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• VCRAC079

  Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

  Elaborations

  • sharing personal information with peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use may reflect aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of texts, for example, noticing reactions to an article about cultural practices such as wedding ceremonies
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning
  • monitoring and recording own reactions when communicating in the language, for example, keeping a journal of key moments and considering how own perspective may have changed over time

  VCRAC079 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCRAC086

  Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment

  Elaborations

  • exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken
  • describing and comparing aspects of personal world such as home and family, teachers and school, interests and friends
  • recounting significant or special events and comparing these to similar events for teenage speakers of the language, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions
  • participating in class activities such as games using the language to interact

  VCRAC086 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCRAC018

  Share with peers and teacher information about aspects of the students' personal world

  Elaborations

  • sharing information about self related to daily routine, family and friends, favourite objects, pastimes and aspects of school and home
  • describing items and experiences of personal significance such as birthdays
  • interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing
  • recounting events and sharing feelings with others, using modelled language

  VCRAC018 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC109

  Create a variety of texts to express imaginary people, places and experiences, drawing on aspects of personal and social world

  Elaborations

  • composing own texts such as film posters, comics or short stories with imaginary people, places or experiences, for example, setting a story in the past or future, creating a new species, space travel, inventing a superhero, detective or alter ego
  • creating a range of texts to entertain others, such as songs and video clips, skits, graphic stories, children’s books and cartoons
  • composing, performing and recording creative works, including experimenting with new forms, such as a culturally appropriate performance depicting a recent event, a rap song about a celebrity or famous person or a talent/game show

  VCRAC109 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAU013

  Recognise questions, commands and simple sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns
  • describing possession in familiar phrases
  • greeting and farewelling others
  • specifying location
  • describing actions using simple verbs
  • understanding different question words and the anticipated answer
  • using imperatives to tell others to do something
  • referring to numbers of things using cardinal numbers
  • describing the colour, size, shape and character of a person, place or thing
  • joining words or phrases using conjunctions
  • using negation

  VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events, wishing others well, and experimenting with informal language where appropriate
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation, and inviting further exchange

  VCRAC103 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• VCRAC096

  Participate in learning and using the language, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange

  Elaborations

  • interacting with peers, considering own reactions to topics raised that may not usually be discussed in own culture, for example, religious beliefs
  • comparing aspects of identity that may be important across cultures such as, ethnic group, language, religion, age, gender, and position in family
  • creating texts such as a profile, montage or avatar, choosing what aspects to reveal to different people in another cultural context
  • sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

  VCRAC096 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Languages | Roman Alphabet Languages: Rationale and Aims

  Rationale

  Students acquire communication skills in the specific Roman Alphabet language they are learning. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learning...

  Overview material | Roman Alphabet Languages

• Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

  Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence

• VCRAC091

  Engage with imaginative texts such as cartoons, songs and stories, and respond by describing aspects such as characters, events and ideas and by creating new texts

  Elaborations

  • listening to and viewing texts such as television shows, video clips, jingles and online greeting cards, and creating a new version or adding a new element to the plot
  • reading and viewing cartoons, comics and stories, and expressing opinions about characters, events and ideas in texts
  • listening to and viewing dramatic performances or extracts from films, sharing reactions with peers, and noticing ideas and comparing aspects that may be similar or different across cultures
  • inventing a new aspect of a text, such as a new character, plot, object or perspective, or an alternative ending

  VCRAC091 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
  • comparing aspects of their personal world such as school or home life
  • recounting significant events, special occasions and milestones
  • interacting in class activities and (electronic) games
  • socialising with friends and family at events, including chatting about school or holidays

  VCRAC052 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of the students' personal world such as likes and dislikes, interests and leisure activities
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities
  • recounting experiences with family and friends
  • sustaining interactions with others by using strategies such as asking questions

  VCRAC035 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions, and expressing preferences...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• VCRAC108

  Respond to aspects of imaginative texts such as character, ideas, events and setting by expressing reactions and opinions, and by modifying aspects

  Elaborations

  • listening to, reading and viewing songs, stories, television programs and films with subtitles, and responding by expressing views
  • responding to texts by modifying key aspects, for example, creating a new scene, continuing the story, acting out a scene, or re-creating a video clip using parody
  • comparing and contrasting different creative forms, and considering how ideas and cultural values are represented
  • reading stories such as folktales and discussing ideas and values conveyed (for example, attitudes towards greed, jealousy or loyalty), and considering how these relate to contemporary society and own culture

  VCRAC108 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating