνει ζέστη σήμερα, Xθες ήταν Τρίτη, Αύριο θα είναι Σάββατο
- expressing preferences, for example, Μου αρέσει πολύ, Δε μου αρέσει
- using correct word order to ask questions and make requests, for example, Θέλεις το βιβλίο; Τον λένε Γιώργο;
- using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions, for example, Είναι μία η ώρα, Τα γενέθλιά μου είναι στις 8 Απριλίου, Πέντε κιλά πατάτες παρακαλώ
- using the plural form of common nouns, for example, το αγόρι, τα αγόρια, η μπανάνα, οι μπανάνες
- recognising the agreement between nouns, adjectives and gender, for example, Μία μεγάλη τσάντα, δύο μικρές τσάντες, η κόκκινη πόρτα, ο άσπρος γάτος
- using simple conjunctions such as και, αλλά, γιατί to create compound or complex sentences, for example, in descriptions of self, family, friends, hobbies, for example, Παίζω πιάνο, αλλά μου αρέσει και η κιθάρα
- expanding vocabulary base by using and recognising common everyday nouns
VCELU149 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCELU166

Apply knowledge of grammatical features, such as tense, voice, regular and irregular verbs, adverbs, pronouns and adjectives, and use conjunctions to construct compound and complex sentences

Elaborations
- using a range of tenses and voices to describe routines and actions
- using a range of regular and irregular verbs to develop sentence structures, for example, Χτες είδα το Γιάννη και μου είπε τα νέα
- using adjectives to describe and compare people and aspects of the immediate environment, for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή/ψηλότερη, and using simple word order (subject–verb–object), for example, Η Άννα τρώει καρπούζι
- using adverbs to modify and intensify the meaning of verbs and adjectives, for example, αρκετά, πολύ, λίγο
- using pronouns such as αυτός, κάτι, as substitutes in sentences
- recognising that some Greek nouns do not always reflect their grammatical gender, for example, in η γιατρός
- using suffixes to vary and intensify the meaning of nouns, adjectives and adverbs, for example, to create diminutives/augmentatives such as μικρούλι, γατούλα, σπιτάκι, Γιαννάκης, ομαδάρα, σπιταρόνα
- creating compound and complex sentences by using conjunctions, for example, Δε θα πάω στο σχολείο την Τετάρτη, γιατί θα πάω στη Μελβούρνη με την οικογένειά μου
VCELU166 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCESU175

Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts

Elaborations
- conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
- using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
- using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
- using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
- using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
- expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
- joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
- using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
- indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano
VCESU175 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCESU157

Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

Elaborations
- noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
- using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
- using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
- identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
- using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
- building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
- indicating frequency using adverbs, for example, siempre, a veces, nunca
- noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
- using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
- understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
- comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
- using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
- recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
- expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!
VCESU157 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCHIU031

Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

Elaborations
- describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
- describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
- using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
- using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
- using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
- creating simple sentence structures such as मैं पढ़ता हूँ।
- using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
- recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
- using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
- constructing questions to seek information, for example, क्यों? कैसे?
- identifying regular forms of gender and number
- understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
- showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
- understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।
VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCVIU152

Understand and use basic grammatical structures and explore a range of nouns, adjectives, adverbs, verbs and conjunctions, to express opinions, actions and events in time and place

Elaborations
- applying basic sentence structure in spoken and written texts, for example, subject + predicate, and understanding the grammatical function in sentences of adjectives, nouns, verbs and adverbs
- using different types of compound words, for example, nhà cửa, đường phố, trường lớp, anh chị em, and understanding how they are formed, for example, trường + học = trường học; học + hành = học hành
- using adverbs and adjectives to expand and elaborate meaning in sentences, for example, (hát) hay, (học) giỏi, (làm việc) nhanh nhẹn/chậm chạp and (người con) ngoan ngoãn/có hiếu, (căn phòng) sạch sẽ/ngăn nắp
- exploring a range of comparative and superlative forms of adjectives, for example, đẹp, đẹp hơn, đẹp nhất
- extending vocabulary by learning and using reduplicative words, for example, nho nhỏ, to to, đo đỏ
- exploring and using synonyms, for example to, lớn, nhỏ, bé, siêng năng, chăm chỉ, and antonyms, for example, tốt ≠ xấu, mới ≠ cũ, ngày ≠ đêm, nóng ≠ lạnh, hiền ≠ dữ, giàu ≠ nghèo
- expanding use of verbs to express actions, for example, Tôi chơi đá banh, and feelings, for example, Tôi cảm thấy vui khi được cô khen; and imperative forms, for example, Im lặng! Nghe cô giảng bài!
- using conjunctions to link words, phrases or sentences, for example, và, với, hay, tại vì, hoặc, tuy, nhưng
VCVIU152 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCASFU050

Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail

Elaborations
- recognising that quantifiers such as FEW or THERE are also types of adjective signs
- 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
- 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 how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
- recognising that clauses can be linked equally, for example:
  STUDENT BORED, TRY FOCUS
  The student was bored and tried to focus.
- or unequally, where one clause depends on another, for example:
  I-F BORED, OPEN-BOOK READ
  If you are bored, read a book.
- 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 word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order
- realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
- recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
  PRO2 SWIM DETERMINED SWIM, NOT WIN
  You swam really hard but you didn’t win.
VCASFU050 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCDEU030

Extend grammatical knowledge, including of cases, demonstrative and interrogative adjectives, prepositions, common subordinating conjunctions, and past and future tenses, to describe, situate and link people, objects and events in time and place

Elaborations
- specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as ihr, sein, unser, dieser, jeder and welcher
- noticing use of the genitive case mainly in written texts, for example, Deutschlands Schulen, die Rolle der Frau, der Gebrauch des Genitivs
- understanding the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt kein groβes Einkaufszentrum in dieser Stadt.
- selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön. Ich habe ihn bei … gekauft.
- comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen. Du musst das nicht essen.
- describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs, for example, Er sieht viel fern.; Ich muss meine Hausaufgaben machen.; Morgen ist unser letzter Schultag. Wir werden nächstes Jahr in der 11. Klasse sein.
- describing past events and experiences in the present perfect and/or simple past tense using a limited range of common verbs, for example, Ich bin gestern Skateboard gefahren.; Als Kind trank ich gern Milch.
- using reflexive verbs in present tense with their appropriate reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens.; Interessierst du dich für Geschichte?; Wir freuen uns auf die Ferien.; Erinnerst du dich an … ?
- noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
- understanding and giving instructions, applying the different forms for single/plural addressees and informal/formal register, for example, Mach dein Buch zu, Angela! Freunde, helft mir! Hilf mir! Machen Sie das Fenster bitte zu, Frau Berger!
- linking and sequencing events and ideas using a range of cohesive devices, including adverbs (dann, früher, danach, vorher) and common subordinating conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
- expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass ... ; Wir sind dagegen/dafür, denn ...
- asking and answering questions using a range of interrogatives, including warum to elicit reasons and wozu to clarify purpose
- understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch.; In der Schule gibt es viele Umweltaktionen.
- understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus Australien.; Das Eis ist für mich.; Der Junge geht zum Bahnhof.
- understanding the meaning of and using ‘two-way‘ prepositions (Wechselpräpositionen), for example, Wir gehen ins Kino.; Sie wohnen in der Schweiz.
- making comparisons using a range of structures, for example, Ich esse lieber Salat als Fleisch. Welches Auto ist am sichersten?; Kaffee ist nicht so gesund wie Wasser. using appropriate units of measurement, for example, for height/length, area, time and velocity (Meter, Kilometer; Quadratmeter, Quadratkilometer; Jahrzehnt, Jahrhundert, Jahrtausend; Stundenkilometer)
- extending metalanguage to communicate in German and English about case, word order, verb tenses and moods (for example, Dativ, Wechselpräpositionen, das Imperfekt, der Imperativ, Hilfsverben, trennbare Verben)
VCDEU030 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCDEU166

Extend knowledge of elements of the German grammatical system, including prepositions, reflexive verbs, adverbial phrases and subordinating conjunctions, to specify and describe people, objects and places, sequence events and qualify opinions

Elaborations
- specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, kein, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as sein, unser, dieser, jeder and welcher
- noticing the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein bester Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt hier keinen Sportplatz.
- selecting and using the appropriate form of ‘you’ (du, ihr, Sie) and its possessive adjective equivalents (dein, euer, Ihr) according to the audience, for example, Sind Sie Frau Wagner?; Hast du dein Geld mit?
- selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön; Ich habe ihn bei … gekauft.
- comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen.
- noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
- describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs in the present tense, for example, Wir spielen morgen nicht mit., Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops.
- describing past events and experiences in present perfect and/or simple past tense using a limited range of common verbs, for example, Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.
- using reflexive verbs in present tense with their appropriate accusative reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens. Interessierst du dich für Geschichte? Wir freuen uns auf die Ferien.
- understanding and applying the ‘verb as second element’ (Wir kommen morgen or Morgen kommen wir) and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses (Ich spiele jetzt Basketball.), and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch. Zu Hause ist es oft sehr laut.
- linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
- expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
- understanding and using wozu? to clarify purpose
- understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
- describing destinations using prepositions including some ‘two-way’ prepositions (Wechselpräpositionen), for example, Wir fahren nach Adelaide. Der Junge geht zum Bahnhof. Sie sind in die Stadt gefahren.
- experimenting (using models) with different structures to make comparisons, for example, Englisch ist schwieriger als Mathe. Welches Auto ist am sichersten? Kaffee ist nicht so gesund wie Wasser
- referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
- extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)
VCDEU166 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCHIU049

Consolidate knowledge of grammatical elements such as distinctions between active and passive voice, the form and function of tenses, markers of cohesion such as conjunctions and adverbs, verb moods and number and gender distinctions

Elaborations
- knowing how to place adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
- using ordinal numbers such as पहला, दूसरा
- distinguishing between questions and requests, for example, क्या मैं पानी पीने जा सकता हूँ? कृपया मुझे पानी पीने जाने दीजिए।
- situating actions or events through the correct use of past, present and future tenses, for example, जाता था, जाता हूँ, जाऊँगा
- using conjunctions to connect different elements of a sentence, for example, राम ने खाना खाया और सो गया।
- using the singular and plural forms of nouns and pronouns, for example, मैं, हम, यह, ये
- using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
- distinguishing between intonation patterns of statements, questions and exclamations, for example, वह पास हो गया! क्या आप वहाँ जाएँगे? तुम अच्छे बच्चे हो।
- locating events in time, for example, by using days of the week and months and correct tenses
- extending knowledge of negative constructions, such as कभी नहीं, सोचना भी मत
- recognising and understanding how Hindi verbs indicate the idea of actions happening or being made to happen बनना, बनाना, बनवाना
VCHIU049 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCKOU165

Understand and use aspects of the Korean grammatical system such as verb conjugations, suffixes, some particles, basic conjunctions and the honorific system, building a metalanguage to talk about basic grammatical features in Korean

Elaborations
- expressing simple events occurring in the past using –었/았–, for example, 캔버라에 살았어요
- making simple negation using 안 and 못, for example, 비가 안 와요, 김치를 못먹었어요
- expressing events occurring in sequence by using:
  - conjunctive adverbs such as 그리고 at the beginning of thesecond of two sentences, for example, 밥을 먹어요. 그리고 운동해요
  - a conjunctive suffix (clausal connective) in a coordinative structure –고, for example, 밥을 먹고 운동해요
- using particles –하고 (as a meaning of ‘together with’) and–에서, for example, 친구하고 쇼핑했어요, 학교에서 공부해요
- using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle–(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?
- using the complex structures –(으)ㄴ/는 것 같다 and –도 되다 in the informal polite style ending –‍어/아요 to express opinions and give/request permission, for example, 맞는 것 같아요; 가도 돼요?
- using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?
- recognising the formal polite ending –ㅂ/습니다 and the intimate ending –어/아, 해, and understanding the different contexts where different levels of politeness and formality are indicated by verb endings, for example, 미안합니다/미안해요/미안해
- recognising how word ordersare different and syntactic functions are realised differently in simple sentences in Korean and English, for example,‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I (subject) eat (verb) an apple (object)’
VCKOU165 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCVIU186

Understand and use compound sentence structures, conjunctions, and a range of language features, such as similes or rhetorical questions, and combine them with knowledge of Sino-Vietnamese words and abstract vocabulary to enhance communication and achieve particular effects

Elaborations
- using compound sentence structures to elaborate on ideas and clarify or justify opinions, for example, Con thích đi ăn ở nhà hàng mà mẹ tổ chức sinh nhật cho bà nội lúc bà qua Úc năm rồi vì chỗ đó thức ăn ngon mà lại rẻ nữa
- sequencing and adding ideas, events and actions using a variety of high-level cohesive devices such as ngoài ra, hơn nữa, tuy nhiên and bên cạnh đó
- comparing the meaning and use of Vietnamese and English conjunctions, such as càng … càng = ‘the more … the more …’ or ‘more and more’, vừa … vừa … = ‘both … and’, chẳng những … mà còn = ‘not only … but also’, không … mà cũng không = ‘neither … nor’, and using them in own speech and writing
- using a range of sentence endings to soften commands, for example, Học bài đi chứ! Học bài đi nha!
- using a range of words and expressions to express different levels of certainty in opinions, for example, Tôi đoán/nghĩ/tin/chắc chắn rằng …
- expressing levels of possibility and certainty using lẽ ra, có thể là, chắc là, ắt hẳn là
- explaining the effect of stylistic devices used in Vietnamese texts and using them to enhance communication, for example, Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt sao? (rhetorical question); đi nhanh, ăn nhanh, nói nhanh (repetition); đẹp như tiên (simile); Hôm nay lạnh mặt trời đi ngủ sớm (personification)
- understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn
- understanding and using common Sino-Vietnamese words as appropriate to context (such as for formal occasions), for example, hội phụ nữ, not hội đàn bà; viện dưỡng lão, not nhà người già
- understanding and using abstract nouns, adjectives and verbs to express abstract or sophisticated concepts and attitudes, for example, Không gì có thể sánh bằng công ơn và tình thương của cha mẹ đối với con cái. Phụ nữ Việt Nam hết lòng tận tụy, hy sinh cho gia đình
- using specialised vocabulary to discuss a range of topics of interest, for example, the environment (ô nhiễm môi trường, tái chế, năng lượng sạch), technology (an toàn trên mạng, nhật ký điện tử, mạng lưới toàn cầu), and migration (tỵ nạn, di dân, định cư, hội nhập, thường trú nhân, quốc tịch)
- using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã
VCVIU186 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCVIU030

Expand grammatical and vocabulary knowledge to communicate, link and extend ideas, for example, using cohesive devices such as conjunctions, verbs to express modality, direct/indirect speech, abstract vocabulary and common Vietnamese idioms

Elaborations
- knowing how to use alternatives for negative (chưa, không, chẳng, đâu có) and imperative (chớ, đừng) sentences in Vietnamese, for example, Em không/chẳng ăn đâu. Chớ/đừng nói chuyện trong lớp!
- differentiating interrogative forms with tag questions and knowing how to use them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a tag question to confirm that the other person likes fried rice)
- recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have you?’) would be Dạ phải. Em chưa làm (‘YES, I haven’t’), while in English it would be ‘NO, I haven’t’
- recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement Hôm nay Lan đi học sớm simply states the fact that Lan came to school early today, while the exclamatory sentence Hôm nay Lan đi học sớm (thế)! may suggest surprise or irony
- using a range of sentence types, such as interrogative, affirmative, negative and imperative forms, for different purposes, such as formulating questions, agreeing with or making statements, expressing dislikes, and making polite requests, for example, Bạn thích đọc sách hay xem phim hơn? Tôi thích xem phim hơn đọc sách. Tôi không thích trời mưa. Làm ơn nói nhỏ lại
- understanding the use of được and bị in Vietnamese for positive and negative meaning, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh. Em bị ba mẹ la
- understanding and using Vietnamese verbs such as nên, cần and phải to express modality, for example, Các em nên chăm học. Chúng ta cần bảo tồn văn hóa Việt Nam ở hải ngoại. Học sinh phải mặc đồng phục khi đi học
- using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học
- using a range of cohesive devices, such as thứ nhất, thứ nhì, trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên, bên cạnh đó, to sequence, add or connect ideas in texts
- connecting and contrasting ideas, events and actions by using conjunctions to emphasise contrast or cause and effect, such as tuy … nhưng, nếu … thì and vì … (cho) nên, for example, Tuy không giàu có nhưng gia đình tôi rất hạnh phúc. Nếu chăm học thì chúng ta sẽ mau tiến bộ.
- understanding conjunctions such as càng … càng, vừa … vừa …, chẳng những … mà còn and không … mà cũng không, and using them as appropriate to context and purpose, for example, Càng học em càng hiểu biết nhiều hơn. Học sinh Việt Nam vừa thông minh vừa chăm chỉ. Em chẳng những biết nói mà còn biết viết tiếng Việt nữa.
- using a range of expressions for indefinite quantities, for example, hàng ngàn, triệu triệu, vô số, hàng hà sa số, biết bao nhiêu là …
- expanding vocabulary knowledge to include a range of common nouns, adjectives and verbs for everyday interactions at home and school, on topics such as friendship (Bạn tốt thì luôn sẵn sàng giúp đỡ lẫn nhau), leisure activities (Tôi đã có dịp thưởng thức một buổi hòa nhạc rất thú vị), teenage life (Giới trẻ ngày nay giỏi khoa học kỹ thuật hơn thế hệ trước) and special events (Năm nào tôi cũng đi hội chợ Tết để tìm hiểu thêm về văn hóa Việt Nam)
- recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, thân thiện, lạnh lùng, tử tế, and using them in own spoken and written texts, for example, Mùa thu thời tiết mát mẻ, dễ chịu. Thầy/Cô giáo tiếng Việt của em rất thân thiện và vui vẻ với học sinh. Anh ta trông có vẻ lạnh lùng nhưng thật ra rất tử tế
- understanding Vietnamese onomatopoeic words, such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng, and using them in own spoken and written texts, for example, thác đổ ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ nữ = đàn bà, huynh đệ = anh em, phi trường = sân bay
- using adjectives and verbs to express and convey emotions and attitudes, for example, vui mừng, hạnh phúc, tự hào, hãnh diện, hổ thẹn, thú vị, buồn chán; thích, thương, kính phục, ghét, coi thường, đồng ý, ủng hộ, tán thành, phản đối
- using evaluative language to express perspectives, for example, hấp dẫn, thú vị, nhàm chán, tiện lợi, hữu ích, biện pháp thực tế/thiết thực
- inferring the rules of forming abstract nouns from adjectives and verbs used to express attitudes, feelings and emotions by exploring various examples of abstract nouns such as tình thương, sở thích, niềm vui, hạnh phúc, nỗi buồn/khổ
VCVIU030 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCVIU013

Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of people and objects, and to express courtesy...

Elaborations
- recognising that Vietnamese has multiple words for personal pronouns, for example, con, cháu, em and tôi can be used to indicate both first and second person depending on relationships
- using appropriate terms of address for diverse speakers in different contexts, for example, ông, bà, anh, chị, em
- understanding that personal pronouns in Vietnamese do not change according to their grammatical function as in English, for example, Anh ta biết tôi nhưng tôi không biết anh ta (‘He knows me but I don’t know him’)
- exploring and using pluralisation of nouns, for example, hai cái áo (‘two shirts’), những/nhiều/các ngôi nhà (‘houses’), making connections and comparisons between Vietnamese and English
- understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
- using concrete nouns related to self, family, home, school and the local environment, including loan words from other languages, for example, thức ăn, quần áo, gia đình, cha mẹ, trường học, học sinh, thầy cô, bạn bè, chợ, nhà hàng, trạm xe lửa, tivi, game, internet, email, canteen, gara sale, online shopping, sushi, pizza, McDonald, chocolate, cà rốt, ya-ua, nhẩm xà/yumcha
- using adjectives to describe the appearance and personality of people, places, events, actions and objects, for example, già, trẻ, rộng lớn, chật hẹp, quan trọng, thú vị, anh hùng, mắc, rẻ, tốt, xấu
- exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh
- recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
- using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
- experimenting with the use of prepositions (trên, dưới, trong, ngoài, ở giữa), for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
- recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi
- using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào
- joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì
- understanding that Vietnamese does not conjugate verbs according to number, gender and/or tense, for example, Tôi/Bạn tôi thích phim hoạt họa
- understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã sống ở đây hai năm. Ngày mai tôi sẽ đi coi phim
- using simple sentence structures (subject + predicate) to construct affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, thế nào, tại sao, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tại sao bạn thích bộ phim này? Bạn thích ca sĩ nào?
- understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?
- understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
- understanding and applying the rules of compound word formation, for example, trường + học = trường học; học + hành = học hành, to generate words for enhancing conversations
- understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks
VCVIU013 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCARU013

Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities

Elaborations
- learning frequently used words related to the home and school environment, for example,
  بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع
- understanding the effect of word order in phrases and sentences, for example,
  الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار
- recognising the different parts of speech and categorising words into groups, for example, الاسم؛ الفعل ؛ الصّفة؛ الحرف
- recognising definite and indefinite articles with nouns and knowing that nouns have a gender, for example, تلميذ/التلميذ؛ مُعلّمة العلوم؛ المعلمة
- understanding that adjectives have a gender and that they follow the noun and its gender, for example, الأب حنون؛ الأم جميلة؛ الكرسي كبير؛ الطاولة صغيرة
- describing aspects of own daily activities, using simple present tense verbs, for example, أستيقظ في الصباح؛ اتناول الفطور؛ أستقلّ الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي
- understanding and using simple verbs to express likes and dislikes, for example, أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم
- using demonstrative pronouns to identify people, objects or animals, for example, هذا كتاب؛ هذه مسطرة
- using singular possessive pronouns, for example, بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره
- using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example, تحبّ أمي العمل؛ هي نشيطة؛ يحب أبي الطبخ؛ هو ماهر
- understanding and responding to basic familiar instructions using imperatives, for example, إفتح الباب؛ أجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل عملك
- exploring the use of simple conjunctions such as و؛ أو؛ أيضا؛ كذلك
- using adverbs of place and time to expand expression, for example,
  باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً
- understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛
- expressing negation in simple sentences, for example, لا أحب السفر؛ ليس لدي إخوة
- using a range of adjectives in singular form to describe appearance, feelings and personalities, for example,
  أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة
- using past tense verbs to recount events related to home and school contexts, for example,
  قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت
- understanding and using simple question words in their interactions with peers, for example,
  متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟
- developing knowledge of cardinal and ordinal numbers to describe time and date, for example, (آذار) الساعة الواحدة ظهراً؛ اليوم السادس من إبريل (نيسان)/اليوم أربعة مارس
- applying rules of present tense verb conjugation when speaking to peers and the teacher, for example,
  أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون
- building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives
VCARU013 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

Result list

VCARU149

Elaborations

VCASFU230

Elaborations

VCASFU104

Elaborations

VCHIU102

Elaborations

VCHIU012

Elaborations

VCELU149

Elaborations

VCELU166

Elaborations

VCESU175

Elaborations

VCESU157

Elaborations

VCHIU031

Elaborations

VCVIU152

Elaborations

VCASFU050

Elaborations

VCDEU030

Elaborations

VCDEU166

Elaborations

VCHIU049

Elaborations

VCKOU165

Elaborations

VCVIU186

Elaborations

VCVIU030

Elaborations

VCVIU013

Elaborations

VCARU013

Elaborations

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