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• VCRAU084

  Understand the power of language to influence people’s actions, values and beliefs, and appreciate the value of linguistic diversity

  Elaborations

  • analysing texts to understand how language can limit, promote or change actions
  • recognising the purpose of particular texts to impact emotionally on others, for example, by influencing opinions and reactions and in persuasive texts such as advertisements or reviews of a film, concert or fashion
  • analysing the language of social and political messages to explore attitudes, values and beliefs
  • noticing how jargon or specific terms may be used to express membership and identity
  • examining how words, expressions and actions reflect relationships and social hierarchies, for example, showing respect by introducing oneself to the most senior or eldest person first
  • appreciating the social and cultural functions performed by language

  VCRAU084 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAC112

  Engage with texts and peers who speak the language, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with speakers of the language, noticing social norms and practices such as personal space, gender roles, and acceptable topics of conversation and considering own reactions to these
  • sharing experiences with peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, ‘the outback’
  • recognising that social values such as politeness can be expressed differently in different cultures
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCRAC112 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAC074

  Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects

  Elaborations

  • listening to, viewing and reading a range of texts such as video clips, computer games, comics, television drama or game shows, and expressing personal opinions about key aspects
  • reading texts such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in song lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • analysing language and techniques used in contemporary drama, television programs, poetry and film, such as hyperbole, imagery, humour, music and camera angles
  • identifying and responding to key messages and values in traditional texts and considering their relevance in modern times
  • re-creating texts such as fairy tales, legends or myths from a different cultural perspective
  • discussing how texts such as films, plays and songs convey social issues (such as conflict in relationships or poverty) and values

  VCRAC074 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC108

  Respond to aspects of imaginative texts such as character, ideas, events and setting by expressing reactions and opinions, and by modifying aspects

  Elaborations

  • listening to, reading and viewing songs, stories, television programs and films with subtitles, and responding by expressing views
  • responding to texts by modifying key aspects, for example, creating a new scene, continuing the story, acting out a scene, or re-creating a video clip using parody
  • comparing and contrasting different creative forms, and considering how ideas and cultural values are represented
  • reading stories such as folktales and discussing ideas and values conveyed (for example, attitudes towards greed, jealousy or loyalty), and considering how these relate to contemporary society and own culture

  VCRAC108 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC075

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

  Elaborations

  • creating texts such as a photo story, play, cartoon or movie with voiceovers or subtitles to entertain peers, including experimenting with humour
  • creating and performing texts such as songs and raps, including in multimedia form, to express emotions and attitudes towards a particular social issue or event
  • writing and performing a script or dramatic episode such as a detective story, mystery or adventure

  VCRAC075 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC053

  Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification
  • expressing preferences for plans (for example, comparing and contrasting alternatives) and agreeing or disagreeing
  • responding to invitations to events by accepting, declining, and giving excuses
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary
  • participating in transactions and negotiations, such as purchasing food, clothing, souvenirs or transport, maintaining the interaction and discussing issues such as relative cost and wages

  VCRAC053 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU050

  Recognise influences from other languages, such as regional and foreign languages

  Elaborations

  • noticing how the language is influenced by other languages and cultures such as words for food, music or sport
  • keeping a class record of borrowings from other languages
  • noticing the use of loan words from English in texts such as advertisements and television programs

  VCRAU050 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCRAU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts
  • analysing and comparing textual features across cultures
  • understanding the prevalence of acronyms and their use for convenience

  VCRAU116 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU085

  Understand that languages and cultures are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the language may reflect cultural perspectives such as patriotism or acceptance of diversity
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, and its historical and contemporary uses
  • developing awareness of linguistic diversity among speakers of the language, recognising that this reflects cultural diversity and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCRAU085 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCRAC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to other curriculum areas in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of society, history and culture (for example, religious beliefs and practices, sports or prominent historical figures) by gathering information from texts and exchanges with peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of the culture/s studied, and reflecting on key messages

  VCRAC106 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC057

  Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

  Elaborations

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips
  • stating personal preferences about characters, attitudes and events in texts
  • comparing key messages and beliefs from texts in the language studied and from Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences

  VCRAC057 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAU119

  Understand the role of language and culture in shaping and conveying cultural identity including the multiple languages and cultures present in other countries and in Australia

  Elaborations

  • understanding how language reflects specific cultural ideas as well as values, such as deference and respect
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use
  • appreciating that language use can reflect and express cultural identity, that multiple languages exist in many regions of the world and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCRAU119 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCRAC079

  Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

  Elaborations

  • sharing personal information with peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use may reflect aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of texts, for example, noticing reactions to an article about cultural practices such as wedding ceremonies
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning
  • monitoring and recording own reactions when communicating in the language, for example, keeping a journal of key moments and considering how own perspective may have changed over time

  VCRAC079 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAC113

  Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity

  Elaborations

  • analysing language choices and gestures used by speakers of the language and considering whether or not and how to use these in own communication
  • reflecting on choices made to reveal or conceal aspects of identity when interacting with different people across cultures
  • gathering examples of language/s used by various people in different contexts, and discussing how the examples reveal aspects of identity
  • monitoring own language use and identity across a range of intercultural interactions, such as by using a blog or journal, and considering own views about being a learner and user of the language studied

  VCRAC113 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAU048

  Develop understanding of how the choice of text type influences the use of grammatical structures and rules

  Elaborations

  • noticing that different text types have a different register, for example, a speech, a dialogue with peers, an email or a letter to someone in authority
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade, the imperative in signs designed to advise or prohibit, salutations in emails designed to maintain relationships, and declaratives in announcements designed to inform

  VCRAU048 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAC027

  Communicate in the language using routine phrases and expressions, recognising that such language reflects cultural practices and norms

  Elaborations

  • recognising differences between the language and English language ways of showing politeness, for example, making requests and expressing gratitude, and recognising what may be viewed as impolite
  • noticing how the students' own language influences expectations about the language, for example, feeling the need to say ‘thank you’ often or perceiving word order as strange compared to English
  • discussing how Australian terms and expressions might be understood from another perspective, for example, ‘bushwalking’ or ‘kick a footy’

  VCRAC027 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCRAC040

  Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

  Elaborations

  • recalling and/or illustrating main characters and events in texts, or, responding to questions
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect the contemporary values of speakers of the language (such as how to respect parents, appreciate diversity or be a good friend)
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program

  VCRAC040 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCRAU068

  Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives

  Elaborations

  • analysing culture-specific values reflected in the language such as respect for diversity, social justice and social responsibility and comparing these values to those evident in own language and culture
  • analysing the meaning and nuances of culture-specific descriptions
  • recognising that there are culture-specific meanings associated with body language, for example, hands on hips can suggest arrogance and aggression
  • recognising that language and cultural practices are interconnected and that some expressions may have religious connotations, for example, OMG
  • investigating and using language associated with significant cultural practices and events such as celebrations, birthdays, New Year

  VCRAU068 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCRAU034

  Make connections between cultural practices and language use, such as specific vocabulary and expressions

  Elaborations

  • noticing how gestures differ between cultures for example ways of beckoning others
  • understanding that meanings of facial expressions can vary across cultures and that the same expression can convey various emotions
  • showing awareness that language carries cultural ideas
  • recognising character traits and values in stories
  • analysing which aspects of own language use might seem ‘strange’ from another perspective and why

  VCRAU034 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture