Search results

Result list

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

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

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

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

  By the end of Level 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of

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

• VCIDU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts, for example, metaphor (adalah) and simile (sama dengan, seperti, bagai)
  • analysing and comparing textual features across cultures, for example, the convention of apologising at the opening and closing of formal Indonesian speeches, and showing humility in an Indonesian job application
  • understanding the prevalence of acronyms (for example, ultah, penjaskes, narkoba), and their use for convenience

  VCIDU116 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU081

  Analyse complex noun and verb forms, and recognise sentence structures and elements of grammar

  Elaborations

  • describing people and things using, for example:
    • a range of noun forms
    • acronyms and abbreviations
    • indicators of groups or plurals
    • terms of address
    • classifiers
  • describing the qualities of people and things using, for example:
    • adjectives
    • comparatives and superlatives
  • referring to abstract ideas
  • indicating action using, for example:
    • the verb system
    • adverbs as modifiers
  • referring to the past, present and future, and relating events in time using adverbs
  • contrasting ideas using conjunctions
  • indicating register using colloquial and formal language
  • expressing opinions
  • influencing others by persuading using superlatives, encouraging and advising
  • evaluating
  • expressing imagination by using imagery, metaphor and simile
  • using idiomatic language and proverbs
  • maintaining interaction using rhetorical devices and verbal fillers
  • expressing emphasis

  VCRAU081 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Auslan - Second Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10

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

  By the end of Level 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural and environmental issues of interest to young...

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

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

  By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language...

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

• VCELA472

  Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts

  Elaborations

  • recognising how emphasis in sentences can be changed by reordering clauses (for example, ‘She made her way home because she was feeling ill’ as compared with ‘Because she was feeling ill, she made her way home’) or parts of clauses (for example, ‘The horses raced up from the valley’ as compared with ‘Up from the valley raced the horses’)
  • recognising how the focus of a sentence can be changed through the use of the passive voice (for example compare active, ‘The police had caught the thief.’ with passive ‘The thief had been caught.’)
  • observing how authors sometimes use verbless clauses for effect (for example, ‘And what about the other woman? With her long black eyelashes and red lipstick’)
  • understanding that a sentence can begin with a coordinating conjunction for stylistic effect (for example, ‘And she went on planning to herself how she would manage it’)

  VCELA472 | Curriculum content | English | Level 10 | Writing | Language

• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU033

  Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects

  Elaborations

  • applying their understanding of the function of cohesive devices such as conjunctions to sequence and link ideas and actions, for example, verb て form, だから、 しかし、 それに、 けれども
  • applying understanding of the textual features of different text types to construct simple narratives, messages, slogans or song lyrics, noticing how the choice of language and text structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of familiar texts such as weather reports, phone conversations or text messages, for example, the use of abbreviations and emoticons, noting differences that appear to be culturally significant
  • using appropriate textual conventions to shape simple texts such as letters or menus, for example, introductions, linked paragraphs, summaries and sequencing strategies
  • analysing the function of different scripts in different types of texts, identifying examples of kanji used for nouns and verbs, katakana for borrowed words and hiragana for grammatical purposes

  VCJAU033 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU205

  Analyse and compose different types of texts in spoken and written modes for different purposes such as information exchange, social and cultural interaction or sharing imaginative experiences, using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying register used in Korean texts, for example in recipes, such as the formal polite style used for statements (–ㅂ/습니다) and commands (–(으)십시오) or vocabulary used to determine audience, purposes and context
  • examining cohesive devices used in Korean texts such as consistency in speech levels and honorific elements, conjunctors (–지만, –(으)니까, –어/아서, …), conjunctive adverbs (그러니까, 하지만, 그러므로, ...) and ellipsis, and their appropriateness for Korean discourse
  • creating own texts in Korean including those in digital or online forms for particular audiences and purposes in particular contexts, for example, to introduce Korean food culture to parents invited to the Korean evening, using a range of appropriate discourse devices for coherence and cohesion including appropriate vocabulary
  • comparing and contrasting the structures of a variety of authentic texts in Korean and English, exploring how the audience, purpose and context are considered differently in each language

  VCKOU205 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU108

  Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication

  Elaborations

  • comparing ways in which tense is expressed, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
  • exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一；然后
  • comparing the functions of prepositions and discussing the importance of context when determining their meanings in texts, for example, 跟；对；给
  • developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis (我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准)
  • exploring and applying ways of sequencing and connecting ideas through the use of conjunctions, for example, 不但…而且…；虽然…但是…

  VCZHU108 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

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

  By the end of Level 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of...

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

• VCTRU081

  Analyse how grammatical elements, such as rules of agglutination and cohesive devices, impact on more complex elements of text construction and word formation, such as mood, register and tense variation

  Elaborations

  • analysing functions of affixation through the identification of adverbial, adjectival and noun phrases in Turkish idioms and proverbs
  • using compounds in different cases, for example, cep telefonları, Türkiye Cumhuriyeti’ni, Ağrı Dağı’na, Osmanlı İmparatorluğu’nun
  • learning about nominalisation to form complex words such as iş deneyimleri in a range of sentence structures
  • identifying how adverbs/determiners are used for describing people, places and objects in texts, for example, Çamaşırlar kar gibi beyaz oldu, turp gibi bir çocuk, Çocuk gibi ağladı, Buz gibi su içtim, İnci gibi dişleri var, saray gibi bir ev, pamuk gibi bulutlar
  • analysing how some adverbs derived from verbs and adverbial phrases can modify time and manner of action, for example, the adverb /-arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, for example, Koşarak geldi, gülerek gitti; adding the suffix –ce/-ca to the adjective as in dikkatlice and hızlıca
  • distinguishing the two different uses of de/-de as a suffix and as a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de İstanbul’da kaldı and Arabada ve evde sigara içmek yasaktır have totally different meanings
  • explaining different uses of the suffix -ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki, for idiomatic use as in halbuki, mademki, oysaki; and as a conjunction meaning ‘who’, ‘which’ and ‘that’ as in görüyorum ki, biliyorum ki, tabii ki
  • analysing the use of optative endings -(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
  • distinguishing between the use of the simple past perfect -di, as in, geldi, gitti and the evidential past perfect tense -miş, as in gelmiş and gitmiş and uyuyormuş
  • comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i) of verbs that describe actions
  • understanding when to use formal and informal registers ın dıfferent contexts
  • using a range of complex and complex-compound sentences in different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıktı, Ali yola çıkmadan önce eşalarını topladı ve odasını temizledi
  • analysing how a range of noun, verb and adjective endings, such as -daş, -lik and –cı,-li can be used to form new words, for example, tarayıcı, yoldaş, demlik, kirli

  VCTRU081 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU122

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

  Elaborations

  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example WRITE-_carelessly)
  • 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)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • 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
  • recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance
  • realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements

  VCASFU122 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU183

  Understand and apply grammatical structures, such as passive and active voice, negation, word order and time clauses, recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense, for example, Φέτος θα πάω διακοπές στην Κύπρο, Πέρσι γύρισα όλη την Έλλαδα
  • recognising the order of pronouns to emphasise who is carrying out an action or to refer to a person or thing, and applying agreement in gender and number to identify subject and object, for example, Κανείς δεν είναι τέλειος, Μου αρέσουν αυτοί που λένε την αλήθεια
  • using a range of adverbs and adjectives to modify and intensify meaning of verbs and adjectives, for example, ακριβώς, αρκετά, πολύ, λίγο, πολλή
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts, for example, Αφού δεν είχα αρκετά λεφτά, γύρισα σπίτι μου, γιατί, επειδή, αλλά, και, τότε
  • responding to and using imperative mood, for example, ελάτε, γράψε
  • using a range of nouns and adjectives and possessive forms, for example, μου/μας/σου/του/της/τους, δικό τους, δικά μας
  • seeking information using a range of questions, for example, Tι; Mήπως ξέρεις; Πώς; Πού; Γιατί; Πότε;
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCELU183 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIU085

  Investigate, demonstrate and explain how elements of grammar and word formation allow for complex expression of ideas and meaning

  Elaborations

  • expanding vocabulary related to more complex concepts to compose richer descriptions and expression of ideas
  • using conjunctions to create more complex and elaborated sentences, for example, मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • extending knowledge of text cohesion and basic joining (सन्धि) rules, for example, word ending in अ plus word starting in उ becomes the सन्धि sound ओ as in पूर्वोत्तर. आ+ओ=औ, क्+द्=ग्
  • using the active and passive voice to establish distinctions of agency, for example, राम उर्दू लिख रहा है।, उर्दू लिखी जा रही है ।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • expanding metalanguage to describe additional grammatical concepts and the relationship between form, function and meaning
  • using a range of tenses in complex sentences to move between events and personal experiences across time, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।

  VCHIU085 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIU121

  Extend knowledge of and use more complex features and patterns of the Hindi grammatical system, such as the use of passive voice, compound words and phrases and variations in register

  Elaborations

  • indicating situations and events by using past, present and future tense forms, for example, जाता था, जाता हूँ, जाऊँगा
  • creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।
  • creating compound and complex sentences such as मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • expanding vocabulary related to personal, social, environmental and global worlds
  • recognising and using idiomatic expressions such as आँख का तारा and दाल में कुछ काला
  • using numbers in fraction, multiple and collective forms, for example, आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives
  • understanding and extending knowledge of basic joining (सन्धि) rules, such as इ+आ = ए
  • extending knowledge of the use of the active and passive voice according to context, for example, राम उर्दू लिख रहा है। उर्दू लिखी जा रही है।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • using a range of tenses in complex sentences to describe events and personal experiences, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।
  • understanding that in different contexts words from different registers are used for related concepts, such as इंसाफ़ and न्याय

  VCHIU121 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU090

  Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts

  Elaborations

  • introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
  • using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
  • connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
  • using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
  • developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

  VCITU090 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC235

  Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

  Elaborations

  • explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
    IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
    If there were a deaf teacher in the class as well, then all the students would be equal.
  • debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
    SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
    I think sport is great because it encourages people to go out and meet others.
    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
    I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
  • participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    STILL GO-AHEAD
    Go ahead …
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
  • communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
  • adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques

  VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising