Search results

Result list

• VCELU034

  Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication

  Elaborations

  • examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect, for example, understanding concepts such as το φιλότιμο, η τιμή
  • considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
  • appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

  VCELU034 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELU187

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs

  Elaborations

  • collecting examples of Greek in the local landscape, for example, in particular parts of the city such as marketplaces, exhibitions or cultural events, and discussing the influence and significance of Greek language and culture on the sustainability of communities in Australia today
  • reflecting on the impact of Greek migration on many other languages and cultures, for example, by conducting a classroom project on Greek ideas which have shaped and influenced the world
  • recognising the importance of learning and using different languages to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across Greek-speaking communities

  VCELU187 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELU184

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types, such as poetry, biographies, blogs, emails and advertisements, and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in Greek, for example, emails, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in Greek, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCELU184 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU033

  Understand how the Greek language has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
  • examining how technology has influenced the Greek language, for example, σκανάρω, το μπλογκ, σερφάρω
  • discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό
  • exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

  VCELU033 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCELU186

  Reflect on the dynamic and ecological nature of language, recognising that Modern Greek still uses some words and phrases from earlier Greek versions of its language, and that all languages influence each other

  Elaborations

  • examining traditional and contemporary Greek texts and identifying expressions still in use today, for example, Εν τω μεταξύ
  • recognising how English is modifying Greek language use in particular spheres, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, for example, το ματς, το φαστφουντάδικο , να μπω στο ίντερνετ, σε φόρουμ , κάνω τσατ/τσατάρω or language used to keep up with trends, for example, ρελάξ , OK, κουλ
  • recognising that language changes over time, for example, by viewing Greek films in historical settings and those in contemporary settings and discussing the language used

  VCELU186 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCELY479

  Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues

  Elaborations

  • presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue, previewing the structure of arguments, structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
  • creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
  • exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia

  VCELY479 | Curriculum content | English | Level 10 | Writing | Literacy

• VCELY481

  Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user

  Elaborations

  • designing a webpage that combines navigation, text, sound and moving and still images for a specific audience

  VCELY481 | Curriculum content | English | Level 10 | Writing | Literacy

• VCELY480

  Review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects

  Elaborations

  • reflecting on, critiquing and refining own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation

  VCELY480 | Curriculum content | English | Level 10 | Writing | Literacy

• VCELY467

  Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

  Elaborations

  • skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

  VCELY467 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY485

  Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point...

  Elaborations

  • identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
  • selecting subject matter and language to position readers to accept representations of people, events, ideas and information

  VCELY485 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELY469

  Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

  Elaborations

  • identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

  VCELY469 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELY466

  Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

  Elaborations

  • considering ethical positions across more than one culture as represented in text and consider the similarities and differences
  • questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
  • analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media

  VCELY466 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY468

  Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts

  Elaborations

  • assessing the impact of hyperlinked text in a website’s navigation
  • using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites

  VCELY468 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCESC182

  Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

  Elaborations

  • participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements such as news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…
  • negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
  • planning a demonstration or performance for family or peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use
  • participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
  • organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

  VCESC182 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC025

  Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts

  Elaborations

  • reinterpreting familiar stories or fictional characters, referencing cultural characteristics while creating new situations or different effects, for example, incorporating alternative text into popular cartoons such as Mafalda
  • composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience
  • composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish
  • creating a video clip or digital story involving imaginary persona or avatar in a Spanish-speaking fantasy world, incorporating communicative styles and behaviours observed in texts from Spanish-speaking contexts

  VCESC025 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC020

  Negotiate with peers to plan and take action on local and global issues and to engage in different forms of spoken, written and digital transactions

  Elaborations

  • participating in collaborative planning and decision-making, such as arranging an event or campaign to promote awareness of an issue such as recycling, using persuasive and descriptive language in spoken, written and digital modes of presentation, for example, posters, stimulus questions, statistics
  • producing action-oriented resources such as websites, posters or online features on issues related to the Spanish-speaking world, incorporating declarative language and argument, for example, ¿Qué creéis que tenemos que hacer para ..., creo que primero deberíamos escribir..., sugiero que terminemos, es evidente que…
  • creating promotional and informative texts to support fundraising activities, such as humanitarian initiatives in Spanish-speaking countries
  • planning real or virtual activities such as Spanish-language forums, for example by composing and rehearsing possible contributions or questions

  VCESC020 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC189

  Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences

  Elaborations

  • creating bilingual texts that present aspects of school life in Australia for Spanish-speaking students and parents, for example, a print leaflet or digital display about school excursions
  • considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘being a Wally with water’, and considering the use of register and idioms
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup
  • producing public texts such as signs and posters in both Spanish and English, and commenting on the process of working in both languages

  VCESC189 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC187

  Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences

  Elaborations

  • creating a poem or rap to perform to their peers that contains a message about an issue of personal significance
  • creating various types of texts such as digital or print stories, songs, chants or dialogues/skits, building characters, themes, settings and/or plots likely to appeal to specific audiences, for example, young learners of Spanish
  • composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry Day, Fiestas patrias, Festivales folclóricos
  • creating reflective and expressive texts such as poems or blogs/wikis for own reference purposes to capture challenges, satisfactions and feelings about personal or social experiences and relationships

  VCESC187 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC185

  Convey information on a range of issues using different modes of presentation to suit different audiences

  Elaborations

  • researching and reporting on contemporary social, environmental or ethical issues as presented in a range of resources using different presentation techniques, for example, Venn diagrams, flow charts, digital displays
  • composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, by using reported speech (Dijo el doctor Sanabria que hay que usar autos eléctricos)

  VCESC185 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing