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• VCARU114

  Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words

  Elaborations

  • recognising and reproducing the 28 letters of the alphabet and the three short and long vowels
  • recognising that Arabic words are written from right to left, numbers from left to right
  • recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such as

    ص؛ ض؛ ط؛ ظ؛ ح؛ خ

  • recognising that making Arabic words requires most letters to be joined, for example

    طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام

  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,

    أكلت الطعام كله؟

  VCARU114 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELA182

  Understand how to spell one and two syllable words with common letter patterns

  Elaborations

  • investigating one and two syllable words containing common consonant blends and vowel sounds, for example ‘tree’, ‘star’ and 'about', 'begin', identified in shared texts
  • learning an increasing number of high-frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

  VCELA182 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCNRU012

  Recognise and reproduce the sounds and letters of the alphabet of the language being studied, identifying how they are represented in words

  Elaborations

  • building phonic awareness by pronouncing and writing the target-language alphabet letters with familiar sounds, and building to more unfamiliar sounds
  • experimenting with sounds, rhythms, intonation and stress
  • noticing the number of letters in the alphabet of the language being studied
  • locating and highlighting specific alphabet letters from the language being studied
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different from letters in the English alphabet

  VCNRU012 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCMMG098

  Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

  Elaborations

  • focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

  VCMMG098 | Mathematics | Level 1 | Measurement and Geometry | Shape

• VCRAU012

  Reproduce the sound and spelling of the letters and recognise that the language is written using the Roman alphabet

  Elaborations

  • imitating pronunciation
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds

  VCRAU012 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELY196

  Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters

  Elaborations

  • using correct posture and pencil grip
  • learning how each letter is constructed including where to start and the direction to follow
  • writing words legibly using unjoined print script of consistent size

  VCELY196 | Curriculum content | English | Level 1 | Writing | Literacy

• English: Level 1 achievement standards - Writing

  When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words....

  Level description | English | Level 1 | Writing

• VCELU114

  Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, and read vowel–consonant combinations, including the most common digraphs/diphthongs such as oυ and μπ

  Elaborations

  • building phonic awareness by pronouncing and writing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and building to more unfamiliar sounds, for example Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
  • experimenting with sounds, rhythms, intonation and stress
  • noticing that there are 24 letters in the Greek alphabet with individual names and that there are upper case and lower case letters, seven vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words
  • locating and highlighting specific alphabet letters and accent marks in names, and categorising names according to their first consonant
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English
  • recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι
  • recognising the most common digraphs, including ου as in μου and μπ as in μπαμπάς

  VCELU114 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDU012

  Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet

  Elaborations

  • imitating Indonesian pronunciation, for example, vowels, trilled r, c (ch) and the unaspirated sounds p, t and k
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds, for example, meong or ngeong (meowing), cit-cit (tweeting), gong-gong (barking) and hacciihh (sneezing)

  VCIDU012 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Indonesian - F–10 Sequence: Foundation to Level 2 description

  Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...

  Level description | Languages | Indonesian | F–10 Sequence

• Arabic - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...

  Level description | Languages | Arabic | F–10 Sequence

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

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

• English: Level 1 achievement standards - Reading and Viewing

  By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read...

  Level description | English | Level 1 | Reading and Viewing

• VCJAU120

  Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts

  Elaborations

  • recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras
  • understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは
  • understanding that when pronouncing Japanese it is important to keep the length of each mora even
  • noticing that statements and questions have different intonation patterns

  VCJAU120 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCNRU016

  Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
  • understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe

  VCNRU016 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCELU118

  Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding that the 26 English alphabet letters (Latin/Roman alphabet), have their roots in the Ancient Greek alphabet, recognising the similar order of letters and comparing lower and upper case Greek and English alphabet letters
  • understanding that there are many everyday words and names in English that have Greek origins, for example, alphabet, Chloe, disco, echidna, eucalyptus, hippopotamus, mathematics, school, story, telephone, Timothy, Zoe
  • understanding that there are many technical/scientific words in English that have Greek origins, for example, astronaut, chemist, dentist, disc, physiotherapist, telescope, thermometer

  VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• 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

• 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

• French - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the...

  Level description | Languages | French | F–10 Sequence