Search results

Result list

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration, vocabulary expansion and experimentation. As students develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use the language being studied to communicate...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10

• VCNRC105

  Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • interacting in class routines by requesting, advising and apologising
  • clarifying meaning or instructions
  • participating in discussions using modelled language, expressing opinions, and agreeing/disagreeing, on topics such as wearing hats in summer
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCNRC105 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCNRC087

  Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements

  Elaborations

  • using language to participate with others in everyday activities, for example, ordering at a restaurant, shopping at a bakery, using public transport, or meeting at the movies
  • participating in role plays relating to making arrangements
  • collaborating with peers to present a birthday celebration song to a class mate
  • creating presentations or performances for family, friends or school community to showcase target language learning
  • accepting or declining an invitation

  VCNRC087 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC005

  Share and present information about self, family, friends and possessions, using modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, for example, a favourite photos wall, a word wall
  • providing information about self, family, friends, possessions by writing captions or attaching word bubbles to drawings or photos
  • using simple sentences to talk informally about self, friends and favourite possessions

  VCNRC005 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCNRU114

  Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress

  Elaborations

  • recognising the differences in tone and rhythm
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
  • identifying differences in sounds and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers

  VCNRU114 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCNRC107

  Adapt and present information and ideas on a variety of topics using presentation modes selected to suit different audiences and to achieve specific purposes

  Elaborations

  • expressing opinions of an event or performance, such as a contemporary film or a theatre performance
  • presenting information in different formats, such as captioned photographs, PowerPoints or emails, on cultural events
  • explaining a custom or practice from the culture of the target language to an Australian audience, using simple language and supporting graphics, materials and gestures
  • creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event
  • conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of the art, history and culture of the language and their influence

  VCNRC107 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing