Search results

Result list

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC165

  Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification

  Elaborations

  • using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification
  • asking and responding to questions such as テストはいつですか。 きょうゲームをしますか。 ロッカーに行ってもいいですか。何(なん)ページですか。
  • participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?
  • obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
  • expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。
  • enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

  VCJAC165 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC002

  Engage in transactions and collaborative activities that involve planning and making arrangements, such as obtaining goods and organising performances

  Elaborations

  • working together to create displays, presentations or performances to showcase their Japanese learning for family, friends or school community
  • following instructions, for example, following a recipe to make やきそば, おこのみやき、まきずし or making origami
  • making arrangements using language related to place, time and activity, for example,　火(か)よう日(び)に　テニスを　しますか。火(か)よう日(び)は　ちょっと…。
  • participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを　ください。おちゃ、おねがいします。いくらですか。
  • participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの　ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、 つぎは　だれ？、いち、に、さん！

  VCJAC002 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC172

  Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use

  Elaborations

  • recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
  • making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
  • experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting
  • making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members
  • reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye contact when talking to older people

  VCJAC172 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOC177

  Compare ways in which people, places and experiences are represented in different imaginative and expressive texts, drawing on own interpretations, those of peers and personal experiences

  Elaborations

  • expressing personal opinions about ideas in Korean texts in various modes such as stories, excerpts from films, paintings, songs or video clips, for example, …이/가/은/는 착한 사람인 것 같아요; 이/그 노래가 정말아름다워요/슬퍼요/신나요
  • stating personal preferences about characters, attitudes and events in texts (for example, using 제가 가장 좋아하는/싫어하는 ... as a setphrase), including spoken and written comments on reactions, for example, 크리스는 자주 농담을 잘해요, 그래서 재미있어요
  • reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or history, for example, 아리랑, Waltzing Matilda
  • comparing key messages and beliefs from Korean and Australian texts such as 단군신화, Creation or Dreaming stories, fables, myths and legends
  • comparing contemporary Korean and Australian music popular among young people by listening to music stations, viewing video clips, reading print or online music magazines; identifying similarities and differences in expressions, themes and styles of performance

  VCKOC177 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRC087

  Plan and participate in collaborative activities such as performances, displays and events which involve planning, transacting and negotiating

  Elaborations

  • participating in group activities such as surveys or interviews which involve asking and responding to questions and collecting data about individual preferences, attitudes and lifestyles, for example, Haftada kaç kez (spor) yapıyorsun? (Nesli tükenmekte olan hayvanlar) hakkında ne düşünüyorsun?
  • engaging in shared planning, creating and negotiating, for example, designing displays or resources, such as timelines, schedules, posters or appeals for a fundraiser
  • planning for an upcoming event, such as a visit of a Turkish-speaking guest to the classroom, for example, by developing an interview schedule using questions such as Lütfen kendinizi bize tanıtır mısınız? … hakkında ne düşünüyorsunuz? Ne zaman … yapmaya başladınız?
  • creating presentations, performances or interactive experiences to encourage others to either learn Turkish or to use their existing language in different domains
  • negotiating real or simulated online or face-to-face transactions that involve discussion of issues such as value, price, availability, for example, by raising questions such as … kaça aldın? Aa, çok ucuzmuş, … dün aynısını daha pahalıya aldı
  • planning and participating in activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, film festival, performance, restaurant or community event, for example, Ne zaman gideceğiz? Saat onda, … da buluşalım, Neler getirelim?, Üniforma giymeyelim, Önce (biletimizi alalım). Sonra (sinemaya gidelim)

  VCTRC087 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC053

  Engage in shared activities in real or imagined situations that involve planning, transacting, negotiating, and taking action

  Elaborations

  • negotiating solutions to perceived problems in particular contexts, by discussing ideas, considering options, making concessions or finding ways to reach agreement, for example, Bana göre ... Diğeri bence daha uygun, Nasıl bir yol izleyelim? Sen karar ver.
  • planning a demonstration, performance or celebration that involves cultural elements that require explanation and interpretation for the intended audience, discussing how to do this most effectively
  • preparing for activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, performance, restaurant or community event, by rehearsing appropriate language forms and behaviours
  • negotiating roles and responsibilities for the filming and editing of a short documentary on shared cultural experiences, for example, migration stories, visiting Turkish markets, participating in a henna ceremony
  • supporting younger learners of Turkish, for example, by developing learning resources or peer mentoring schemes, discussing the best use of their shared skills and capabilities
  • working together to design a web page to support information exchange between themselves and young Turkish-speakers in different contexts

  VCTRC053 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC085

  Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases

  Elaborations

  • watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
  • performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
  • comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
  • creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC087

  Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation

  Elaborations

  • translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to include the culturally attached value when expressing the meaning of these symbols in English
  • learning how to look up unfamiliar characters and words in bilingual dictionaries, and experimenting with different online dictionaries and translation tools to investigate how specific meanings are rendered into English
  • translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, ‘resting’
  • using etiquette phrases within appropriate contexts and discussing whether the translation of 对不起 is the same across contexts, for example comparing its meaning in 对不起，让一让 and 对不起，我错了

  VCZHC087 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC162

  Participate in planning joint projects and events that would benefit the local community, justifying choices and making decisions

  Elaborations

  • collaborating with others to organise a community event, taking initiative in negotiating roles
  • participating in projects to benefit other learners and speakers of Chinese, for example, developing readers or multimedia learning tools for young Chinese children in the community; establishing a peer mentoring program to support learners of Chinese in local primary schools
  • making purchasing decisions by comparing prices of items from a range of suppliers, as well as features such as country of origin, quality, reliability, warranty and safety
  • requesting financial advice as part of responsible decision making when purchasing goods and services, for example, 我们可以花多少钱？这个一下就占了一大半，还是买便宜一些的那个吧
  • creating posters to promote activities among young people in Chinese communities within and beyond the school, for example, a language and culture club, sporting team
  • using social media to access a wider audience and promote intercultural understanding and awareness of the lifestyles and achievements of young Chinese Australians
  • promoting healthy living among Chinese peers by creating posters educating youth on the benefits of healthy eating and exercise, as well as the importance of success at school

  VCZHC162 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC181

  Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience

  Elaborations

  • using signs to agree or disagree on relevant topics, such as:
    AGREE YES HOMEWORK SHOULD
    Yes, I agree we should do homework.
    PRO1 KNOW WHAT MEAN, BUT….
    I know what you mean, but …
    PRO1 DOUBT
    I’m not sure.
    AGREE-NOT, PRO1 THINK…
    I don’t agree; I think …
    
  • participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences
  • contributing to online videoconferencing with other Auslan users to compare and contrast aspects of their school and learning experiences
  • using appropriate NMFs when turn-taking, for example:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    WAIT….COME
    Can you just wait a moment … Right, what did you want?
    
  • clarifying meaning, for example by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [fingerspell word]?
  • using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
  • engaging with deaf visitors from different groups and backgrounds and creating a vlog about the visits

  VCASFC181 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU013

  Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use
  • reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart
  • using the kana chart as a systematic framework to support learning
  • recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form
  • understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
  • applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、 月、 大(おお)きい
  • knowing that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
  • learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、 見(み)ます、日本語(にほんご)
  • understanding the use of furigana as a tool to support reading

  VCJAU013 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU008

  Understand concepts of accidence and syntax used in simple and compound sentences in Classical Greek, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, mood, voice, participles and infinitives

  Elaborations

  • recognising that Greek verbs have variable endings that indicate person and number, for example, φέρω, φέρουσιν
  • conjugating -ω verbs in the present, future, imperfect and aorist tenses, active and middle, for example, λύω/λύομαι
  • conjugating contract verbs –εω, –αω in the present, future imperfect and aorist tenses, active and middle, for example, φιλῶ/φιλοῦμαι, τιμῶ/τιμῶμαι
  • using the imperative in the present and aorist tenses, active and middle, for example, σπεῦδε/σπεῦσον
  • using the infinitive and participles, active and middle, in the present, future and aorist tenses, for example, παύειν/παύων, παύσειν/παύσων, παῦσαι/παύσας
  • using the irregular verb ‘to be’ in the present, future and imperfect tenses, for example, εἰμἰ/ἔσομαι/ἦν
  • using the definite article to identify the number, gender and case of nouns, for example, αἱ ὁδοί, τούς δικαστάς
  • recognising that the definite article, nouns, pronouns and adjectives inflect to show number and case, for example, ὁ ἡμέτερος πατήρ, τὰ μικρὰ ἄροτρα
  • identifying the forms and functions of the nominative, vocative, accusative, genitive and dative cases of the definite article, nouns and pronouns, for example, τῶν πολιτῶν πολλοί (partitive genitive), τῇ ὑστεραίᾳ (dative of time when)
  • identifying the three declensions of nouns and adjectives, including variants:
    • first declension: ἡ κρήνη, ἡ οἰκία, ἡ θάλαττα, ὁ δεσπότης, ὁ νεανίας
    • second declension: ὁ ἀγρός, ἡ νῆσος, τὸ δένδρον
    • third declension: ὁ φύλαξ, τὸ ὂνομα, ὁ ἀνήρ, ἡ τριήρης, ἡ πόλις, ὁ βασιλεύς, τὸ τεῖχος
  • identifying forms of common irregular nouns, for example, ἠ ναῦς, ὀ βοῦς
  • identifying forms of common irregular adjectives, for example, μέγας/μεγάλη/μέγα, πολύς/πολλή/πολύ, πᾶς/πᾶσα/πᾶν
  • recognising agreement between adjectives and nouns in number, gender and case, for example, ἠ μακρὰ ὁδός, τοῦ ἀληθοῦς λόγου
  • recognising the comparative and superlative degrees of regular adjectives, for example, ἀνδρεῖος, ἀνδρειότερος, ἀνδρειότατος
  • identifying cardinal numbers εἷς/μία/ἕν to χίλοι/αι/α and μὐριοι/αι/α and ordinal numbers πρῶτος/η/ον to χιλιοστός, μυριοστός
  • identifying the forms and application of personal, interrogative, indefinite, demonstrative and relative pronouns, for example, ἐγώ/σύ, ἡμεῖς/ὑμεῖς, τίς/τί, τις/τι, οὗτος/αὕτη/τοῦτο, ὅς/ἥ/ὅ
  • distinguishing between prepositional phrases using the accusative, genitive and dative cases, for example, πρὸς τὴν πόλιν, πρὸς τῶν θεῶν, πρὸς τῇ νηί
  • forming positive, comparative and superlative adverbs from adjectives, for example, ἀληθῶς/ἀληθέστερον/ἀληθέστατα
  • analysing the functions of words in sentences from their inflected forms, such as subject + verb + complement, subject + verb + direct object, preposition + noun, for example, τὸ ἄνθος καλὸν ἐστίν. ὁ γεωργὸς τὸν κλῆρον σκάπτει. ὁ στρατὸς πορεύεται πρὸς τὰ τῆς πόλεως τείχη
  • recognising how word order may be different in Classical Greek, such as the use of the attributive and predicative position of the adjective to vary meaning, for example, ἡ καλὴ κόρη and καλὴ ἡ κόρη
  • recognising that adverbs, adverbial phrases and prepositional phrases can give important details about what is happening in a sentence, for example, νῦν, πρὸς τῇ θύρᾳ
  • learning strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCGRCU008 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCLAU008

  Understand concepts of accidence and syntax used in simple and compound Latin sentences, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, and conventions of sentence structure

  Elaborations

  • identifying parts of speech and their functions in texts, such as in statements, direct speech, commands and questions
  • exploring the concepts of number, gender, case and the metalanguage used to describe nouns
  • understanding noun inflections and their usage in first, second and third declensions:
    • case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico
    • number: villa, villae
    • gender: masculine dominus, feminine domina, neuter atrium, common canis, parens
  • recognising personal pronouns and pronominal adjectives, and identifying number, gender and case, for example, ego, tu, nos, vos; meus, tuus
  • recognising interrogative pronouns, for example, quis, quis, quid
  • recognising demonstrative pronouns, for example, hic, haec, hoc; ille, iste
  • identifying cardinal numbers unus to viginti and ordinal numbers primus to decimus
  • recognising prepositional phrases and the different forms of prepositions, for example, e villa, ex urbe
  • distinguishing between the meanings of prepositions when governing different cases, for example, in villam, in villa
  • exploring the concepts of verb number, person and tense, the metalanguage used to describe verbs
  • identifying endings of verbs in the four conjugations, and regular and irregular verbs in the present tense, active voice
  • identifying the use of the imperative, for example, tacete vos omnes
  • identifying first/second and third declension adjectives, for example, laeta/laetus; tristis
  • recognising agreement of adjectives and nouns in number, gender and case, for example, puella tristis, frater magnus, and how word order may differ from English
  • interpreting compound sentences using conjunctions, for example, canis intrat sed non latrat
  • recognising adverbs, for example, servus diligenter laborat
  • understanding conventions of word order in Latin sentences, such as subject + direct object + indirect object + verb, for example, puella librum fratri legit, and how those conventions can be used to anticipate the development of a sentence
  • developing strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCLAU008 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCASFC218

  Collaborate with peers to plan and conduct shared events or activities such as presentations, demonstrations or transactions

  Elaborations

  • participating in games and activities such as enacting scenarios involving being lost and asking for or giving directions
  • following and giving instructions in groups on topics such as how to use video chat, Signbank or Auslan dictionaries
  • working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class
  • working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
    GOOD TYPING-_hard WORK-_hard
    Great typing up; looks like lots of work.
    G:FLOP-HAND DOESN’T MATTER NOT WORRY
    Oh, it doesn’t matter, don’t worry about it.
  • giving, accepting or declining invitations, including making excuses to avoid causing offence or embarrassment, such as:
    SORRY PRO1 STUCK, BASKETBALL TRAINING
    Sorry, I can’t go because I have basketball training.
  • participating in hypothetical scenarios that involve transactions, for example, preparing for or participating in a Deaf World workshop

  VCASFC218 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU012

  Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German

  Elaborations

  • noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
  • applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
  • learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
  • practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
  • recognising differences in intonation and rhythm between statements, questions and commands

  VCDEU012 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC002

  Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
  • participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
  • participating in imagined scenarios such as being lost, asking for and giving directions, information and assistance, for example, ¿Dónde está la oficina de correos? A dos cuadras a la derecha. Necesito un mapa de la ciudad, ¿Dónde los venden?
  • participating in planning events such as birthday parties or excursions that involve negotiating time, place, activities and participants, for example, ¿Quieres ir de compras al mercado? ¿A qué hora sale el tren?
  • creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
  • responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated transactions such as purchasing food or tickets for an event, for example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de crédito? ¿cuánto me da por esto?

  VCESC002 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC056

  Engage in tasks and activities that involve negotiation and problem-solving

  Elaborations

  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours (l’entrée, le plat principal, le fromage, le dessert; comme boisson…l’addition, s’il vous plaȋt)
  • organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues such as l’influence des réseaux sociaux or la sécurité des cyclistes
  • making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…
  • asking, giving and following directions to real or virtual locations (for example, continuez jusqu’à… prenez le métro jusqu’au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or directories
  • planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)

  VCFRC056 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITU071

  Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs

  Elaborations

  • learning to use:
    
    • nouns: gender and number, regular and irregular
      
    • suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, for example, prozio and bisnonno
      
    • pronouns, including subject pronouns and direct object pronouns
      
    • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
      
    • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
      
    • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
      
    • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission

  VCITU071 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language