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• Turkish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example,

  Level description | Languages | Turkish | F–10 Sequence | Levels 3 and 4

• VCARU132

  Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions

  Elaborations

  • using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,

    أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ نظفت سماح غرفةً

  • understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,

    معلم- معلمون؛ معلمة - معلمات

  • using singular, second person and plural possessive pronouns to describe relationship or ownership, for example,

    هذا دفترك يا سمير؛ لينا هذه حقيبتك؛ أمي أليس هذا مفتاح سيارتك؟ أبي أين نظارتك؟ كتبهم؛ لعبكم؛ غرفنا

  • using a range of adjectives in singular and plural form to describe appearance, feelings and personalities, for example,

    أختي طويلة وأخي قصير؛ عين أخي واسعة؛ أبي طويل القامة؛ امي نحيفة الجسم؛ أنا سعيد جداً؛ أختي حزينة لأنها أضاعت كتابها المفضل؛ أمي مرحة جداً وأبي ودود وضحوك

  • using past tense verbs to recount events related to home and school contexts, for example,

    قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخراً؛ نسيت كتبي في البيت

  • using imperative forms of simple verbs when giving others instructions, for example,

    كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك

  • expressing negation in simple sentences, for example,

    لا أحب مادة العلوم

  • using adverbs of place and time to expand on expressions, for example

    إستيقظت باكراً؛ وصلت إلى المدرسة متأخراً؛ شاهدت المباراة في الملعب؛ قرأت الكتاب في مكتبة المدرسة

  • using a variety of prepositions to expand on spoken and written interactions, for example

    في وقت الفراغ؛ في العطلة؛ ذهبت من البيت إلى المدرسة؛ أثناء الغداء إتصلت بأمي

  • understanding and using simple question words in interactions, for example

    متى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟

  VCARU132 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAC135

  Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories

  Elaborations

  • including some Japanese words, exclamations or phrases when interacting in English in simple games or exchanges that involve feelings or reactions, for example, いたい, あぶない, oh that was fun, でも　まけた。 Anne さん, that was すごい！
  • performing bilingual versions of familiar songs such as ‘If You’re Happy and You Know It …’, alternating between the two languages and switching key words in repeated phrases
  • creating personal print or digital bilingual dictionaries that include visual cues and representations
  • creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

  VCJAC135 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCVIC124

  Participate in collaborative tasks that involve planning and simple transactions

  Elaborations

  • working together in collaborative tasks and sharing decisions about content, vocabulary and design, for example, designing a poster for a special event or creating a shared online photo album with narration of a class event
  • following procedures and instructions for shared activities, for example, making Mid-Autumn lanterns and paper cranes, or following simple recipes such as lemonade or jelly, using imperative verbs (lấy, cắt, đổ, rửa) and vocabulary for ingredients and quantities (nước quả, trái, bột, một lít, một kí-lô)
  • planning, rehearsing and producing a performance such as a song or dance for school assembly, and interacting with guest speakers or classroom visitors during special occasions such as multicultural festivals or Harmony Day
  • participating in short role-plays and games that involve taking turns, active listening, memory and information exchange

  VCVIC124 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELU132

  Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of Modern Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in English or Greek
  • noticing the use of gender in Greek names, singular/plural, and articles, for example, Η Άννα, η γάτα, οι γάτες, α ψάρια, ο μπαμπάς
  • using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια, and understanding that adjectives have gender, for example, καλός, καλή, καλό, ψηλός, ψηλή, ψηλό, κόκκινος, κόκκινη, κόκκινο
  • creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια
  • experimenting with compound sentences using conjunctions such as και and αλλά
  • using adverbs of place, for example, έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα
  • observing singular noun and plural noun endings, for example, γάτα, γάτες, σπίτι, σπίτια
  • understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’
  • recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει
  • expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει
  • expanding number knowledge up to 100

  VCELU132 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRC020

  Make statements, ask questions and collaborate in shared tasks such as science experiments, cooking or craft activities, building collections or swapping items

  Elaborations

  • making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)
  • creating own instructional or procedural tasks such as making a model or designing treasure hunts, for example, Où se cache le trésor?
  • playing games that involve active listening, memory or information exchange, for example, Jacques a dit, Jeu de 7 familles, Loto
  • working together in collaborative tasks such as designing a poster for a specific event, composing a menu or creating a picture book, sharing decisions about content, vocabulary and design, for example, ceci ou cela? qu’est-ce que tu préfères? là ou là? petit ou grand?
  • swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, belle, gentille)

  VCFRC020 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHIC020

  Participate in shared learning activities and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

  Elaborations

  • negotiating roles and responsibilities when collaborating in shared learning experiences, using expressions such as थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ, तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो?
  • making shared decisions about content, vocabulary and design when working together to create digital displays or posters for special events, such as स्वतंत्रता दिवस; पर्यावरण दिवस; वार्षिक खेल दिवस; स्वच्छता अभियान
  • following procedures/giving instructions for activities such as cooking, craft activities or science experiments, using language forms such as imperative verbs and measurement terms, for example, 100 ग्राम आटा, सबसे पहले पानी मिलाओ; कढ़ाई में तेल गरम करो; एक चम्मच नमक डालो; गोल कागज़ काटो; बीच से मोड़ो; धागे से बाँधो
  • using tokens that represent Indian and Australian currencies to carry out simulated transactions in different contexts

  VCHIC020 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITU032

  Experiment with pronunciation and intonation and use rules of spelling

  Elaborations

  • developing pronunciation between sound blends in Italian in comparison to English, for example, sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
  • learning to recognise the silent h as applicable to the verb avere and for borrowed words, for example, hockey, hotel
  • noticing the differences in intonation between statements, questions, exclamations and commands
  • understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa
  • applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year

  VCITU032 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCITU037

  Understand that Italian is spoken in a variety of forms within and outside of Italy

  Elaborations

  • recognising that Italian is one of the most widely used languages among the many languages spoken in the Australian community
  • recognising that there is the standard language called ‘Italian’ as well as a number of different dialects spoken throughout Italy and the Italian diaspora, and that these may be used in hybrid ways
  • discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, English words incorporated into Italian (il tennis, i jeans, fare lo shopping, l’email) and Italian words incorporated into English (espresso, bellissimo)
  • identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare

  VCITU037 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCIDU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world

  Elaborations

  • describing people and animals using pronouns, gender and adjectives of character, for example, dia, mereka, teman, kakak laki-laki, adik perempuan, kakek, nenek; kaki, tangan, mata; kucing, marmot, burung; gemuk, kurus, tinggi, senang, sedih, marah; and describing weather using adjectives such as panas, dingin, hujan, mendung, cerah
  • describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan
  • describing objects using concrete nouns related to home, school and local environment, for example, forms of transport (sepeda, mobil, bis, kereta api, becak, delman, dokar, bendi) and items such as foods (semangka, kelapa)
  • describing quantity using cardinal numbers (puluh, ratus) and ordinal numbers using ke- prefix, and making plurals by duplicating, for example, buku-buku
  • describing actions using simple base verbs (for example, tinggal, bangun, mandi, naik) and ber- verbs, for example, bermain, berjalan, bersepeda, berenang
  • recognising imperatives, for example, Angkat tangan, Buka bukumu, Ayo cepat!
  • seeking information using questions, for example, kapan, dari mana, ke mana?
  • linking ideas using conjunctions, for example, karena, tetapi
  • locating events in time (for example, hari ini, kemarin, besok, sudah, belum) and using days of the week and months, for example, Pada hari…
  • understanding the rules for subject-verb-object sentence construction (for example, Saya tinggi, Saya bermain…, Saya makan…) and possessive word order, for example, Adik laki-laki saya…, Tas teman Herman…
  • giving praise, gratitude and encouragement, for example, coba, Bagus sekali!, terima kasih banyak
  • recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

  VCIDU030 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC019

  Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

  Elaborations

  • working together on collaborative activities such as designing posters or menus for special events, planning puppet shows or creating picture books for ‘buddy’ classes, negotiating and making decisions about content, vocabulary and design, for example, Kim Karagöz olmak ister? Kuklaları kartondan yapalım. Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm
  • working with visual, print and digital modes of expression to create texts such as invitations to a party, performance, class or community event, for example, bayram eğlencesi, yıl sonu eğlencesi
  • composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir
  • conducting simple science experiments that involve asking and answering factual questions and recording basic results
  • participating in group interactions such as role plays or simple interviews that involve asking and responding to questions or invitations and providing insights to cultural experience or values, for example, misafir ağırlamak, huzurevinde yaşlıları ziyaret etmek
  • participating in real or imagined transactions that involve requesting information, considering options and buying or selling, for example, Elmanın kilosu ne kadar? Bana bir porsiyon köfte, yanına da piyaz lütfen
  • following instructions to create craft, artworks and designs adapted from Türk el sanatları, such as ebru sanatı, hat sanatı, halıcılık, çinicilik , for example, boya, kes, katla, yapıştır

  VCTRC019 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC019

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • sharing feelings about important experiences or events, for example:
    PRO1 EXCITED HOLIDAY SOON
    I am excited about the holidays.
    POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
    I was sad when my friend moved away.
    
  • discussing preferences in relation to school or community activities, using comparatives and superlatives
    PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART
    I like maths and science, but my favourite subject is art.
    
  • comparing routines or activities, using signs for time, sequence and location, such as:
    WHAT TIME PRO2 GO-TO-BED?
    What time do you go to bed?
    EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL?
    Every Monday my class has reading, then maths, then swimming. What about your class?
    
  • telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time
  • interacting with younger children or with people who are just beginning to learn to sign, adapting language to suit the situation
  • describing actions and activities using NMFs to show manner, for example, PRO1 WORK versus PRO1 WORK-_hard
  • participating in online exchanges such as vlogs to compare daily routines or interests with other deaf children or families
  • using persuasive language in social interactions with each other, for example:
    PLEASE POPCORN GIVE-_me++ BEG?
    Please can I have some of your popcorn?

  VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC145

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • asking each other about their daily routines, interests or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    PRO2 REGULAR GO-TO-BED WHAT TIME?
    What time do you go to bed?
    WEEKEND OR HOLIDAYS, WHAT D-O?
    What do you do in your free time?
    
  • recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example:
    LONG-TIME-AGO PRO1 FLY NEW ZEALAND
    A long time ago I went on a plane to New Zealand.
    
  • recounting classroom events using some indicating, plain and depicting verbs
  • describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example:
    PRO1 WORK LITTLE, LATER WORK-REALLY HARD
    I worked on it a little bit, then later I worked really hard on it.
    PRO1 SWIM-_fast SWIM-_slow
    I swam really fast till I got tired and slowed down.
    
  • expressing preferences in relation to people, places or things, for example:
    PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
    I like that one, and that one, but that one is the best book.
    
  • interacting with members of the Deaf community to share details of their personal worlds
  • identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example:
    PRINCIPAL YOU-KNOW LONG-HAIR GLASSES?
    You know the principal? She has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL REAL FUNNY
    My brother is older; he’s tall and really funny.
    

  VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising