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• VCASFU034

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU034 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCASFU160

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU160 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCESU144

  Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, papito, hermanito), and the importance of religion reflected in the use of names with religious associations (Rosario, Mercedes, Pilar)
  • learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? Why do you think people…?

  VCESU144 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCITC020

  Interact and socialise with the teacher and peers to exchange personal information and describe people, places, things and everyday routines relating to self, school and home

  Elaborations

  • exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. Questo/a è …, e questo/a? È mio fratello. Dove abiti? Abito in via.../a …, e tu?
  • describing self and friends, for example, Sono biondo/alto/grasso; …è bruno; … è giovane, … ha gli occhi/il naso/la bocca + adjective, for example,Il nonno è simpatico, Ha gli occhi molto grandi
  • describing location, for example, the position of objects in the home (Il vaso è sopra il tavolo; l’albero è a sinistra; l’auto è dentro il garage)
  • describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...
  • describing time, including days of the week and months, as well as ieri, oggi, domani, ora, dopo; Che ore sono? Sono le … Quando? Venerdì, Alle dieci

  VCITC020 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC127

  Interact with the teacher and peers to exchange information about self, family, friends and favourite things, and likes and dislikes, and to express praise, support and respect for others

  Elaborations

  • introducing self using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、 Julie　です、九(きゅう)さい　です、おんがく　が　すき　です、どうぞ　よろしく
  • exchanging information and building vocabulary to communicate about self, friends or family, using simple statements such as かぞく　は　六人　です。おとうさん　と　おかあさん　と　おねえさん　と　ぼく　と　いもうと　と　あかちゃん　です。いもうと　 は　五さい　 です。おかあさん　は　やさしい　です。
  • asking and answering factual questions relating to concepts such as time, place or number, using formulaic structures and familiar expressions, for example, かぞく　は　なんにん　です　か。3 人　です。いつ　です　か。五月(ごがつ)　です。なんじ　です　か。三じ　です。どこ　です　か。
  • showing interest in and respect for others, such as by expressing praise or encouragement, using formulaic expressions, for example, だいじょうぶ？たいへん？むずかしい？すごい（です）ね、やさしいね、おもしろいね、じょうずですね、かっこいいね、たのしかった？
  • communicating about activities and shared experiences, for example, place　に　いきました。 food を　たべました。 drink　を　のみます。 activity/sports　を　しましょう/しました。おいしかった　 です。

  VCJAC127 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCLVC153

  Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events, activities or school performances

  Elaborations

  • participating in excursions with respected community members to experience story places or keeping places, listening to associated stories
  • visiting community centres, art centres or language centres and recording the experiences, for example, by developing a digital presentation or photo-story
  • working with respected community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events
  • working together on collaborative tasks, such as designing posters, menus or invitations for special events, designing class bush tucker or a garden, creating picture books for buddy classes
  • interacting with respected community members/community speakers, following instructions, for example when making an artefact, creating an art work or preparing bush tucker, using hand signs as appropriate
  • participating in and sharing responses to local cultural events and celebrations
  • participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through class discussion
  • creating a skit, performance or action game to introduce a buddy class to aspects of the language and associated culture, for example, individual words, gestures or expressions associated with common exchanges such as introductions, items and artefacts
  • engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event
  • giving directions, for example, to guide others to specific locations

  VCLVC153 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCASFU162

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan

  Elaborations

  • exploring culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and to identity
  • understanding that culture is more than the visible aspects of people’s lives, that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, and how this understanding applies to themselves as users of their first language and as learners of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • recognising that language reflects values and beliefs, for example in expressions of personal identity or in the recognition of others (sameness and difference), for example by identifying deaf family members as part of introductions, and by relaying cultural information about background and context and shared knowledge when interacting with others

  VCASFU162 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCLVU169

  Explore the language situation of language communities and the diversity of language contexts in Australia

  Elaborations

  • investigating the nature and state of health of Aboriginal and Torres Strait Islander languages across Australia and in their region
  • recognising that many Aboriginal and Torres Strait Islander people are multilingual, and discussing reasons for this
  • learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics
  • recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival, and investigating the diversity of historical causes for this
  • recognising how Aboriginal and Torres Strait Islander languages have been transmitted and recorded across generations
  • exploring how physical and biological environments affect linguistic ecology
  • recognising shared vocabulary across Aboriginal and Torres Strait Islander languages, and understanding why there might be variations in spelling
  • recognising dialectal differences and similarities within languages
  • investigating ways in which Aboriginal and Torres Strait Islander languages are used in the local region and in the wider Australian community, for example, in the media, in art galleries, festivals, on public transport

  VCLVU169 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCASFU036

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan

  Elaborations

  • exploring culture as an essential part of human life, understanding that it is shared and passed on between generations and is closely connected to language and to identity
  • understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, and how these understandings apply to themselves as users of Auslan and members of the Deaf community
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • recognising that language reflects values and beliefs, such as in expressions of personal identity or in the recognition of others (sameness and difference), for example by identifying deaf family members as part of introductions, and by relaying cultural information about background and context and shared knowledge when interacting with others
  • appreciating the social and cultural nature of deaf humour in a visual language

  VCASFU036 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCFRU036

  Notice differences between French, Australian and other cultures’ practices and how these are reflected in language

  Elaborations

  • identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), and comparing with different Australian cultural expressions and symbols, for example, flags, sporting logos, national celebrations, and Aboriginal and Torres Strait Islander arts
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon lapin)
  • exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads and cakes (une baguette, une ficelle, une religieuse, un mille-feuille)
  • learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? What is the difference between…? Why do you think that people…?

  VCFRU036 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCLVU170

  Understand that the use of stories and names in Aboriginal languages are culturally determined

  Elaborations

  • observing and discussing protocols surrounding the retelling and sharing of stories
  • recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work
  • understanding how and when Welcomes and Acknowledgements are required and who is entitled to deliver them

  VCLVU170 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCASFC145

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • asking each other about their daily routines, interests or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    PRO2 REGULAR GO-TO-BED WHAT TIME?
    What time do you go to bed?
    WEEKEND OR HOLIDAYS, WHAT D-O?
    What do you do in your free time?
    
  • recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example:
    LONG-TIME-AGO PRO1 FLY NEW ZEALAND
    A long time ago I went on a plane to New Zealand.
    
  • recounting classroom events using some indicating, plain and depicting verbs
  • describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example:
    PRO1 WORK LITTLE, LATER WORK-REALLY HARD
    I worked on it a little bit, then later I worked really hard on it.
    PRO1 SWIM-_fast SWIM-_slow
    I swam really fast till I got tired and slowed down.
    
  • expressing preferences in relation to people, places or things, for example:
    PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
    I like that one, and that one, but that one is the best book.
    
  • interacting with members of the Deaf community to share details of their personal worlds
  • identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example:
    PRINCIPAL YOU-KNOW LONG-HAIR GLASSES?
    You know the principal? She has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL REAL FUNNY
    My brother is older; he’s tall and really funny.
    

  VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCLVU168

  Recognise that languages change over time

  Elaborations

  • identifying words that are the same as or similar to neighbouring languages
  • understanding ways in which languages influence one another, for example, language shifts, shared writing systems, loan words
  • discussing loan words that have been incorporated from other languages to describe new concepts, for example, words for new things, including technological innovations
  • understanding that language and culture together continually change as a result of contact with other languages and cultures

  VCLVU168 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• VCKOC134

  Socialise and build relationships with peers and teacher through the exchange of personal information in relation to self, friends and family members

  Elaborations

  • asking and answering questions relating to personal information about themselves, each other, friends, family members, favourite things and special talents, for example, 누구예요? 몇 살이에요?
  • interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes
  • exchanging simple correspondence such as notes, invitation or birthday cards in print or digital form

  VCKOC134 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCZHC019

  Obtain and process information about significant people, places and events from spoken and visual sources, and convey this information using learnt phrases and key words

  Elaborations

  • identifying commonly used terms for daily activities such as 你几点睡觉？ to contribute in an online discussion with sister-school friends
  • describing people, places and things using actions and gestures, for example, to create a video clip to describe the school
  • planning and presenting short reports about holidays, special events and places using photos, illustrations, captions, diagrams
  • listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview

  VCZHC019 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIC029

  Talk about their individual and group sense of identity and how this is expressed through the different languages they use

  Elaborations

  • talking about how they feel when using English, Hindi or other languages and whether there are some things that feel more natural in one language than in the other
  • demonstrating gestures or behaviours that they feel ‘belong’ in Hindi but not in English or vice versa
  • sharing opinions about whether they have a different sense of identity when they are using different languages
  • creating drawings or photo displays that show their connections with family, friendship groups and communities, writing captions of words or phrases that they associate with each group
  • considering the importance to their identity of speaking Hindi to some people, such as older relatives or members of the wider Hindi-speaking community
  • observing themselves and reporting to each other how they use Hindi and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language

  VCHIC029 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCTRC028

  Explore their individual and group sense of identity and how this is expressed through the different languages they use

  Elaborations

  • demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with being Australian
  • talking about the relationship between identity and languages, creating drawings or photo displays that show their connections with family, friendship groups and communities, with captions of words or phrases that they particularly associate with each group, such as Dini bayramlarda aile ve akraba ziyaretleri, Arkadaşlarla oyun oynarken, Huzur evinde yaşlılara kitap okurken
  • discussing the importance to their own identity of speaking Turkish with some relatives, friends or members of the wider Turkish-speaking community
  • observing themselves and reporting to each other how they use Turkish and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language
  • talking about how they feel when using English, Turkish or other languages and whether there are some things that feel more natural in one language than in the other

  VCTRC028 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting