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• VCITC064

  Respond to a range of imaginative texts by expressing ideas and opinions about the themes, characters, events and cultural attitudes conveyed, and relate to personal experience

  Elaborations

  • responding to the key ideas of a story, film or poem by giving a personal opinion, describing pros and cons, or expressing perspectives about the characters
  • comparing different students’ responses to the same story, event, character or place to consider different perspectives
  • considering the language, beliefs and values of characters in traditional and modern literature and Italian popular culture, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film
  • comparing aspects of Italian texts to the way similar issues are portrayed in English-language texts

  VCITC064 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC011

  Begin noticing what is ‘new’ or ‘interesting’ in Italian language and culture and recognising similarities and differences between Italian and Australian cultural practices and related language use

  Elaborations

  • viewing images of home, school and neighbourhood in Italy and Australia, and choosing from word lists to express reactions
  • noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
  • noticing similarities and differences in language use in Italian and English
  • expressing reactions to using Italian, for example, ‘I like it when …’ or ‘That word sounds like …’

  VCITC011 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCITC088

  Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity

  Elaborations

  • sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how they want to be perceived
  • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
  • reflecting on how language and culture shape their identity, history and understanding

  VCITC088 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITU013

  Reproduce the sounds of the Italian language

  Elaborations

  • learning to reproduce Italian sounds and intonation patterns through imitation, repetition and experimentation
  • pronouncing the Italian alphabet, particularly vowel sounds, rolled ‘r’, the ‘c’ as in ciao and the ‘ch’ as in chi?, noticing similarities and differences with English
  • noticing that words which have accents stress the final letter, for example, papà, città

  VCITU013 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU034

  Recognise how grammatical structures are used to form simple texts

  Elaborations

  • creating paragraphs for a range of texts, including descriptions, cards, letters or emails
  • recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
  • noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

  VCITU034 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAC188

  Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture

  Elaborations

  • comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references
  • comparing translations of language associated with significant events, rituals or practices in Japan/Japanese-speaking communities, identifying examples of the relationship between language and cultural values and experience, for example, おじゃまします。
  • comparing own translations of newspaper headlines or email communications with peers’, noticing differences in interpretation or translation and considering reasons for such variations
  • evaluating and reviewing online translators

  VCJAC188 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOU150

  Understand that languages change over time and influence each other through contact and cultural exchanges

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, •, ᅙ, ᅀ
  • reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time, for example,Chinese, Japanese, English, French and Italian

  VCKOU150 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU018

  Explore how language use and communicative practices can influence people’s lives, thoughts and perceptions

  Elaborations

  • identifying examples of language use that show membership of a particular social group, for example, slang, accents, jargon
  • observing how differently abbreviated forms in multimedia and social media are accepted in Korean and English, for example, ‘ASAP’, ‘RSVP’, 쌤, 여친, 남친
  • examining the presence of Korean language and culture in the Australian linguistic landscape (for example, signage, food, art and music, local newspapers, television or radio), and reflecting on how this is perceived by other cultural groups in Australia

  VCKOU018 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOU151

  Reflect on and share their experience when using Korean and when using own language/s, recognising cultural elements that may cause different feelings

  Elaborations

  • reflecting on contexts where cultural elements are embedded in language use in Korean (for example, bowing when saying 안녕하세요?) and comparing this with equivalent contexts and ways of using language in English
  • recognising that 우리 means ‘my’ when used with certain words, for example, 우리 가족, 우리 나라, and sharing their ideas/experience about such use

  VCKOU151 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU167

  Identify and use distinctive features of different types of spoken and written texts in Korean such as salutations in different contexts

  Elaborations

  • identifying the functions of parts of simple discourse such as letters/cards of invitation, for example, … 에게/께 (‘to’ in salutation) and …(으)로부터/올림 (‘from’ in closing), and comparing them with English
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

  VCKOU167 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCLAE006

  Compare different translations and interpretations of Latin 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 Latin is conveyed in English idiom, such as the use of articles
  • 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

  VCLAE006 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Translating

• VCLVC160

  Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories

  Elaborations

  • creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas
  • performing bilingual versions of familiar songs, for example by alternating lines/verses between the two languages
  • creating bilingual texts such as posters and songs, and discussing how to represent meaning in different languages for different audiences
  • creating bilingual texts such as brochures, posters or invitations to inform others about upcoming events

  VCLVC160 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCLVC138

  Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts

  Elaborations

  • creating bilingual picture word lists, dictionaries, and class reference books of words and their meanings
  • creating bilingual texts for the school community, such as signs or notices
  • performing presentations for the school community that involve elements from the language and from English, such as a contribution to an assembly or a performance for Grandparents’ Day
  • creating bilingual resources for classroom learning activities, such as sets of word cards for matching games
  • writing captions for a photographic display to show parents/others about a class event or experience, such as sports day or caring for the environment activities

  VCLVC138 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VCLVU145

  Recognise that different words and language forms are used to address and communicate with people according to relationship and context

  Elaborations

  • noticing that different forms of address and kinship terms are used depending on the relationship between participants
  • recognising that the way someone is related to others affects how he or she speaks to them
  • recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team and with visiting respected community members
  • recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language

  VCLVU145 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCMNA136

  Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

  Elaborations

  • partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
  • locating unit fractions on a number line
  • recognising that in English the term ‘one third’ is used (order: numerator, denominator) but in other languages, such as Japanese for example, this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator)

  VCMNA136 | Mathematics | Level 3 | Number and Algebra | Fractions and decimals

• VCNRC110

  Translate and interpret a range of community and social media texts such as posters, advertisements and blogs, identifying and explaining words or expressions of specific cultural significance

  Elaborations

  • examining and interpreting idiomatic expressions including expressions which cannot be translated literally
  • examining culturally specific terms and developing appropriate explanations for them and discussing possible equivalent terms in English
  • discussing colloquial language use in Australia and comparing this with expressions from the language being studied, and exploring this in relation to culture
  • translating public signs, notices and slogans comparing each other’s versions and considering reasons for any similarities or differences

  VCNRC110 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCNRC026

  Create simple bilingual resources for familiar audiences

  Elaborations

  • creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
  • 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

  VCNRC026 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC091

  Listen to, read and view imaginative 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
  • listening to, reading and viewing 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 or cartoon
  • listening to songs, such as versions of English language songs in the language being studied and comparing aspects that may be similar or different

  VCNRC091 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCNRC010

  Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in the language being studied

  Elaborations

  • using expressions and spontaneous exclamations when interacting with peers and noticing differences in the use of language, or voice
  • reflecting on differences in ways of communicating with each other in English and in the language
  • describing how it feels to use the language when, for example, singing a song or hearing the language spoken by others
  • comparing aspects of own and target-language children’s lifestyles, such as when interacting with family members, daily greetings in the family, family meal time

  VCNRC010 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture