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• VCTRC035

  Participate in spoken, written and digital interactions to share ideas and experiences, showing interest and respect for others

  Elaborations

  • expressing own views and preferences and asking about those of others, for example, Ne tercih edersiniz? Ne içersiniz?, using appropriate language to agree or disagree, for example, Bence Atilla çok iyi bir sporcu. Bence de. Haklısın aynı fikirdeyim. Bence öyle değil. Ben sana katılmıyorum. Ben senin gibi düşünmüyorum.
  • composing written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • describing and comparing experiences of social activities, special community celebrations or events, for example, 29 Ekim Cumhuriyet Bayramında ben şiir okudum. Ramazan bayramında dedem bana harçlık verdi
  • participating in online exchanges such as video blogs with sister schools in Turkey or other Turkish-speaking contexts, comparing interests, routines and social activities
  • sustaining interactions with others by asking questions, using active listening skills and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?

  VCTRC035 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCDEU152

  Understand why language is important and recognise that languages and cultures change over time and influence one another

  Elaborations

  • exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
  • discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness

  VCDEU152 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCNRC040

  Listen to, read and view imaginative texts and respond by expressing feelings and opinions about the storyline, themes and characters

  Elaborations

  • responding to stories, myths, fables and films, using modelled language to describe themes, characters and actions
  • producing storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings
  • introducing and comparing favourite characters in stories, myths, fables and films, listing associated key words or expressions
  • commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in stories, myths and fables

  VCNRC040 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

• VCESU156

  Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing conventions such as question and exclamation marks

  Elaborations

  • recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos!
  • recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words
  • reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
  • recognising variations in forms of spoken Spanish associated with particular regions, such as the pronunciation of j in Ecuador compared with northern Spain
  • applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
  • understanding the function of accents and learning to insert these into their own work electronically
  • understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically
  • using correct writing conventions such as inverted question and exclamation marks at the start of sentences, for example, ¿qué tal?; ¡cuidado!; ¡qué onda!

  VCESU156 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCARU148

  Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing

  Elaborations

  • understanding that vowel marks influence the way words are pronounced, for example,

    أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ

  • discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,

    سال الدم من يد سعاد/سأل الولد المعلمة

  • applying pronunciation rules when speaking and reading aloud, for example,

    ؛ المدة والشدة؛ والتنوين ؛ والياء المقصورة والتاء المربوطة والطويلة مُ/عَ/لِّ/مة؛ تِ/ل/ميذ…

  • recognising the different ways of pronouncing the long vowel ا, for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the long vowel ء, for example, شيء؛ قراءة؛ مسؤول
  • applying phonic knowledge to spell unfamiliar words, for example,

    جِئتُ؛ آكل؛ شيء

  • applying accurate spelling in familiar words, phrases, sentences and texts

  VCARU148 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCELC146

  Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways that culture influences language use

  Elaborations

  • exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist (in Australia – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα – these are not Greek words and they are used incorrectly, as compared to words such as μπασκετμπολίστας, τενίστας, which are official Greek words)
  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as ‘arvo’, ‘g’day’, ‘howzat’, ‘mozzie’
  • reflecting on situations where interactions in Greek have felt awkward or difficult, discussing own reactions and adjustments, for example, kissing on both cheeks
  • considering what linguistic or cultural information they would need to know to visit a school in Greece or Cyprus and discussing adjustments they may need to make in language use and behaviour

  VCELC146 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCESU160

  Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies

  Elaborations

  • investigating how media, digital technologies and popular culture have influenced the Spanish language, for example, tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un , un selfie
  • discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
  • identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
  • understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian
  • understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

  VCESU160 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU046

  Understand that Chinese is characterised by diversity in spoken and written forms

  Elaborations

  • knowing that Putonghua is the standard spoken language used in China and the main Chinese language taught in other areas of the world
  • understanding that there are simplified and traditional Chinese characters, and exploring examples of both forms to identify differences, for example, 门 and 門
  • exploring how the Chinese language has changed in response to modern life, such as the inclusion of English terms in everyday language; recognising ‘borrowed words’/借词 in Chinese from English (for example, 咖啡、 澳大利亚), and in English from Chinese (for example, tofu), and discussing how and why these types of words are introduced
  • noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of English in a Chinese pop song), and discussing the reason for the ‘code-switching’
  • examining the role of myths, legends and 成语 in contemporary language use (for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事) and discussing their intended meaning, and the cultural importance of employing classical language in contemporary contexts

  VCZHU046 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• 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

• VCTRU046

  Understand the relationships between intonation and stress in Turkish, and apply this understanding to their own written and spoken language and meaning-making

  Elaborations

  • recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
  • understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
  • understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and place names, such as ′Ankara, ′Türkiye but Bulgaris′tan, Gürcis′tan, ′hangi, ′niçin
  • applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, examples of sound assimilation, sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi
  • noticing the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren
  • recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, Buyrun! Vay be! Mahvoldum ya!, İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!

  VCTRU046 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCITC039

  Interact to share interests, leisure activities, feelings, opinions and preferences

  Elaborations

  • contributing ideas and opinions in interactions by acknowledging, replying, agreeing/disagreeing and concluding, for example, E tu? È vero. Davvero? Va bene. Non sono d’accordo. Mi dispiace ma non capisco. Allora ci vediamo dopo. Arrivederci, Giorgio, a domani! Ho dimenticato … Sei molto gentile. Penso di sì. Penso di no.
  • asking and responding to questions that elicit personal information about themselves and others, for example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese. Sì, e sono di origine greca. Quanti siete in famiglia? In famiglia siamo in sei. È/non è interessante … Che bello!
  • writing short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
  • using formal and informal greetings and forms of address when opening and closing conversations and written correspondence, for example, Pronto, chi parla? Ciao mamma. ArrivederLa. Mio caro fratello/Carissima nonna/ Gentile signora. Bacioni/Distinti saluti
  • asking about personal preferences, for example, Quale materia ti piace? Mi piace … /Non mi piace …, È facile/È difficile. Quale sport fai? E tu? Bravissimo! Eccezionale!
  • expressing feelings, such as about a singer or sports figure, for example, È simpatico e bravo, mi piace tanto. Vorrei...Mi piacerebbe …
  • describing a person’s physical state, for example, Ha fame/sete/freddo/caldo; Ho mal di … Sono stanco/sono rilassato
  • expressing preferences, for example, Mi piace il caldo. Mi piace/non mi piace la musica rock/pop/classica …
  • talking about the local environment and expressing opinions, for example, Qui c’è molto verde. A/In … c’è tanto inquinamento
  • providing options and choices, inviting, accepting or refusing, for example, Vuoi venire a …? D’accordo/No, non posso … un’altra volta. Vuoi il CD di … o di …? Che buona idea!

  VCITC039 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC152

  Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated

  Elaborations

  • identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
  • collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
  • translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
  • creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’

  VCESC152 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCHIU052

  Recognise that Hindi has evolved and developed through different periods of influence by other languages and cultures

  Elaborations

  • understanding key influences and stages of development of Hindi over time and through different cultural influences
  • exploring the relationship between Hindi and English across different historical and cultural contexts up to today
  • identifying changes to contemporary forms of Hindi due to the influence of globalisation, technology and intercultural relationships
  • identifying Hindi words derived from other languages, such as चश्मा, borrowed from Persian, क्षेत्र directly from Sanskrit versus खेत from Hindi via Pali/Prakrit
  • recognising the influence of Sanskrit on Hindi and other languages, for example, by identifying Sanskrit words adopted and adapted in different ways in different languages
  • identifying influences from other languages in their own/their family’s use of Hindi, for example, the use of terms associated with social media, popular culture and technology स्क्रीन, माउस
  • understanding that all languages change in response to changing circumstances, for example, the addition of new terms for new inventions or experiences, word-borrowing from other languages or, as in the case of Aboriginal languages and Torres Strait Islander languages, the reversal of language loss through revival and retrieval programs

  VCHIU052 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCTRU050

  Understand that the Turkish language has evolved and developed through different periods of influence from other languages, cultures and changes

  Elaborations

  • identifying loan words and phrases used in particular domains, such as food, music or social media, discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of web sitesi, rap yapmak, fast food, part time, single
  • understanding causes and effects of historical developments and reforms to the Turkish language, such as changes implemented under the leadership of Atatürk and changing the script from Arabic to Latin in 1928
  • understanding that languages constantly expand to include new words and expressions, due to influences such as changing technologies, digital media and intercultural exchange, for example, e-posta, yazıcı, tarayıcı, çevrimiçi; and that they sometimes lose terms or expressions which have no relevance to current contexts, such as karatahta, telgraf, arzuhalci
  • identifying how loan words are incorporated into Turkish by changing the spelling to fit Turkish pronunciation and the principles of great vowel harmony, for example, mektup, kalem, sandalye, polis

  VCTRU050 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCELU151

  Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations

  Elaborations

  • using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults
  • comparing the meaning of words heard in the community to those learnt in class and noticing that there are different ways of saying the same thing in Greek, for example, η χτένα, η τσατσάρα,
  • identifying the appropriate way to communicate things in Greek, for example, το αυτοκίνητο instead of το κάρο
  • reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for example by email or phone, as well as the use of borrowed words from other languages, for example, στικάκι (memory stick), σερφάρω (surfing the internet)

  VCELU151 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRC042

  Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings

  Elaborations

  • creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement
  • comparing favourite characters in plays, stories or cartoons, and listing words or expressions associated with their role or personality (for example, timide, gros, géant, minuscule, rigolo, belle) and explaining how they can relate to them
  • introducing a character from a story, cartoon or television series that reminds them of themselves, a close friend or a family member, using performative, narrative or graphic modes of presentation
  • responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, c’est triste, j’ai peur, elle est folle!

  VCFRC042 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCHIU051

  Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in spoken and written forms, and that it reflects relationships between participants

  Elaborations

  • distinguishing between spoken and written forms of Hindi, identifying examples of colloquialisms and words and expressions used mainly in spoken conversation, for example, the non-standard मेरे को in place of the formal Hindi मुझे or the use of मतलब ... at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of the voice, and that these variations occur in both formal and informal language
  • recognising how language use varies to reflect different feelings, relationships, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Bollywood scripts
  • noticing patterns in language use that reflect age, gender and social status as well as the context and purpose of interaction
  • recognising how language use such as levels of politeness or of Sanskrit-derived terms such as श्रीमान reflects the intention of a speaker or writer and the relationship between participants

  VCHIU051 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCIDU050

  Recognise that Indonesian contains influences from other languages, such as regional and foreign languages

  Elaborations

  • noticing how Indonesian is influenced by other languages and cultures, such as the influence of foreign languages in words for food, music and sport, for example, wortel, bakso, kriket, tenis, musik pop, musik klasik
  • keeping a class record of borrowings from regional languages, such as hangat (Minangkabau), batik (Javanese), juara (Sundanese)
  • noticing the use of loan words from English in texts such as advertisements and television programs to suggest values such as ‘modern’, ‘sophisticated’ and ‘educated’, for example, paket family, berinternet, koneksi bisnis

  VCIDU050 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing