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• VCZHU187

  Infer possible sounds and meanings of unfamiliar characters encountered in a range of contexts by identifying and explaining the role of semantic and phonetic sides

  Elaborations

  • inferring the meaning of unfamiliar words containing a familiar character morpheme
  • inferring the meaning of terminology in other subjects based on analysis of characters such as 螺旋桨
  • applying understanding of word formation to identify the word best suited to the required context and use by comparing translations for words in a bilingual dictionary
  • appreciating that the precise meanings of character morphemes are determined by context, for example, 一封信 and 相信；企图 and 地图

  VCZHU187 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

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

  By the end of Level 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (family, friends, interests), and some broader social and...

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

• Turkish - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...

  Level description | Languages | Turkish | F–10 Sequence

• VCARU184

  Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects in particular types of texts, such as descriptive language in documentaries; reflective language in personal blogs, diary or journal entries, including digital diaries; and persuasive language in advertisements and speeches
  • analysing a range of expository texts such as news reports and feature articles, identifying language features and any elements of bias or objectivity
  • discussing and evaluating how language is used to express ideas and justify opinions in texts such as debates or segments of a talk show on topical issues of interest to teenagers
  • identifying and discussing the use of diacritics in texts for decorative purposes such as book titles, letter heads and nameplates
  • examining a range of spoken and written texts, discussing similarities and differences in and connections between context, purpose and audience, and what the texts reveal about social relationships and processes, for example, reflections of status, authority, or concepts of respect and politeness

  VCARU184 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC075

  Create a range of imaginative or expressive texts that reflect elements of their experience of living in Turkish- and English-speaking communities, and using language for humorous or emotive effect

  Elaborations

  • collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
  • composing and performing poems, songs or dramatic monologues that incorporate elements of either contemporary or traditional literary or musical forms
  • composing expressive texts, such as protest statements, personal letters or persuasive speeches, selecting emotive or powerful language and noticing the basis for this selection
  • creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore
  • creating English language commentaries to an observed Turkish language sitcom, discussing how to transfer or explain humour or dramatic effects of the original text for non-Turkish speaking Australian viewers

  VCTRC075 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC077

  Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts

  Elaborations

  • identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Küçük çocukların evlendirilmesi doğru mu? Pazara kadar değil, mezara kadar
  • explaining cultural allusions in texts associated with historical, religious, national or civic events, for example, bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin
  • identifying terms associated with particular elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language ‘works’ most effectively for different elements of the presentation

  VCTRC077 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCLAU024

  Expand vocabulary by using a range of strategies, including knowledge of roots, cognates and derivatives, and use dictionaries to determine the meaning of unfamiliar vocabulary in specific contexts

  Elaborations

  • developing vocabulary lists pertinent to particular reading, for example, military words, philosophical words, poetic words
  • using a dictionary to investigate how vocabulary choices in Latin and English can express shades of meaning
  • extrapolating knowledge of word origins and roots to interpret unfamiliar vocabulary, for example, aedificium: aedifico; rex, regis: regulus
  • extending vocabulary through word-building from Latin roots, for example, caelum + colo: caelicolae, and from derivatives, for example, celestial
  • building vocabulary by recognising English words derived from supines, for example, ‘mission’ from missum
  • identifying and interpreting compound words, for example, ‘prefect’ from prae + factum
  • recognising common patterns of vowel change to identify words from the same root, for example, capere: -cip (recipere)
  • expanding vocabulary by using connections between conceptually related words, for example, pius, impius, pietas

  VCLAU024 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• French - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They use words with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain more control...

  Level description | Languages | French | 7–10 Sequence

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

  By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenz...

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

• Korean - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of particles, conjunctive suffixes (clausal connectives) and complex phrasal and sentential structures. Their vocabulary range expands to abstract words and some specialised vocabulary. With an increasing knowledge and control of language...

  Level description | Languages | Korean | F–10 Sequence

• 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

• VCVIU031

  Analyse the relationship between context, purpose and audience, language features and cultural elements associated with different types of texts in actual or online contexts

  Elaborations

  • exploring different samples of particular types of texts, such as recounts, reports and advertisements, and analysing the relationships between audience, purpose, context and language features to predict the meaning of unfamiliar vocabulary
  • exploring the ways in which content is developed in different types of texts, and how ideas and information are sequenced, for example, headings, paragraphing, topic sentences, elaborations, and topic/idea shifts
  • identifying and comparing language features of different text types, for example, the use of first person (mình/tôi), descriptive (trẻ trung/xinh đẹp/thông minh/hiền lành/dịu dàng) and emotive language (buồn bã/hoang mang/vui mừng/hạnh phúc) in personal recounts and diary entries
  • recognising linguistic choices made according to the text’s intended audience and degree of formality, for example, changing personal pronouns or tone to indicate changes in relationship between participants or degree of (in)formality
  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • understanding the use of text conventions such as culturally appropriate salutations and forms of address (depending on relationship or social status) in specific text types such as letters, speeches or interviews, for example, kính thưa/thưa/thân mến/thương mến/kính chào/chào
  • understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese or Australian people) and different structures and formats (diary entry, blog post, formal letter, interview, report, speech)

  VCVIU031 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGRCU024

  Expand vocabulary by using a range of strategies, including knowledge of roots, cognates and derivatives, and use dictionaries to determine the meaning of unfamiliar vocabulary in specific contexts

  Elaborations

  • developing vocabulary lists pertinent to particular reading, for example, philosophical words, poetic words and military words, such as στρατός, στρατηγός, στρατιώτης, στρατόπεδον
  • using a dictionary to investigate how vocabulary choices in Classical Greek and English can express shades of meaning, ὑπεροράω (‘look down on’, ‘overlook’, ‘despise’)
  • extrapolating knowledge of word origins, roots and cognates to interpret unfamiliar vocabulary, for example, δίκη/δίκαιος, λάμπω/λαμπρός, φοβοῦμαι/φοβερός
  • extending vocabulary through word-building from Classical Greek roots, for example, τιμῶ/τιμή, ἔργον/ἐργάζομαι, πόλις/πολίτης/πολιτικός/πολιτεία
  • identifying and interpreting compound words, for example, προσβάλλω/καταβάλλω/ἐκβάλλω
  • recognising common patterns of vowel change to identify words from the same root, for example, γίγνομαι/γένεσις, λέγω/λόγος
  • expanding vocabulary by using connections between conceptually related words, for example, chronology, chronic, anachronism

  VCGRCU024 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language

• VCELA482

  Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve

  Elaborations

  • investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
  • experimenting with and incorporating new words and creative inventions in own written and spoken texts
  • understanding how and why spelling became standardised and how conventions have changed over time and continue to change through common usage, the invention of new words and creative combinations of existing words

  VCELA482 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCZHC072

  Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English

  Elaborations

  • producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您！— 不谢！(‘Thank you!’ — ‘You’re welcome!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• Arabic - 7–10 Sequence: Levels 9 and 10 description

  Students use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control of grammatical elements, such as word order, a range of tenses, conditional and subjunctive moods,...

  Level description | Languages | Arabic | 7–10 Sequence

• 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

• Vietnamese - 7–10 Sequence: Levels 9 and 10 description

  Students apply appropriate pronunciation of sounds and tones, as well as rhythm and intonation, to a range of spoken texts. They use vocabulary with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain greater control...

  Level description | Languages | Vietnamese | 7–10 Sequence