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• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU169

  Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

  Elaborations

  • investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)

  VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL149

  Use a variety of simple text structures

  Elaborations

  • relying on templates or model texts for organisational structure, for example using an introduction, body paragraphs and a conclusion
  • copying topic sentences or parts of sentences to support idea generation and to structure writing
  • reflecting the vocabulary and structure of spoken English in print texts
  • using a variety of simple text structures, such as a title, an opening, an ending, a caption
  • using basic conjunctions and connectives to show time and sequence, such as ‘On Saturday I … We went … We saw … I went ... Then I ... And then ...’

  VCEALL149 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA304

  Understand that social interactions influence the way people engage with ideas and respond to others

  Elaborations

  • recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
  • recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
  • understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
  • recognising the importance of using inclusive language

  VCELA304 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA142

  Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality

  Elaborations

  • learning about print: direction of print and return sweep, spaces between words
  • learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
  • learning about front and back covers; title and author, layout and navigation of digital/screen texts
  • learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

  VCELA142 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELC128

  Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

  Elaborations

  • creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

  VCELC128 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC006

  Access imaginative texts such as cartoons, songs, stories or digital texts, and respond by describing aspects such as characters, events and ideas

  Elaborations

  • participating in imaginary exchanges between characters from a story in a performance for the class
  • accessing digital texts, and responding to questions about characters and events
  • describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard
  • listening to songs such as Greek versions of English language songs, for example, ‘Jingle bells’/’Τρίγωνα Κάλαντα’, and comparing aspects that may be similar or different

  VCELC006 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELU116

  Recognise features of familiar spoken, written and visual texts, such as songs, labels and captions

  Elaborations

  • listening to, reading and viewing different simple texts in Greek, understanding that texts can be short or long; and spoken, written, digital, visual or multimodal; for example, songs, chants, labels, captions, stories and dialogues
  • identifying Greek from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in Greek and English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCELU116 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCESC154

  Compare ways of communicating in particular Australian and Spanish-speaking contexts

  Elaborations

  • identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences
  • planning a virtual or actual visit to a school in a Spanish-language environment, deciding on strategies for successful communication, for example, how to interpret cultural information and how to be flexible in own ways of communicating
  • reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case

  VCESC154 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCESU142

  Recognise that languages change with use over time and according to context

  Elaborations

  • discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use
  • finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

  VCESU142 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCESU141

  Understand that language use varies according to the age and relationship of participants

  Elaborations

  • reflecting on how they communicate with family and friends and with people less close to them, noticing differences in language use and communicative behaviour
  • analysing how the language of texts such as invitations, apologies or greeting cards may vary depending on the relationship between the sender and the receiver
  • noticing differences in the ways that Spanish and English speakers communicate with different people, for example, with young children or with unfamiliar adults

  VCESU141 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCESU018

  Recognise the interconnected relationship between language and culture

  Elaborations

  • identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these features differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more or less directly
  • considering how differences between ways of using language reflect cultural influences, for example, the adoption of varying systems of apellidos in different Spanish-speaking communities
  • identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, Concepción and Asunción, and expressions such as la bendición, ¡Que Dios te bendiga! and ¡Adiós!; the connotations of ‘mateship’ in Australian English; or the significance of Country in Aboriginal culture
  • considering how Spanish language and interaction patterns around familiar routines such as mealtimes reflect practices and values associated with family life, food and social relationships, for example, sobremesa
  • noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro versus ‘Can you give me the book, please?’)

  VCESU018 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCESU032

  Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses

  Elaborations

  • comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant
  • examining language structures and features used for specific communicative effect, such as to persuade, amuse, sympathise, challenge, include or exclude
  • understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU032 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU054

  Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others

  Elaborations

  • reflecting on how different languages and cultures represented in the classroom influence ways of talking about and relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’
  • comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed

  VCFRU054 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCGRCE006

  Compare different translations and interpretations of Classical Greek texts, and identify features of successful translations

  Elaborations

  • identifying the characteristics of a successful translation, such as grammatical accuracy
  • examining translations to determine how effectively Classical Greek is conveyed in English idiom, such as the use of participles
  • comparing and discussing the merits of different translations of the same text, identifying differences and recognising that they may be equally valid
  • giving and justifying opinions about the effectiveness of own and others’ translations
  • identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own translations

  VCGRCE006 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Translating

• VCHIU102

  Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी
  • identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
  • imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं
  • learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese
  • understanding conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds such as in डॉलर versus डालर

  VCHIU102 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU072

  Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives

  Elaborations

  • sharing understandings of what culture is and how it relates to language and to identity, using prompt statements such as ‘संस्कृति में …’
  • identifying Hindi words or expressions that carry cultural connotations and values, for example, terms such as सुहागन and विधवा in relation to auspicious or inauspicious roles at occasions such as नामकरण or गृहप्रवेश
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, for example, references to gods and legendary heroes such as अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुंचेगा फाइनल में
  • identifying cultural distinctions expressed through language, for example, forms of address such as नमस्कार, नमस्ते, आप कैसे हैं?, तुम कैसे हो? the addition of श्री, श्रीमती for married women and कुमारी for unmarried women, considering whether English makes similar distinctions
  • exploring the cultural significance of concepts expressed in a single word in Hindi or English which are difficult to translate, for example, the term जूठा in Hindi or mateship in Australian English
  • exploring how cultural values and ideals such as truth, duty or filial respect are embedded in traditional fables and legends, such as brotherly love or the concept of the obedient/dutiful child in the stories राम और लक्ष्मण, श्रवण कुमार
  • discussing commonly used words and expressions that reflect family/community values, for example, the practice of using the English terms ‘Auntie’ or ‘Uncle’ when addressing older people even when they are strangers

  VCHIU072 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCITC124

  Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ

  Elaborations

  • creating bilingual resources to support the sharing of experiences, for example, a photographic display or a digital presentation with captions, a bilingual guide/handbook for a particular group
  • creating a photographic display with bilingual captions depicting important social occasions in comparative perspective, for example, the ways in which weddings, Christmas, Labour Day are celebrated
  • adding subtitles and captions in English to complement the Italian language audio of video clips and photo stories

  VCITC124 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating