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• VCHIC117

  Compose bilingual texts such as digital stories, comics, blogs or contributions to websites that capture the experience of ‘living between languages’

  Elaborations

  • creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience
  • corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia
  • creating bilingual digital stories for younger learners that capture elements of their own experiences of using two languages and living in a multilingual society
  • creating glossaries in English to explain cultural references in contemporary Hindi texts that relate to trans-cultural experience
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language is more appropriate for different elements of the presentation
  • creating bilingual texts such as leaflets or slogans to raise awareness of health or environmental issues among both language communities, for example, स्वच्छ भारत; छोटा परिवार - सुखी परिवार; बेटी बचाओ-बेटी पढ़ाओ

  VCHIC117 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDU101

  Understand that Indonesian is a national language that has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in Indonesian and English, such as ‘cockatoo’ (kakaktua), ‘bamboo’ (bambu), ‘orangutan’, ‘satay’ (sate), ‘rattan’ (rotan), komputer, apartemen, televisi, pilot and modern, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages
  • understanding the importance of Indonesian as a national language, for example, by discussing its origins and observing when and why it is used in contemporary society, such as by comparing versions of the national anthem

  VCIDU101 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITC066

  Translate texts, discussing different versions and why these might occur

  Elaborations

  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, fare la passeggiata
  • translating texts describing events occurring in present and past, considering that Italian expresses concepts across time in different ways to English
  • selecting from options to translate short phrases and texts, and explaining choices
  • taking note of ‘false friends’ in translation, for example, that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
  • comparing own translation to one done by using an electronic translator, and discussing the advantages and disadvantages of using electronic translators and the sort of issues that emerge from their use
  • using strategies to avoid literal translation
  • using monolingual and bilingual dictionaries and word lists to assist in developing meaning

  VCITC066 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC049

  Compare everyday social experiences and related language use and consider own responses and reactions and those of others

  Elaborations

  • comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto
  • exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others, for example, fare il bidet
  • learning the appropriate phrases to mark respect for age, gender, or social authority
  • reflecting on experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio)

  VCITC049 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCITC087

  Reflect on participation in intercultural exchange, taking responsibility for contributing to mutual understanding

  Elaborations

  • exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …
  • considering own and others’ responses and reactions in Italian–English intercultural exchange, questioning assumptions and values
  • creating texts to share with Italian peers, considering how own cultural practices and values may be interpreted, for example, ways of showing respect, family taboos, or involvement in religious, sport or community organisations
  • reflecting on and explaining practices that need to be considered when communicating across Italian- and English-speaking languages and cultures
  • considering how their own behaviour may be interpreted by Italians in Italy and in the diaspora
  • analysing correspondence with Italian peers to notice what questions are asked about lifestyle and practices in Australia, and reflecting on own questions and the assumptions these reveal

  VCITC087 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITU074

  Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication

  Elaborations

  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)

  VCITU074 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAC135

  Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories

  Elaborations

  • including some Japanese words, exclamations or phrases when interacting in English in simple games or exchanges that involve feelings or reactions, for example, いたい, あぶない, oh that was fun, でも　まけた。 Anne さん, that was すごい！
  • performing bilingual versions of familiar songs such as ‘If You’re Happy and You Know It …’, alternating between the two languages and switching key words in repeated phrases
  • creating personal print or digital bilingual dictionaries that include visual cues and representations
  • creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

  VCJAC135 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCJAC027

  Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations

  Elaborations

  • creating an online bilingual class profile to send to a Japanese sister school or present to Japanese visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations
  • providing bilingual subtitles or captions for a cartoon or comic that depicts intercultural encounters, for example, interactions between a Japanese exchange student and an Australian host family
  • creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support
  • designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Japanese, or a schedule for an event likely to interest both English and Japanese speakers, noticing how expression and representation need to be tailored to suit different audiences

  VCJAC027 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAU177

  Understand how and why different scripts are used in different types of texts, such as announcements, tickets, advertisements, public signs or manga

  Elaborations

  • recognising key features and structures of familiar texts in Japanese, such as lost child announcements, spoken commercials or print advertisements, for example, by identifying formulaic expressions, and comparing with expressions in similar texts in English
  • recognising the format of different Japanese texts and punctuation conventions in either たてがき or よこがき, and understanding how this varies according to the context, purpose and intended audience
  • understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, だから、それで、それに
  • comparing and contrasting the structures of a variety of authentic community texts in Japanese and English, exploring how the audience, purpose and context influence each language version

  VCJAU177 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOC160

  Translate simple texts identifying words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning

  Elaborations

  • creating Korean versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuckshop, the office
  • identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀(‘rice as raw grains’), 밥 (‘cooked rice/meals’)
  • interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of Korean language or culture

  VCKOC160 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCKOU183

  Use appropriate pronunciation rules and writing conventions to produce and read short texts in Korean that include some less familiar language

  Elaborations

  • applying pronunciation rules and writing conventions to reading and writing, inferring meanings of less familiar texts provided in Korean, such as 먹고, 어떻게 and 축하합니다 pronounced as 먹꼬, 어떠케 and 추카함니다
  • experimenting with pronunciation of less familiar texts
  • comparing how loan words from English are written in Hangeul and pronounced in Korean with how their original counterparts in English are written and pronounced, for example, 테니스versus ‘tennis’, 포크 versus ‘fork’, 인터넷 versus ‘internet’
  • composing texts, applying spacing rules in Korean

  VCKOU183 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | 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

• VCTRU033

  Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

  Elaborations

  • understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa
  • recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
  • finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
  • identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

  VCTRU033 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCTRU012

  Recognise and reproduce the sounds and spellings of Turkish-specific phonemes, /ı/, /ğ/, /ö/, /ü/ /ş/ and /ç/ and make connections between spoken language, alphabetic elements and written forms of the language

  Elaborations

  • becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds
  • understanding that intonation patterns create different meanings, as in the distinction between questions, statements and exclamations, geliyor musun? / geliyorsun / gelsene!
  • differentiating between vowel and consonant sounds
  • experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek ), cik cik (kuş); comparing with the pronunciation of equivalent animal sounds in English
  • developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context

  VCTRU012 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHC167

  Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points

  Elaborations

  • identifying the challenges of translating some concepts (for example, 龙的传人: ‘descendant of dragon’), and developing strategies to overcome these; asking, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for creating different translations for different audiences
  • comparing alternative ways of translating to identify ‘normality’ in one’s linguistic and cultural context, for example, using the term 软饮料 instead of 无酒精饮料 assumes the reader/audience has a degree of connection to English to understand meaning of 软
  • considering ways to convey culture-specific terms (for example, 中药和食疗, 上火，大补) in English

  VCZHC167 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARU153

  Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures

  Elaborations

  • describing own and others’ ways of communicating, and identifying aspects that reflect traditions, values and practices in Arabic-speaking communities
  • exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’
  • noticing similarities and differences between own ways of communicating and interactions between young Arabic and English speakers in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting on the influence of culture on language use

  VCARU153 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCASFU012

  Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic

  Elaborations

  • noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
  • recognising that signs are categorised by the handshape at the start of the sign
  • understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT and that some are not, such as SISTER, WHY, SIMPLE
  • recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’
  • experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU012 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language