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• Languages | Indonesian: Learning in Indonesian

  Indonesian language learning

  Indonesian is a standardised language that is the official language of government, education, business and the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly...

  Overview material | Indonesian

• Languages | Korean: Learning in Korean

  Korean language learning

  Korean is spoken by around 80 million people in the Korean Peninsula and worldwide. With the rapidly growing popularity of and interest in Korean culture across the world, the number of people learning Korean is also growing fast in many countries in Asia, Oceania, the...

  Overview material | Korean

• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC190

  Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people

  Elaborations

  • exploring how their own biography shapes their sense of identity and ways of communicating, for example by considering elements such as family origins, traditions, beliefs, practices, interests and experiences
  • noticing and comparing how they use signs or expressions when communicating in English or Auslan and considering which feel closest to their sense of identity
  • comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages and cultures
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • discussing the impact of language and culture on the shaping of identity and the sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people, for example by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC190 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCESU194

  Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics

  Elaborations

  • analysing different types of texts, such as television dramas or news bulletins, to demonstrate how language is used to create particular effects such as emotional impact or interest
  • noticing the different conventions that shape texts, for example, the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates
  • identifying textual conventions associated with types of texts in different cultural contexts, for example, the salutation in an email ("Hola Luis"), informal language in blogs, or rhetorical language in political pamphlets
  • creating sample texts for a resource bank, identifying key features and functions that characterise particular types of texts such as voicemail, slogans, informative articles or short stories
  • comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose

  VCESU194 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• German - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

  Level description | Languages | German | 7–10 Sequence | Levels 9 and 10

• Hindi - F–10 Sequence: Levels 9 and 10 description

  Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मन...

  Level description | Languages | Hindi | F–10 Sequence

• Languages | Arabic: Structure

  Sequences of learning

  The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Arabic

• Languages | French: Structure

  Sequences of learning

  The French curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in...

  Overview material | French

• Languages | German: Structure

  Sequences of learning

  The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | German

• Languages | Hindi: Structure

  Sequences of learning

  The Hindi curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Hindi

• Languages | Indonesian: Structure

  Sequences of learning

  The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the...

  Overview material | Indonesian

• Languages | Italian: Structure

  Sequences of learning

  The Italian curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Italian

• Languages | Japanese: Structure

  Sequences of learning

  The Japanese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Japanese

• Languages | Korean: Structure

  Sequences of learning

  The Korean curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Korean

• Languages | Modern Greek: Structure

  Sequences of learning

  The Modern Greek curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Modern Greek

• Languages | Non-Roman Alphabet Languages: Structure

  Sequences of learning

  The Non-Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to...

  Overview material | Non-Roman Alphabet Languages

• Languages | Roman Alphabet Languages: Structure

  Sequences of learning

  The Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences: 

  • F–10 sequence for students who begin to...

  Overview material | Roman Alphabet Languages

• Languages | Spanish: Structure

  Sequences of learning

  The Spanish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Spanish

• Languages | Turkish: Structure

  Sequences of learning

  The Turkish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Turkish