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• VCRAC011

  Describe aspects of self, such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects
  • acknowledging special characteristics and talents of self and others
  • describing which languages they know and are learning

  VCRAC011 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• Languages | Roman Alphabet Languages: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Roman Alphabet Languages

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

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

• VCRAC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions to inform the school community about aspects of the culture/s studied, such as shopping at a market, visiting a home, attending a ceremony, giving a gift
  • producing public information texts in both the language and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying them in either the language or English

  VCRAC060 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays
  • participating in ‘show and tell’, presenting topics of daily life and personal interest
  • describing aspects of shared knowledge about the use of the language, such as by pointing to places on a map or at pictures of foods, flora and fauna
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program

  VCRAC005 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU033

  Recognise the areas of the world where the language is spoken

  Elaborations

  • identifying which world communities use the language and that the language studied borrows from other languages
  • identifying examples of how the language has influenced Australian English showing awareness of the language as a 'real' language in use in the world and one of multiple languages in the Australian community

  VCRAU033 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCRAC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language
  • investigating aspects of the culture/s studied to choose a particular course of action, for example, determining a suitable placement for an exchange student, a suitable menu for a group of visitors who speak the language or an appropriate time of year to visit a region where the language is spoken
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other curriculum areas
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCRAC072 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC062

  Consider how the students' own biographies, including family origins, traditions and beliefs, impact on identity and shapes the students' intercultural experiences

  Elaborations

  • recognising that aspects of personal identity such as family, religion and marital status may be important in interacting with speakers of the language and in how one may be perceived
  • identifying formative events and experiences in own and others’ upbringing and how these shape identity, for example, events such as graduation or achieving a goal
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as increased awareness of representations of the culture/s studied in the Australian media

  VCRAC062 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCRAU100

  Understand that the language, like all languages, varies according to participants, roles and relationships, situations and cultures

  Elaborations

  • recognising that register shifts according to familiarity and social position, for example, using one register for friends, and another for teachers and adults
  • examining how language varies according to ethnicity and age
  • understanding that language may change according to people’s roles and situation and that people may choose to use different languages to show, for example, familiarity or high status, such as a politician using language to show sophistication, or someone using a regional variety of language to show membership of a particular ethnic group

  VCRAU100 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change