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• VCRAU082

  Recognise the purpose and features of a range of texts such as persuasive, argumentative and expository texts

  Elaborations

  • recognising features of spoken texts such as conversations and speeches, for example, the use of back channels, discourse markers, hesitations and non-standard expressions
  • analysing linguistic structures and features associated with particular texts, for example, showing deference in a job application, wishing longevity in birthday cards, using data to support an argument, using emotive language to persuade, and creating tension in drama
  • understanding conventions in texts in the language such as ways to begin or end a speech, or when to include expressions for good health or good fortune

  VCRAU082 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU047

  Understand how to use prepositions, and continue to expand knowledge of verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns and concrete nouns, such as those related to food and drink and indicating possession
  • describing locations
  • describing actions using verbs
  • knowing how to direct others using imperatives and invite others using polite forms
  • seeking information and explanation using question words
  • describing character and qualities using adjectives
  • indicating location in time and place
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • expressing reactions with exclamations
  • comparing and evaluating using comparatives and superlatives

  VCRAU047 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAC069

  Build relationships by sharing personal opinions, memories and feelings about aspects of childhood, teenage life and aspirations

  Elaborations

  • corresponding with peers by using, for example, telephone/video calls, SMS or social media to build relationships and share views on aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • creating an autobiographical account to share with others describing key milestones in own life, for example, a significant birthday, an overseas trip, a ceremony, a sporting event, music accreditation, getting a learner’s permit
  • sending (digital) greeting cards or messages to express feelings or attitudes towards people, events and interests, for example, expressing regret, sympathy, dissatisfaction, admiration or gratitude
  • participating in exchanges, using strategies to initiate and sustain interactions, such as showing agreement or surprise, or asking for clarification or confirmation

  VCRAC069 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC036

  Collaborate with peers to plan and conduct a shared event or activity

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an item in the language at assembly or creating a stall for a school open day
  • organising and taking on roles with others, for example, preparing for a Language Day, writing a newsletter item, reading with another student
  • making invitations and arrangements for a shared event or experience, for example, a class party, working with another class, a visitor who speaks the language or for a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food
  • exchanging currencies, noticing the respective values of each

  VCRAC036 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCRAC104

  Interact with others to make decisions and solve problems when making plans or obtaining goods or services

  Elaborations

  • arranging social events by planning, negotiating and deciding with peers, and creating associated texts such as invitations and posters, for example, planning a class party, a meal or activities for languages week
  • planning and completing tasks involving authentic or simulated transactions, such as planning a holiday, purchasing goods, making a recipe, or texting a friend to send photos of a recent event
  • participating in scenarios related to travelling or living overseas, for example, living with a host family, seeking medical treatment, purchasing souvenirs or using transport
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, and explaining reasons for doing so

  VCRAC104 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAU064

  Develop knowledge of verb rules and how to link and extend ideas by using adverbs, cohesive devices and other elements of grammar

  Elaborations

  • naming a range of animals and describing qualities of people using adjectives of character and appearance
  • identifying people and their occupations
  • describing qualities of things using adjectives
  • indicating quantity
  • identifying things using concrete nouns
  • describing actions using verbs
  • indicating negation
  • referring to the past and future using time indicators
  • seeking information using a range of questions
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • adding further information using embedded clauses
  • accepting or declining invitations
  • well-wishing
  • comparing and contrasting
  • expressing opinions
  • expressing emotions
  • describing state of actions

  VCRAU064 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAC045

  Share experiences of learning and using the language, and comment on aspects of the culture(s) studied that have been accepted or rejected and how this has impacted on the students' own identity

  Elaborations

  • monitoring own development as a learner of the language, for example, recording learning and reflections in blogs, learning log or journal
  • comparing peers experiences of learning the language, and considering any impacts, for example, noting own reactions when others such as teachers or extended family ask about learning the language
  • creating texts that express their own identity, including their identity as a learner of the language (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from another perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, living in house with backyard ), and whether these assumptions have changed in the process of learning the language

  VCRAC045 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others for example, by using a timeline to show a sequence of events or creating a profile of a famous speaker of the language
  • analysing and summarising information from, for example, reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCRAC055 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to other curriculum areas in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of society, history and culture (for example, religious beliefs and practices, sports or prominent historical figures) by gathering information from texts and exchanges with peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of the culture/s studied, and reflecting on key messages

  VCRAC106 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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