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• Vietnamese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6

• Vietnamese - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà

  Level description | Languages | Vietnamese | F–10 Sequence

• Arabic - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية, sport (f...

  Level description | Languages | Arabic | F–10 Sequence | Levels 5 and 6

• Hindi - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्य...

  Level description | Languages | Hindi | F–10 Sequence | Levels 5 and 6

• VCJAU158

  Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

  Elaborations

  • expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
  • understanding and identifying elements of different sentence structures and the use of particles such as へ、で
  • understanding the use of ～が　あります/います。to refer to inanimate/animate objects
  • describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　 あります。 noun　は　place　に　います。
  • knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　 に
  • understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
  • using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て　ください。トイレ　に　いっても　いい　です　か。
  • knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
  • understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
  • understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
  • understanding different question words such as いくら、どれ
  • using conjunctions such as そして、それから to link ideas

  VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU176

  Develop understanding of the important role of non-manual features in adverbs and joining clauses, and know that spatial relationships in Auslan are typically expressed with depicting signs

  Elaborations

  • recognising that quantifiers such as FEW or THREE are also types of adjective signs
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASE-_really, TALL-_really
  • 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)
  • recognising how conjunctions such as plus, if or but are used to join clauses and create cohesion
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
    PRO2 SWIM DETERMINED SWIM, NOT WIN
    You swam really hard but you didn’t win.
    
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs, and that they can be joined by conjunctions to make longer sentences
  • noticing that parts of a sentence can be signed simultaneously in Auslan, making it hard to establish word order
  • recognising that the element of a sentence that a signer wants most focus on is sometimes signed first and that this process of topicalisation involves particular NMFs

  VCASFU176 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIU153

  Understand the structure and language features of familiar texts such as recipes, recounts, narratives, procedures, emails and stories, recognising that linguistic choices depend on purpose, context and audience

  Elaborations

  • identifying and comparing the language features of different text types, such as descriptive language in narratives or persuasive language in advertisements, and making connections between these features and the purpose of the text, for example, the use of descriptive language to entertain, or emotive language to persuade
  • identifying the context, purpose and audience of a range of imaginative, procedural, persuasive or informative texts, such as stories, recipes, advertisements and news reports
  • identifying the context, audience, purpose and structural features of short familiar texts in Vietnamese, such as messages, notes, signs, instructions, personal emails/letters, diary entries/blog posts, advertisements, announcements, recipes, stories, songs and poems
  • recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
  • discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent use of time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in narratives, the types of adjectives (đẹp, tốt, bền, tiện lợi) seen in advertisements, and personal pronouns (ông, bà, tôi, anh, chị, em) in everyday conversations
  • understanding how to create textual cohesion by using elements such as adverbs of sequence for example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay, hoặc, vì, nhưng, to sequence and link ideas

  VCVIU153 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCIDU047

  Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi, sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal, rendang, es kelapa muda), and indicating possession using -nya, mereka, kami/kita
  • describing locations, for example, kota, restoran, bioskop, warung, pasar
  • referring to relationships between people and things using prepositions, for example, untuk, kepada
  • describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai
  • knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using polite forms, for example, -lah, Silahkan
  • seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
  • describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
  • indicating location in time using pada and place using di and atas, dalam, belakang
  • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
  • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
  • expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
  • comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
  • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai

  VCIDU047 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCTRU047

  Recognise and apply grammatical features of spoken and written language, such as verbal conjugations and nominal declensions and modifications, negative and interrogative sentence structures and subject–verb agreements

  Elaborations

  • recognising and using verb conjugations for example, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
  • recognising and using nominal conjugations through adjective- and noun-making suffixes such as (-lı, -li, -lu, -lü) as in kar-lı, kir-li, toz-lu..; (-lik, -lık, -luk, -lük) as in yaz-lık, göz-lük…; (-cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü) as in gemi-ci, kira-cı, su-cu, çiçek-çi..; (-gı, -gi, -gu, -gü) as in sar-gı, sil-gi,..; (-sız, -siz, -suz, -süz) as in ev-siz…
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
  • learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
  • using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz, comparing this with conditional verb forms in English
  • using interrogative word endings in different tenses and personal prounouns, for example, Geliyor musun? Gelecek misiniz?
  • using the negative marker - m(a), as in Ramazan Bayramı’nda tüm okullar tatile girmeyecek, and the adverb for negation -değil to negate any sentences without a verb, and using appropriate suffixes as in değil-im, değil-sin – Ramazan Bayramı’nda tüm okullar tatile girmeyecek değil mi?
  • using appropriate endings for subject–verb agreements in simple and compound sentences
  • recognising different types of formal and informal honorific forms such as Efendi, Sayın, Bey/Hanım, Amca,Teyze
  • using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
  • recognising and using compound and some complex sentences
  • learning basıc metaphors, similes such as aslan gibi and common idiomatic expressions and proverbs, for example, Damlaya damlaya göl olur, ateş pahası, nazar değmesin
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri –ki, edatlar

  VCTRU047 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCDEU149

  Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences

  Elaborations

  • referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
  • noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
  • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language