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This page shows links between Languages Online activities and the Victorian Essential Learning Standards. Teachers should note that when planning their LOTE programs, the Standard for each level must be considered as a whole. Activities in Languages Online will assist in the achievement of some of the specific knowledge, skills and behaviours within a standard.
Level 3 |
Level 4 |
Level 5 |
Level 6 |
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| Domain | Dimension | Dimension | Dimension | Dimension |
| LOTE |
- Communicating in a LOTE - Intercultural knowledge and language awareness |
- Communicating in a LOTE - Intercultural knowledge and language awareness |
- Communicating in a LOTE - Intercultural knowledge and language awareness |
- Communicating in a LOTE |
| INTERPERSONAL DEVELOPMENT | - Working in teams | - Working in teams | - Working in teams | |
| PERSONAL LEARNING | - The individual learner - Managing personal learning |
- The individual learner - Managing personal learning |
- The individual learner - Managing personal learning |
- The individual learner - Managing personal learning |
| COMMUNICATION | - Listening, viewing and responding | - Presenting | - Presenting | |
| ICT | - ICT for visualising thinking - ICT for creating |
- ICT for visualising thinking - ICT for creating |
- ICT for visualising thinking - ICT for creating - ICT for communicating |
|
| THINKING PROCESSES | - Reasoning, Processing and Inquiry |
In the left hand column the relevant aspects of the standard are highlighted in red.
Progression measures met at end of Level 3 |
How does Languages Online help students meet this progression measure? |
Links to examples |
|---|---|---|
| On completion of an initial period of learning, students of all LOTEs should be able to: |
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- repeat teacher-modelled use of the language - participate in choral use of the language |
Language is modelled in the online activities by native speakers and students are encouraged to repeat out loud the language they have heard. | all online activities |
| - identify the names of visible objects and items from aural/visual cues |
In most activities, Languages Online links visual representations with both text and audio, to enhance comprehension and as an aid to pronunciation |
Section 15, No.1 |
| - introduce themselves, greet and farewell the teacher |
Sections 01 and 02 focus on greetings and introductions. |
Section 01, No.5 |
| - follow simple classroom directions - recognise some culturally specific gestures and body language, and demonstrate how these are used - observe the process of interpreting and perform some of its simple features using single words or phrases. |
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| Students of Roman alphabetical languages should be able to: - recognise the different sounds of similar letters, and demonstrate differences for key sounds |
In most activities, Languages Online links visual representations with both text and audio, to enhance comprehension and as an aid to pronunciation. |
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| - identify letter-sound relationships and copy and trace letters and letter clusters and match them to sounds and words. On completion of a second period of learning, students of all LOTEs should be able to: |
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| - generate simple original sentences (including expressing likes and dislikes) |
Section 21 focuses on likes and dislikes. The example is an oral task where students must ask and respond to questions about what they like and don't like, with examples of common pastimes given as a stimulus. |
Section 21 Print Activity 4 |
| - introduce themselves, greet and farewell the teacher, and express thanks and apologies |
Activities in Section 01 and Section 02 focus on greetings and introductions. | Section 01, No. 2 Section 02, No. 3 |
| - respond to simple questions about short songs, stories and rhymes |
Most sections in Units 1 and 2 present a song which uses the key vocabulary of the topic. Teachers can ask students comprehension questions about these songs. |
Section 02, No. 2 |
| - extrapolate from familiar sounds, tone markers, signs, and so on, to spell new words |
Activities that require students to type words in according to corresponding audio are common throughout Languages Online . In this activity, students use their knowledge of cardinal numbers to write ordinal numbers. |
Section 10 No. 3 |
| - write words/letters in context and in modelled sentences |
Cloze activities are used throughout the website. These tasks require students to understand the context of the missing word and complete the sentence by typing it in with correct spelling. |
Section 24 No. 1 |
| - recognise some culturally specific gestures and body language and integrate them into their own oral communications - demonstrate the general characteristics of interpreting and translating in specific activities - recognise variations in how people respond in daily situations and describe the values underpinning these responses - recognise the use of the language in several media and information and communications technologies, and produce simple multimedia texts in the language - demonstrate an understanding of variation in language use, depending on the audience and context. |
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| Students of Roman alphabetical languages should be able to: - pronounce the sounds attributed to letters in context by reading aloud or repeating pronunciation associated with written words |
All online activities include sound recordings of native speakers. Students click on a word or image to hear the pronunciation, and can repeat it aloud as often as necessary. The flash cards and print activities in each section also offer opportunities for reading and pronunciation practice. |
Section 03 No. 1 |
| - independently produce words in writing and produce original variations on modelled written sentences |
Many of the print activities provide students with the opportunity to write their own texts based on language previously modelled in other activities. |
