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• 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

• VCTRU013

  Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences

  Elaborations

  • recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?
  • describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns
  • describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci
  • using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler
  • recognising question words and anticipating likely answers, for example, Kim? Ne? Nerede? Nereye? Kimle? Ne kadar? Ne zaman? Nasıl? Hangisi?
  • expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
  • learning how to use simple suffixes and subject and possessive pronouns, for example, ben/benim, sen/senin, o/onun and evim/evimiz, evin/eviniz, evi/evleri
  • building vocabulary related to familiar environments, such as anne, kitap, kedi, and using cognates, such as ev, okul, aile, hayvanlar
  • using prepositions to specify locations, for example, üstünde, altında, yanında, arkasında, önünde, arasında, sağında, solunda
  • describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz
  • linking ideas using simple conjunctions, for example, ve, ile, ama

  VCTRU013 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIC110

  Share information about self, family, school and friends, using modelled sentence structures and illustrations to support meaning

  Elaborations

  • labelling or naming classroom items and resources or personal possessions
  • describing self and the immediate environment, such as by writing or reading aloud captions to own photos, using simple sentences, familiar vocabulary and visual, concreate and digital supports, for example, Đây là tôi. Tôi là con trai. Đây là gia đình tôi. Đây là bạn thân của tôi
  • annotating pictures or photos using digital technologies and modelled language to describe people and objects, for example, Cái nhà cũ. Cái áo mới
  • conveying aspects of their knowledge of their Vietnamese heritage, for example, by sharing a family story, photo or object from Vietnam

  VCVIC110 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCVIU168

  Apply Vietnamese pronunciation, spelling and intonation patterns in a range of sentences such as statements, questions and exclamations

  Elaborations

  • distinguishing and making nuances in pronunciation and spelling between some similar diphthongs and triphthongs, for example, chiều cao and cây cau, lổ mũi and con muỗi, chúi nhủi and trái chuối
  • applying Vietnamese pronunciation and spelling rules to own speech and writing to pronounce and spell new words encountered in interactions and texts, for example, if the spelling of the word mười is known, then the spelling of the word người can be determined without knowing its meaning
  • experimenting with intonation patterns to distinguish different types of sentences, for example, a statement (Con không đi chơi đâu.), a question (Con không đi chơi đâu?) and an exclamation (Con không đi chơi đâu!)
  • comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v
  • developing strategies to understand meaning when listening to diverse regional Vietnamese accents, for example, inferring meaning from the context of communication

  VCVIU168 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU220

  Organise and express complex ideas in Chinese, for example, analysing and comparing active and passive sentence constructions

  Elaborations

  • organising information in a range of ways, and discussing the logical flow of the information and whether it suits the audience’s reading expectations, for example, comparing 目前陆地上的煤，石油等资源 由于长期开采，已经越来越少 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少
  • analysing the subtle differences between expressions with similar meanings conveyed using, for example, 除了…也 and 除了…都 and 虽然 and 尽管
  • exploring the particular functions of key grammatical forms and their correct context of use, for example, distinguishing between the uses of 的、 得、 地 and 可以、能、会
  • employing more complex syntactical features to enhance their own meanings, building on current knowledge, for example, making comparisons, expressing sequence, expressing cause and effect
  • using particular discourse features to extend and elaborate their own message, for example, 除此之外、尽管这样、同样

  VCZHU220 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU060

  Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

  Elaborations

  • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
  • exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
  • comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟；对；给
  • exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
  • using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

  VCZHU060 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU076

  Analyse and examine how effective authors control sentence structure and use language to engage their audience

  Elaborations

  • comparing the use of words that rely on interpretation of context to convey the intended meaning (such as 让、给), for example, listening to and reading several extracts from texts which use the same word in a different way
  • expressing conditions (for example, 如果…就); expressing cause and effect (for example, 为了…); and expressing the condition, quality or result of an action, for example, 坐得下、 说得对、 做完、买到
  • justifying opinions and building logical arguments by expressing additional information and providing reasons (for example, using 不但…而且…；除了…以外；另外), and introducing contrasting views to others using elements such as cohesive devices, for example, 不是…而是…；不过；虽然…但是…
  • exploring the ways in which language can be manipulated to make ideas more objective, for example, removal of personal pronouns and opinions
  • examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
  • experimenting with the use of 成语 and famous sayings to substantiate ideas in Chinese
  • experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵

  VCZHU076 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCLAU007

  Understand the phonological and orthographic systems of Latin, including the restored pronunciation and the written alphabet

  Elaborations

  • recognising that the written alphabet used by the Romans is the basis for the modern English alphabet, although some letters are pronounced differently, for example, u/v; i, c and g
  • mimicking or copying the restored pronunciation of Latin words, individually or with peers
  • matching script to sound, using the restored pronunciation, for example, single consonants, long and short vowels, vowels before final m, diphthongs, h and aspirated h, consonant combinations/clusters as in ingens, magnus, urbs
  • distinguishing i as a vowel and as a consonant, for example, intrat; ianua
  • using the spoken stress of Latin, and dramatic expression appropriate to the tone and purpose of a text
  • acknowledging the absence of punctuation in Latin in comparison with English, for example, by working with a sentence spelt out with no pauses between words
  • recognising conventions of punctuation used by editors of Latin texts to assist comprehension

  VCLAU007 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• English: Level 3 achievement standards - Writing

  Students' texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge letter...

  Level description | English | Level 3 | Writing

• English: Level 4 achievement standards - Writing

  Students use language features to create coherence and add detail to their texts. They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used...

  Level description | English | Level 4 | Writing

• English: Level 7 achievement standards - Writing

  Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and...

  Level description | English | Level 7 | Writing

• English: Level 9 achievement standards - Writing

  Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images...

  Level description | English | Level 9 | Writing

• English: Level 10 achievement standards - Writing

  Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic...

  Level description | English | Level 10 | Writing

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

• VCASFU015

  Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose

  Elaborations

  • recognising that texts are made up of one or more clauses which together make meaning
  • recognising that different signed texts serve different purposes, and discussing and comparing these purposes (for example, the text genre procedure is to explain how, a narrative is to narrate, tell or entertain)
  • identifying characteristic structures and features of particular types of Auslan texts and noticing how they suit the intended purpose, for example, the expression of emotions in a recount compared to presenting facts in an information report
  • identifying different signs used by a signer to refer to the same person in a text, considering how this helps to maintain interest and understanding

  VCASFU015 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU141

  Understand that texts are made up of units of meaning such as groups of words or sentences and that different types of texts have different features that help serve their purpose

  Elaborations

  • recognising that texts are created to achieve different purposes, for example some texts tell stories or entertain while others give information
  • noticing differences in facial expressions of a signer when presenting different types of text, for example a procedure versus a narrative

  VCASFU141 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEU149

  Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences

  Elaborations

  • referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
  • noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
  • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCELA246

  Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

  Elaborations

  • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions

  VCELA246 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCELA382

  Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information

  Elaborations

  • identifying and experimenting with a range of clause types and discussing the effect of these in the expression and development of ideas

  VCELA382 | Curriculum content | English | Level 7 | Writing | Language

• VCELA214

  Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

  Elaborations

  • learning how to express ideas using compound sentences
  • learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

  VCELA214 | Curriculum content | English | Level 2 | Reading and Viewing | Language