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• Spanish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries....

  Level description | Languages | Spanish | 7–10 Sequence | Levels 9 and 10

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

• German - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment to seek clarification and advice, assist others,...

  Level description | Languages | German | F–10 Sequence | Levels 9 and 10

• German - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

  Level description | Languages | German | 7–10 Sequence | Levels 9 and 10

• VCESC019

  Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations

  Elaborations

  • expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol, Me encanta la historia porque me parece interesante, Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más me gusta hacer los fines de semana es chatear con mis amigos
  • corresponding with peers by using telephone/video calls, SMS or social media to build relationships and share views on aspects of young people’s lives such as friends, responsibilities, interests and aspirations
  • expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, me gustaría ser ...
  • sharing past experiences and significant events, such as holidays, special events or travel, for example, En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus vacaciones?
  • discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

  VCESC019 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC183

  Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning

  Elaborations

  • interacting in class discussion and debate by taking turns, expressing agreement/disagreement, and providing encouragement for example, Es mi turno ahora, Estoy de acuerdo contigo… No comparto esa opinión… Me parece una idea estupenda
  • initiating and sustaining discussion by acknowledging different viewpoints (Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…), asking for repetition or clarification (¿Qué quieres decir…?) or inviting further elaboration (¿Cómo? Eso quiere decir que…)
  • using argument and expressive or persuasive language to discuss topical issues such as La sostenibilidad, Los derechos humanos, for example, como sabemos … es evidente que … nadie puede negar …
  • using metalanguage to discuss language and language learning and to engage in peer and self-reflection, for example, Cuando hablo español tiendo a mover las manos más… Me gusta hablar español porque siento que he empezado a entender algunos aspectos culturales del mundo hispanohablante

  VCESC183 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESU193

  Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

  Elaborations

  • extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
  • using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
  • expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
  • using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
  • describing events across time (past, present and future), choosing appropriate tenses
  • developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
  • describing people and things using:
    • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
    • acronyms, for example, MERCOSUR, EEUU, UE, ONU
    • diminutives, for example, gatito, mesita, negrito
  • persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
  • exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
  • using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
  • using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

  VCESU193 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU031

  Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional...

  Elaborations

  • understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
  • understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos nada
  • using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa
  • noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre
  • expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como
  • understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)
  • understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, for example, me, te, lo, la/le, nos, os, los, las/les
  • understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
  • understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos pasados, Marcos nació en Filipinas, ayer mi amigo estaba contento
  • using appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ..., esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer ...
  • understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
  • using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien
  • expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...
  • indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, repita más despacio
  • understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
  • using cohesive devices to link elements of complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
  • expanding the use of prepositions such as por, para, con, sin, contra, hacia to provide more detail or information
  • understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
  • understanding and using an increasing range of prefixes and suffixes (anónimo, antibiótico, despeinado, supermercado, claustrofobia, lavadora, navideño, hermanito) and building lexical families (árbol, arbolito, arboleda, arbusto, arborícola, arbóreo, arboricultura, enarbolar)
  • developing awareness of the presence of ‘false friends’ in Spanish and English, for example, actualmente / currently, realizar / carry out, embarazada / pregnant, constipado / a cold
  • developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)

  VCESU031 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESC023

  Organise and present critical perspectives on information obtained from different sources to a variety of audiences

  Elaborations

  • researching, presenting and taking a position on questions relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes
  • producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
  • presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, online posts or oral presentations to provide critical or explanatory commentary
  • researching and presenting information about social and environmental issues affecting Spanish-speaking regions of the world, for example, consecuencias de la deforestación en el Amazonas

  VCESC023 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC074

  Engage in shared activities such as planning and managing events, exchanging resources and information

  Elaborations

  • using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language learners
  • planning a demonstration or performance for family and friends to showcase what they know and can do in French, incorporating factual, fictional and expressive elements and some interpretation and explanation of linguistic and cultural features of French language use
  • organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
  • creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre envoyé spécial… l’enquête de… les titres/en tête/à la une de cette édition…
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics

  VCFRC074 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC021

  Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions

  Elaborations

  • using appropriate discussion protocols such as acknowledging others’ opinions, responding to others’ contributions, and elaborating and extending topics, for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os/les parece si…?
  • using reflective and evaluative language to discuss the experience of learning and using Spanish and to evaluate resources such as textbooks, websites or electronic dictionaries, for example, Creo que... porque, Prefiero…, Es más útil que…, Tiene menos …que, En primer lugar, creo... Ahora creo que…, No estoy de acuerdo
  • participating in class discussion by offering own opinions (Me parece que…), eliciting and reflecting on those of others (¿Qué les parece?), and agreeing (¡Qué buena idea!) or disagreeing (No me parece una buena idea)

  VCESC021 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• French - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student...

  Level description | Languages | French | F–10 Sequence | Levels 9 and 10

• VCESC187

  Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences

  Elaborations

  • creating a poem or rap to perform to their peers that contains a message about an issue of personal significance
  • creating various types of texts such as digital or print stories, songs, chants or dialogues/skits, building characters, themes, settings and/or plots likely to appeal to specific audiences, for example, young learners of Spanish
  • composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry Day, Fiestas patrias, Festivales folclóricos
  • creating reflective and expressive texts such as poems or blogs/wikis for own reference purposes to capture challenges, satisfactions and feelings about personal or social experiences and relationships

  VCESC187 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC110

  Participate in collaborative projects that make connections between French language and culture and other curriculum areas

  Elaborations

  • organising class displays that combine print and digital resources with demonstrations and performances around themes such as le 14 juillet, le voyage, la Fête de la Musique, la gastronomie francophone
  • finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular contributions or achievements
  • participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience
  • designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durable
  • using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet sites

  VCFRC110 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC184

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

  Elaborations

  • gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives
  • presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia de la música en los jóvenes, classifying issues according to viewpoints and perspectives
  • researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding on an appropriate time of year to visit a particular Spanish-speaking country or region
  • analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

  VCESC184 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC186

  Engage with and review creative texts, identifying and explaining cultural attitudes and key messages

  Elaborations

  • collaborating in critical and cultural readings of the imaginative content of texts such as blogs or song lyrics to explore Spanish-language forms of creative expression
  • composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten felices
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities
  • expressing responses to oral, written and digital texts such as short stories, poems, cartoons, films, raps and songs (es muy conmovedor, es preocupante, son melancólicas, es demasiado hermoso, es divertido, da risa), and identifying how mood is created and how storylines are developed
  • analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles

  VCESC186 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC024

  Respond to a range of imaginative oral, print and digital texts by interpreting or modifying them to express own ideas and feelings

  Elaborations

  • using examples of popular rap forms to create and perform versions that express their own feelings and values
  • expressing individual responses to imaginative and expressive multimedia texts, including performance and visual arts, using modelled and scaffolded language, for example, demasiado triste, ¡tan cómico!, horrible, era muy entretenido porque ..., me fascina la manera de ..., me encantó cuando ...fue trágico el final de ..., para mí las imágenes representan…, personalmente prefiero…
  • engaging with rhythm, intonation and imagery to create mood and meaning in own poems, songs or performances, experimenting with language, voice and gesture to create specific effects
  • responding to imaginative texts by modifying key elements, for example, incorporating a new character or event, creating a different mood, parodying an advertisement or devising a new ending to a story

  VCESC024 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC079

  Create imaginative texts involving moods and effects designed to engage different audiences

  Elaborations

  • creating characters to role-play imagined encounters in possible intercultural contexts suggested by resources such as news reports or feature articles, (for example, au métro — jour de grève, à la douane — papiers perdus)
  • composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, (for example, les chants d’amours, les virelangues, les récits de guerre, le rap, le rock)
  • creating performances or poems that reflect on significant French or Australian celebrations or historical events (for example, le 1er mai, National Sorry Day, le 11 novembre, Anzac Day)

  VCFRC079 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Latin: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for...

  Level description | Languages | Latin | Levels 9 and 10

• Turkish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, Türkçe öğretmeni olmak istiyorum.

  Level description | Languages | Turkish | F–10 Sequence | Levels 9 and 10