Section 12 Print Activity 2 |
| - recognise and use accents and punctuation suited to the language, where applicable. |
Recognition and use of accents is required to complete many online and print activites. | Section 06 No. 4 Section 08 Print Activity 4 |
| On completion of a third period of learning, students of all LOTEs should be able to: - write simple sentences based on modelled examples |
Many print and online tasks require the student to write a sentence or brief text based on extensive modelling in previous activiites. |
Section 24 Print Activity No. 5 |
| - listen to short, simple texts and show understanding |
In many Languages Online activities, students must understand the words they read and hear in order to complete the task. |
Section 18 No. 4 (repond to audio) Section 16 No. 3 (respond to written) |
| - use a dictionary in guided situations to find the meaning of simple words and to expand their vocabulary resources |
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| - use substitution strategies to generate changed meaning |
Activities set up patterns where the changed meaning of the answers is clearly illustrated. Many activities offer the first part of a sentence and allow the student to change the object. In this way, sentence and grammatical structures are practised. |
Section 06 No. 4 Section 20 No. 3 |
| - understand new words introduced into familiar written texts, predicting from clues |
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| - use basic structures in response to simple questions - construct questions themselves using information from the answers they receive in structured situations |
Most Languages Online activities present target vocabulary and grammatical structures in the context of asking questions and giving answers. |
Section 12 No. 1 |
| - appropriately integrate many culturally specific gestures into their oral communication |
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| - use simple software applications to demonstrate understanding of known vocabulary and structures |
Languages Online 's audiovisual elements and interactivity are powerful tools to assist in understanding vocabulary and grammatical structures. |
all activities |
| - participate effectively in very simple interpreting and translating routines. |
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| Students of Roman alphabetical languages should be able to: - read and respond to simple and familiar texts |
Many print and online activiites require students to read sentences or brief texts, or look at images, and then show comprehension by clicking, dragging, matching or writing. |
Section 20 Print Activity 3 Section 18 Print Activity 5 Section 24 No. 6 |
| - write in the language using modelled texts and generating original materials with teacher guidance. |
In the example given, students have the opportunity to complete a desciption of a person of their choice based on examples in previous activities. |
Section 16 Print Activity 6 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| On completion of an initial period of learning, students of all LOTEs should be able to: |
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| - demonstrate an understanding of some of the differences in how people eat and dress, sign and gesture, write and say things |
In this example, students are shown the difference that gender markers make when referring to people. |
Section 07 No. 4 |
| - identify some of the relationships between selected letters, sounds or tones in the language compared to English or other familiar languages - identify a cultural icon, geographic feature, famous building or cultural practice and make a simple statement about it in the language - display an awareness of different ways of doing things in particular situations |
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| - express their own preferences in the language, or by responding to cues given in the language. | A series of activities focus on likes and dislikes, and expressing preferences. | All activities in Section 21 and Section 23 |
| On completion of a second period of learning, students of all LOTEs should be able to: - express their own preferences or views and communicate meaning for their own purposes in the language |
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| - name some colours , shapes, objects, places and people associated with a country where the language is spoken |
Several sections include activities about colours. |
Section 19 No. 2 |
| - identify two or more places, features, famous buildings, landmarks or cultural practices in another society, and describe some aspect of these in simple sentences in the language |
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| - recognise variations in how people respond in daily situations and describe the values underpinning these responses |
This activitiy shows that cultures have different ways of conceptualising the phases of the day, and consequently different rules about greetings. |
Section 01 No. 2 |
| - participate in the creation and maintenance of the language and cultural ambience in the classroom |
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| - recognise the similarities and differences between languages, for example, in sentence structures. |
This activity shows how some languages put adjectives in different positions, and how gender affects word endings. |
Section 19 No. 4 |
| On completion of a third period of learning, students of all LOTEs should be able to: demonstrate an understanding of culturally appropriate values, responses and patterns of behaviour in particular situations related to the topics being studied |
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| - identify and use key features of the language, such as grammatical gender, tones, formal and informal modes of address |
In this activity, students must spell the missing word correctly to show gender agreement |
Section 10 No. 4 |
| - compare and contrast like events in cultures which use different languages - explore a topic of interest through the language - develop revision materials for language rules and applications to share with other students. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 3 students cooperate for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team's progress towards the achievement of agreed goals. | Students can work in pairs to complete online activities, pooling their knowledge to complete a task. Print activities also offer games and oral tasks where students work in pairs or small groups. . | Online and print actvities |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. With support, they identify their learning strengths and weaknesses and learning habits that improve learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They make and justify some decisions about their learning and, with support, set learning improvement goals. They contribute to the development of protocols that create a positive learning environment in the classroom. | - Languages Online offers a variety of tasks with audiovisual and interactive components,
to suit visual, auditory and kinesthetic learners. - Students can work on their own, in pairs and as a group to complete activities. Pairs can work together to complete tasks or to assess each other's performance. |
most activities |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning. | Students can control the pace of their own progress through the activities, and can choose
their own starting point. Languages Online offers a non-judgemental environment where students are congratulated for successfully completing activities. Languages Online has been trialled in schools and students readily engage with and enjoy the interactive tasks. |
all Languages Online activities |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| Students listen attentively when required and learn to respond and interject appropriately. They use appropriate body language to react to a speaker and use feedback from peers and the teacher to assist this process. | Listening and responding is a key feature of activities in Languages Online. The print worksheets offer many opportunities for roleplay and games. | Many online tasks Section 02 Print Activity 3 Section 13 Print Activity 3 |
| They practise paraphrasing what a speaker has said to check meaning and ask clarifying questions where meaning is unclear. Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions. During both formal and informal presentations, students explore the use of a range of verbal and non-verbal cues and strategies to enhance meaning and to engage their audience, for example, physical positioning in the room, props, costume, humour and audience participation. They begin to put the ideas that they wish to communicate into a logical order. When developing formal presentations, students experiment with various formats, for example, dramatic performance, or presentations using presentation software packages. With guidance, they reflect on their own and others' presentations and note the features that make them effective. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations. | Students can use the game maker software to create activities to practise language and intercultural learning. For example, they can make a memory game which involves matching words, phrases or grammatical points. | Memory Game Maker examples |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 3, students organise their files into folders classified in a way that is meaningful to them.
Students explain the purpose of passwords for accessing files stored on networks. They follow simple
plans and use tools and a range of data types to create information products designed to inform, persuade,
entertain or educate particular audiences. They create information products to assist in problem solving in all
areas of the curriculum. With minimal assistance, students use ICT tools to capture and save images. They
use simple editing functions to manipulate the images for use in their products. They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. They evaluate the final information product and describe how well it meets its purpose. Students make adjustments to their equipment and apply techniques that are ergonomically sound. |
Students using the game maker software must practise making and saving folders logically and appropriately.
They use images, text and sound recordings in conjunction with the software to create games designed to practise language.
Students using the game maker software must manipulate images and text to prepare them for use in the game. They can discuss the effectiveness of the game in helping classmates to practise a particular language point. |
Memory Game Maker examples |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 3 students collect ideas from a range of sources to answer their own and others' questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem-solving activities. They provide reasons for arguments and conclusions. | Languages Online uses audiovisuals and interactivity to build students' conceptualization of patterns and categories in language. Students must use this conceptualization to complete each task. | most Languages Online activities |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4 Pathway 1 students participate in oral interactions to convey and receive information. |
Students internalise words and phrases used in the online activities by repeating them out loud. A focus of the print activities is games and role plays conducted in the LOTE. |
Most online activities Section 12 Print Activity 4 Section 08 Print Activity 4 Section 19 Print Activity 5 Section 21 Print Activity 4 |
| Students demonstrate sound discrimination effectively. In tone languages, students discern tone patterns in slowed speech. |
In many activities students must choose the correct response depending on the audio heard. In this activity, students must type the word with the correct ending to denote gender. |
Section 07 No. 5 |
| Students show awareness of the language and cultural requirements related to a given topic; they adapt language and gesture appropriately for the role, audience and purpose of the discourse. They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts. |
Languages Online presents a variety of contexts for language. Language from earlier sections is continually re-used in new contexts. In this example, many of the greetings, and language to describe self and family is combined in penpal letters. |
Section 18 No. 4 Section 24 Print Activity 5 |
| They initiate and lead communication and respond to communication initiated by others. Students apply their knowledge of word meanings, word associations and cognates to their own work. |
Many games and oral tasks require students to ask and answer questions. In the example students must guess the identity of the friend by asking question about that person appearance i.e. "Does he/she have brown eyes?" |
Section 20 No. 4 Section 21 Print Activity 3 |
| Students organise and apply grammatical information and knowledge of words, conduct dictionary research, and work independently on defined projects using the language. Students read a wide range of short and/or modified texts for meaning and for use as models in their own writing. |
Activities present text in a variety of contexts. The print activities provide opportunity for students to use these as models for their own writing. |
Section 18 Print Activity 5 |
| They read aloud effectively and apply knowledge of pronunciation, punctuation, tone and letter-sound variations in particular contexts. Writing in paragraphs, they express themselves in a range of contexts
and are sensitive to the audience and purpose of the writing. Using print and electronic resources, they draft, self-correct, access dictionaries, script check and present written products. |
Games and roleplays require students to read aloud. Online activities encourage students to repeat out loud the words and phrases used. |
Section 16 Print Activity 2 Section 20 Print Activity 5 Section 24 Print Activity 1 Section 24 Print Activity 4 |
| (Non-Roman alphabetical and Character languages) Students read short passages for meaning. They read aloud effectively, and apply knowledge of a range of accents, tone markers and punctuation in a variety of contexts. They express themselves through writing by generating original sentences in the language, using modelled examples which may be linked to form paragraphs. Using print and electronic resources, they draft, self correct, access dictionaries, script check and present written products. Students read short, modified texts for meaning. They read aloud effectively, and apply knowledge of familiar characters and punctuation in a range of contexts. They write characters, paying attention to shape, stroke order and proportion. They categorise the characters they have learnt into groups based on similarities in meaning, appearance, pronunciation or function, and introduce newly learnt characters into these schemata. They write sentences using appropriate characters and form paragraphs by following modelled examples. They use pinyin/römaji for basic word processing. They explain distinctive rules relating to writing in the language, and apply strategies, using print and electronic resources, for checking and self-correcting their character use. They identify traditional techniques for writing. |
Students can practise writing the script or characters in the games and activities that they make themselves using the Game Maker templates. |
Memory Game Maker examples |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4 Pathway 1 students apply relevant conversational rules and expectations, for example, those related to politeness. |
In this activity, students write in the appropriate missing words in a conversation. |
Section 12 Print Activity 4 Section 12 Print Activity 2 Section 06 Print Activity No 5 Section 13 Print Activity 3 |
| They demonstrate understanding of cultural differences in writing conventions for specific discourse forms by producing equivalent items in another language. Students demonstrate effective reflection on their language learning by sharing a learning strategy they use successfully, or by evaluating and improving a strategy they have tried. |
In the examples provided, students learn about the way envelopes are addressed in the target language, and how simple penfriend letters are written. |
Section 18 Print Activity 3 Section 24 Print Activity 2 |
| They interact with members of the language community in Australia as a means of extending their understanding of perspectives on the themes and topics studied in the classroom. Students identify ways in which the language and culture has impacted on Australia and present information in written or oral forms in the language. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity.
They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasksThey explain the benefits of working in a team.
They provide feedback to others and evaluate their own and the team's performance. |
Some print activities include rich tasks which students can complete in groups, and which help students develop team skills. | Section 34 Print 10 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students identify, with support, their preferred learning styles and use strategies
that promote learning. They monitor and describe progress in their learning and demonstrate learning habits that
address their individual needs.They seek and respond to teacher feedback to develop their content knowledge and
understanding. They identify and explain how different perspectives and attitudes can affect learning.
They negotiate learning improvement goals and justify the choices they make about their own learning.
Students actively develop, monitor and refine protocols that create a positive learning environment in the classroom. |
Languages Online activities lend themselves to both visual, auditory, kinesthetic and text-based
learning styles. Students can work on their own, in pairs and as a group to complete activities or to assess each other's performance. |
All Languages Online activities |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. They practise positive self talk. They demonstrate a positive attitude to learning within and outside the classroom. | The site offers progress sheets on which students can track the activities they have completed.
Students can complete an online assessment task at the end of each Section. Their result is then made available to them, with
a score and an indication of which areas need revising. Printable assessment tasks are also provided. |
Section 12 No. 5 Section 24 No. 6 Section 12 Print Activity 5 Section 24 Print Activity 7 Student Progress Sheet 1 Section 34 Print Activity 9 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others' presentations. | Some print worksheets require the student to create written and spoken presentations. The website also provides an example of assessment rubrics for evaluating the effectiveness of a presentation. | Section 34 Print Activity 9 Section 35 Print Activity 9 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students apply ICT tools and techniques to represent and explore processes, patterns and
cause-and-effect relationships. Students use ICT tools and techniques that support the organisation and analysis of
concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them. Students review their stored thinking strategies in order to identify similarities and differences in their thinking patterns. They document in their bank of digital evidence how these visualising thinking strategies help them to understand concepts and relationships. |
Students complete interactive tasks online. The Languages Online
tasks help students practise spelling and grammatical patterns, and sentence structure Students can use the game maker software to create activities to practise language patterns. Students can document the effectiveness of the interactive multimedia games they made on their vocabulary acquisition and grammatical understanding. |
All online tasks All Game Making software |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students safely and independently use a range of skills, procedures, equipment and functions to process
different data types and produce accurate and suitably formatted products to suit different purposes and audiences.
They use design tools to represent how solutions will be produced and the layout of information products. Students select relevant techniques
for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product.
Students modify products on an ongoing basis in order to improve meaning and judge their products against agreed criteria. Students create and maintain an up-to-date, logically structured bank of digital evidence of their learning. They password protect and back up important files and use file naming conventions that allow easy retrieval. |
Students work through the game maker software, and use images, sound recordings and text to make interactive games
to assist in language learning. Interactive multimedia games made with the website's software can be part of the students' digital portfolio. |
All online tasks All Game Making software |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Pathway 2, Level 5, students: introduce themselves, greet and farewell others using the appropriate register and reproduce modelled use of language. | Sections 01 and 02 focus on greetings and introductions |
Section 01 No. 5 |
| They exchange simple information on topics such as daily routines and aspects of their world. | Activities both online and in the printable worksheets allow students to recognise and practise asking and answering questions about common aspects of everyday life. | Section 28 No. 4 Section 29 No. 2 Section 29 Print No. 4 Section 31 Print No. 5 Section 32 No. 4 |
| They talk about themselves in response to questions, and ask questions in response | The printable worksheets include speaking tasks using the language explored online. Students work in pairs to ask and answer questions based on cues provided. |
Section 26 Print No. 6 Section 26 Print No. 6 |
| Students manipulate modelled language | Some tasks require students to select the appropriate words or endings to demonstrate their understanding of how words inflect to show number, gender, agreement. |
Section 30 No. 9 Section 31 No. 12 Section 33 Print No. 8 Section 33 No. 9 |
| They read or listen to passages and extract basic factual information on defined topics | The online tasks include sound recordings of native speakers. Students are required to listen to and/or read short texts and then write or select the correct responses. Students can click to repeat the recordings as often as necessary |
Section 28 No. 8 Section 31 No. 10 Section 33 No. 10 Section 34 Print Activity 11 |
| Students demonstrate effective sound discrimination. In tone languages, students discern all the tone patterns in slowed speech. | The online activities include sound recordings of native speakers. Many activities focus on the way word endings vary to indicate changed meaning |
Section 25 No. 8 |
| Students describe and use culturally-specific gestures and body language. They show awareness of the language requirements of a range of specific situations related to a given topic, and adapt language and gesture appropriately for the role, audience and purpose of the discourse. | Many print activities require students to use language appropriately to suit different audiences and purposes. |
Section 30 Print No. 7 Section 34 Print Activity 9 Section 34 Print Activity 12 |
| They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts. | The online tasks present vocabulary across common topics, and require students to use this vocabulary in varying contexts.
Many of the print activities provide students with the opportunity to write their own texts based on language previously modelled in other activities
|
Section 30 No. 7 Section 30 Print No. 5 Section 31 Print No. 7 |
| Students explore word meanings, word associations, cognates, and so on, and apply this knowledge to their own work. | The examples show how students can use their knowledge of English to help them understand the meaning of cognates in another language. |
Section 27 No. 9 Section 26 No. 2 |
| Students identify similar letters that sound different in the language. | The online activities include sound recordings by native speakers to help students understand the pronunciation of letter combinations in the LOTE. |
Section 25 No. 6 |
| They read a range of short, and sometimes modified, texts for meaning. | This activity requires students to read a short text and demonstrate their understanding by linking the modes of transport mentioned to the various destinations described |
Section 32 Print No. 3 Section 32 Print No. 14 |
| They read aloud and attempt to apply knowledge of pronunciation, punctuation, tone and letter-sound variations in particular contexts. | This activity uses traditional rhymes not only for their cultural value, but also as a way of practising pronunciation in the LOTE. |
Section 26 Print No. 7 |
| They express themselves through writing in sentences and paragraphs in print and electronic form | Cloze activities are used throughout the website. These tasks require students to understand the context of the missing word and complete the sentence by typing it in with correct spelling.
Many of the print activities provide students with the opportunity to write their own texts based on language previously modelled in other activities.
|
Section 32 Print No. 7 Section 34 Print No. 8 Section 35 Print No. 9 Section 34 Print No. 14 |
| Students write characters using appropriate conventions for producing them (for example, with accurate shape and stroke order) and for the organisation of extended writing. They use pinyin/römaji for basic word-processing. They use strategies including information and communications technology applications, for checking and self-correcting their character use. | Students can practise writing the script or characters in the games and activities that they make themselves using the Game Maker templates | Example of Memory Game Maker in Chinese Example of Memory Game Maker in Japanese |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Pathway 2 Level 5, students actively contribute to the establishment of a physical and language environment in the classroom that reflects the language and culture. | In this activity, students create a display that presents cultural information about modes of transport. Students can display posters which present the results of various research activities included in the print worksheets. |
Section 32 Print No. 8 |
| They select, interpret and present knowledge about the language, its speakers, and countries where it is spoken. | The printable worksheets include research tasks where students are guided to find out information on a topic, and then present it to the class. |
Section 28 Print No. 7 Section 31 Print No. 8 Section 35 Print No. 9 |
| Students demonstrate understanding of aspects of interpretation and translation by using appropriate language and levels of respect
in different circumstances, thus reflecting the relationship between the speakers of the language. They interact with a variety of speakers of the language, possibly from different countries and communities, including Australia, to gain understanding of diverse views and beliefs within and between these communities. |
These activities model the use of the correct form of address when speaking to older people. They require students to use the correct form of address during and exchange. |
Section 25 Print No. 4 Section 25 No. 10 Section 34 Print No. 9 Section 34 Print No. 12 |
| Students express their own views and values in relation to simple scenarios or propositions.. | In this activity, students describe the foods they would choose to eat if they had to live in a country where the LOTE is spoken. | Section 34 Print No. 8 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks.They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team's performance | Some print activities include rich tasks which students can complete in groups, and which help students develop team skills. | Section 34 Print No. 12 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 5, students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions
to address their weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an
expanded repertoire of learning strategies appropriate to particular tasks. They seek and respond to feedback from peers, teachers and other adults
and explain how their ideas have changed to develop and refine their content knowledge and understanding. Students demonstrate an awareness of different cultural and societal beliefs, values and practices, identifying and discussing the effect of ethical issues on learning and working with others. With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary. They consider both their own and others' needs when making decisions about suitable learning processes and the creation of positive learning environments within and outside the classroom. |
Languages Online offers a variety of tasks with audiovisual and interactive components, to suit visual, auditory and kinesthetic learners.
The website offers printable record sheets which students can use to keep track of activities completed, and to comment on their progress. Some print worksheets require the student to research, create and present a complex information product. Teachers who evaluate this work for assessment purposes can give feedback to students so that they can refine their work |
Section 34 Print No. 9 Section 34 Print No. 12 Section 35 Print No. 9 |
| They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks.They seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding. Students demonstrate an awareness of different cultural and societal beliefs, values and practices, identifying and discussing the effect of ethical issues on learning and working with others. With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary. They consider both their own and others needs when making decisions about suitable learning processes and the creation of positive learning environments within and outside the classroom. |
Languages Online is a fun way for students to revise the vocabulary taught in the classroom in a range of contexts and in a non-threatening environment. All activities are ideal for revising the most commonly taught themes and topics. Languages Online presents a non-judgmental environment which encourages students' language use without the perceived 'risk-taking' in front of peers or the teacher. On-screen interactions pave the way for more confident use of the language face to face with classmates. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. | ||
| They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. | Students can complete Languages Online activities in a variety of settings: on their own, in pairs or in small groups. They can choose their own pace and starting points, and can repeat activities as they like. Pairs can work together to complete tasks or to assess each other's performance. | |
| They initiate and undertake some tasks independently, within negotiated timeframes. | Print activities include research tasks which help students learn to structure and prioritise their time and resources. Students can engage more with the LOTE by taking charge of their own learning. |
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| They review the effectiveness of the management of tasks, identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements. |
An example of a self-assessment worksheet is included with Print activity 12 in Section 34 | Section 34 Print No. 12 |
| They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home. | Students can select the topics and activities that offer them a new challenge. Languages Online allows students to continue worthwhile language practice while the class completes other set work.
Internet access at home and in public libraries means that teachers can make use of the website as a homework task for students. Students are also able to share the site with their parents, thereby providing a link between the home and school environment |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 5, students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills. | Some print worksheets require the student to create written and spoken presentations. The website also provides an example of assessment rubrics for evaluating the effectiveness of a presentation | Section 34 Print No. 9 Section 35 Print No. 9 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 5, students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas. | Languages Online uses interactivity to help students understand how vocabulary can be classified according to grammatical categories such as number and gender, and how linguistic concepts such as inflection and agreement work |
Section 33 No. 4 Section 33 No. 5 |
| They use rule-using software to assist with problem solving and decision making. Students retrieve and modify successful approaches to visualising thinking for use in new situations. They explain what features of the new situations influenced their decisions to use particular ICT tools and techniques. Students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. They evaluate the strengths and weaknesses of their decisions and actions in the given situations. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 5, students independently use the operating system to manage their desktop workspace.
They organise their folders logically, appropriately name and locate files for sharing with others and apply techniques to
facilitate the easy handling of large files. When creating information products, students prepare designs that identify the structure and layout of the products, the evaluation criteria, and the plans for managing collaborative projects. |
When making their own multimedia games, students will be developing skills in understanding different file types,
file management and creation, making voice recordings, sourcing, manipulating and saving images.
Students can use criteria to evaluate the effectiveness of their games in helping themselves and classmates to learn vocabulary. Students using the game maker software must practise making, naming and saving folders logically and appropriately. They can use the planner worksheet to work out the structure and content of their game. |
Memory Game Maker examples Memory Game Planner |
| Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. | The printable worksheets include tasks which require students to create reports, displays and oral presentations | Section 32 Print No. 8 Section 31 Print No. 8 |
| During the processing stage of collaborative work, students monitor project plans and record reasons for adjusting them. They apply criteria to evaluate the extent to which their information products meet user needs and comply with intellectual property laws. They use ICT in a safe, efficient and effective manner. Students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge. |
Interactive multimedia games made with the website's software can be part of the students' digital portfolio. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 5, students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness. | The printable worksheets include research tasks where students are guided to find out information on a topic. Suitable websites are suggested as a springboard to further research. | Section 27 Print No. 6 Section 31 Print No. 8 |
| Students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose. Students organise their email mailbox into a logical structure and maintain it. They evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Pathway 2 Level 6, students recall most of the main ideas, objects and details presented in a topic | ||
| They reproduce the main features of grammar in the language and identify differences with English and other languages. | Languages Online uses interactivity to help students understand how vocabulary can be classified according to grammatical categories such as number and gender, and how linguistic concepts such as inflection and agreement work. Some tasks require students to select the appropriate words or endings to demonstrate their understanding of how words inflect to show number, gender, agreement. | Section 30 No. 9 Section 33 No. 4 |
| They identify ways in which intentions and ideas are expressed in different languages | ||
| Students identify relevant information and ideas from spoken texts. | Languages Online includes several listening comprehension tasks, which use sound recordings and visual cues to help students identify the correct answer. | Section 27 No. 5 |
| They discriminate and use appropriate pronunciation, tone, intonation and metre. | In this activity students have the opportunity to act out a conversation. | Section 33 Print No. 7 |
| Students use a range of strategies to assist in listening comprehension | Languages Online includes strong visual cues, animation, glossaries and a repeat sound function to assist students to understand spoken texts |
Section 33 No. 10 Section 30 Print No. 6 |
| They participate in interactions related to a specific topic and recycle language to express information and impressions effectively in oral interactions. | In this activity, students use the language learned in the online tasks to create descriptions, which they then communicate to a partner. | Section 30 Print No. 6 Section 34 Print No. 13 |
| Students demonstrate awareness of the language requirements of a range of situations associated with the topics being studied, and adapt language and gesture appropriately for the role, audience and purpose of the interaction. |
Some print activities require students to use the correct form of address during an exchange. | Section 34 Print No. 9 Section 34 Print No. 11 |
Students communicate information in translation and interpretation activities, demonstrating careful consideration of the needs of the listener or reader, and sensitivity to cultural aspects (similarity and differences in meaning and intent). Students read texts and identify and extract main ideas and detailed information for use in new contexts. For a particular text, they identify characteristics of the writing style in relation to the audience/s and purpose/s. |
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| Students create simple original text for specific audiences and purposes. They use appropriate script and accurate language related to the topic. They create draft materials in writing and locate information in the language from a variety of sources. | Many of the print activities provide students with the opportunity to write their own texts based on language previously modelled in other activities. | Section 31 Print No. 7 Section 34 Print No. 7 Section 35 Print No. 9 |
| Students read selected texts with fluency, both silently and aloud. | ||
| They write and edit in the language in print and electronic form. They identify and use appropriate accent markers and punctuation. They write in linked paragraphs and produce extended text. | Cloze activities are used throughout the website. These tasks require students to understand the context of the missing word and complete the sentence by typing it in with correct spelling. Many of the print activities provide students with the opportunity to write their own texts based on language previously modelled in other activities. Recognition and use of accents is required to complete many online and print activites | Section 32 No. 5 Section 26 No. 7 Section 34 Print No. 7 |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
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|---|---|---|---|
| At Level 6, students work independently to implement a range of strategies, as appropriate, to maximise their learning. | Students can complete Languages Online activities in a variety of settings: on their own, in pairs or in small groups. They can choose their own pace and starting points, and can repeat activities as they like. Pairs can work together to complete tasks or to assess each other's performance. | ||
| They monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them. | Languages Online is a fun way for students to revise the vocabulary taught in the classroom in a range of contexts and in a non-threatening environment. All activities are ideal for revising the most commonly taught themes and topics. Languages. Students can select the topics and activities that offer them a new challenge. Languages Online allows students to continue worthwhile language practice while the class completes other set work | ||
| Students seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. | Print activities include research tasks which help students learn to structure and prioritise their time and resources. Students can engage more with the LOTE by taking charge of their own learning.
Internet access at home and in public libraries means that teachers can make use of the website as a homework task for students. Students are also able to share the site with their parents, thereby providing a link between the home and school environment. |
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| They evaluate the effectiveness of their learning strategies, study techniques and learning habits, and make appropriate modifications. They identify their interests, strengths and weaknesses and use these to determine future learning needs, especially in relation to the post-compulsory pathways. Students identify the ethical frameworks that underpin their own and others' beliefs and values and describe how the conflicts and dilemmas they identify may affect learning. They determine, monitor and modify learning improvement goals, taking into account current and future learning needs. They determine the factors that contribute to the creation of positive learning environments and establish, follow and monitor protocols for a variety of learning situations. |
Standard |
How does Languages Online help students meet this standard? |
Links to examples |
|---|---|---|
| At Level 6, students initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them. Students allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner-directed projects, within set timeframes. They initiate and negotiate a range of independent activities with their teachers, providing progress and summative reports for teachers and stakeholders. They monitor and evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement. They take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions. They demonstrate control of impulses and mood modulation. Students review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes to completed tasks using these criteria. They identify and refine the strategies they use to study, organise and revise their work, both at school and at home. |
Students can select the topics and activities that offer them a new challenge. Languages Online allows students to continue worthwhile language practice while the class completes other set work. Print activities include research tasks which help students learn to structure and prioritise their time and resources. Students can engage more with the LOTE by taking charge of their own learning. Internet access at home and in public libraries means that teachers can make use of the website as a homework task for students. Students are also able to share the site with their parents, thereby providing a link between the home and school environment. |
Contact: Languages Online Team (languages.online@edumail.vic.gov.au)