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• VCESU157

  Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

  Elaborations

  • noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
  • using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
  • using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
  • identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
  • using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
  • building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
  • indicating frequency using adverbs, for example, siempre, a veces, nunca
  • noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
  • using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
  • understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
  • comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
  • using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
  • recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
  • expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!

  VCESU157 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCESU174

  Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system

  Elaborations

  • distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to the single l and r
  • using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda, versus ¿No compró nada en esa tienda?
  • recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de vallenatos. Ven aquí y te enseñaremos a bailar la salsa
  • experimenting with intonation and stress at whole text level, improving coherence and increasing expressive range
  • recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección

  VCESU174 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRC056

  Engage in tasks and activities that involve negotiation and problem-solving

  Elaborations

  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours (l’entrée, le plat principal, le fromage, le dessert; comme boisson…l’addition, s’il vous plaȋt)
  • organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues such as l’influence des réseaux sociaux or la sécurité des cyclistes
  • making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…
  • asking, giving and following directions to real or virtual locations (for example, continuez jusqu’à… prenez le métro jusqu’au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or directories
  • planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)

  VCFRC056 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC131

  Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images

  Elaborations

  • creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, for example, recetas favoritas, animales, la naturaleza, “los conquistadores”
  • presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition
  • planning and giving short presentations in Spanish on topics such as holidays or favourite computer games, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Mis videojuegos favoritos son Minecraft y Candy Crush. Mis vacaciones en la nieve: este es mi muñeco de nieve

  VCESC131 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• VCESC147

  Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions

  Elaborations

  • interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer…
  • stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…
  • checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
  • participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
  • asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
  • asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda

  VCESC147 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC186

  Engage with and review creative texts, identifying and explaining cultural attitudes and key messages

  Elaborations

  • collaborating in critical and cultural readings of the imaginative content of texts such as blogs or song lyrics to explore Spanish-language forms of creative expression
  • composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten felices
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities
  • expressing responses to oral, written and digital texts such as short stories, poems, cartoons, films, raps and songs (es muy conmovedor, es preocupante, son melancólicas, es demasiado hermoso, es divertido, da risa), and identifying how mood is created and how storylines are developed
  • analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles

  VCESC186 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC164

  Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting

  Elaborations

  • planning and participating in learning experiences such as preparing a class outing or community performance or shopping for a lunch, stating preferences, negotiating, considering alternatives and agreeing or disagreeing, for example, Prefiero no ir a la playa contigo, Tengo ganas de ir al cine…Estoy de acuerdo contigo… Estoy en desacuerdo contigo…
  • participating in situations that involve transactions and the exchange of ideas and preferences, for example, arranging to host students on an exchange program or returning damaged articles
  • engaging in collaborative projects such as designing a web page or making a short documentary about a subject such as Mi comunidad
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or directories

  VCESC164 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC058

  Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues

  Elaborations

  • accessing, collating and analysing information on youth-related issues (for example, la musique, la télévision, les sports) from sources such as the internet, magazines and personal communications, and classifying findings into themes, for example, la jeunesse urbaine, l’environnement, le fast food
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Gitane - vous apporte, sans réserves, le plaisir de fumer, 1957: sans tabac, prenons la vie à pleins poumons, 2014
  • listening to or viewing informative texts such as television news reports or feature articles, and noting key words, specialised terms or points of information to be reused in own newsflash or roman photo, for example, en direct, les dernières nouvelles, l’information continue, la météo
  • researching young people’s lifestyles across French-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, les colonies de vacances, les boulots, les sports aquatiques, les jeux vidéos

  VCFRC058 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESU031

  Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional...

  Elaborations

  • understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
  • understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos nada
  • using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa
  • noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre
  • expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como
  • understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)
  • understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, for example, me, te, lo, la/le, nos, os, los, las/les
  • understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
  • understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos pasados, Marcos nació en Filipinas, ayer mi amigo estaba contento
  • using appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ..., esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer ...
  • understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
  • using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien
  • expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...
  • indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, repita más despacio
  • understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
  • using cohesive devices to link elements of complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
  • expanding the use of prepositions such as por, para, con, sin, contra, hacia to provide more detail or information
  • understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
  • understanding and using an increasing range of prefixes and suffixes (anónimo, antibiótico, despeinado, supermercado, claustrofobia, lavadora, navideño, hermanito) and building lexical families (árbol, arbolito, arboleda, arbusto, arborícola, arbóreo, arboricultura, enarbolar)
  • developing awareness of the presence of ‘false friends’ in Spanish and English, for example, actualmente / currently, realizar / carry out, embarazada / pregnant, constipado / a cold
  • developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)

  VCESU031 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCESC145

  Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions

  Elaborations

  • thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
  • participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, Los jueves por la tarde juego al baloncesto. Cada día, a las 12.00, como bocadillos en el patio de mi colegio
  • expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!) and recounting experiences with family and friends
  • apologising and expressing concern or sympathy to friends and family members, for example, Lo siento mucho, ¡Cuídate! Te quiero
  • expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
  • sustaining interactions by using strategies such as asking questions and using conversation fillers, for example, ¿Y tú? Yo también; Claro; sí, sí

  VCESC145 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• Turkish - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• VCESC128

  Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions

  Elaborations

  • working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma...
  • working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta pronto
  • preparing, rehearsing and conducting public presentations and performances such as an item in Spanish for school assembly or a presentation to parents
  • following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean

  VCESC128 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC112

  Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • recognising symbols, words and phrases in written Spanish such as titles, labels and captions
  • participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information
  • demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging
  • responding to questions about participants and objects that elicit details such as size, colour, quantity or place, for example, ¿De qué color es la casa…? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?

  VCESC112 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC100

  Engage with French speakers and resources, noticing how interaction involves culture as well as language

  Elaborations

  • reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?)
  • interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
  • sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication
  • observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages

  VCFRC100 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC062

  Translate and interpret texts, compare own translation to classmates’, and consider why there might be differences in interpretation and how language reflects elements of culture

  Elaborations

  • interpreting phrases and expressions that do not translate literally (for example, à tout à l’heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural communication
  • translating written expressions associated with politeness and social protocols in French (for example, responding to requests or thanks, or signing postcards or birthday cards: je vous en prie, Madame; amitiés; je t’embrasse très fort…) and comparing with typical expressions in similar messages in English
  • using and evaluating translation resources such as electronic translators and print and digital dictionaries, including monolingual French dictionaries, using prompt questions such as: Does this represent the exact meaning? What other ways could this be interpreted?
  • collecting examples of faux amis (for example, assister à, demander, un médecin, extra, sympathique) and of inaccurate translations of public signs or notices
  • becoming increasingly aware of the fact that some words and expressions cannot be translated and are used in their original form in other languages (for example, ‘nuance’, ‘chic’, ‘silhouette’), and considering the impact of word borrowing on the style and effect of communication

  VCFRC062 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC073

  Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers

  Elaborations

  • using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
  • initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, je n’ai pas bien compris … si on parlait de…? qu’est-ce que vous en pensez?
  • focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, les droits, les responsabilités

  VCFRC073 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing