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• VCNRU080

  Use pronunciation rules and apply features of the spoken language being studied such as intonation, stress and rhythm and extend to more advanced spelling and punctuation rules

  Elaborations

  • recognising that pronunciation, rhythm and tempo assist in making meaning in interactions and applying this knowledge to own communication
  • comparing English and sounds and spelling with the language being studied in order to support pronunciation of familiar and unfamiliar words and expressions
  • using accentuation, if applicable, in the language correctly and with appropriate pronunciation
  • building phonic awareness by using and experimenting with sounds and rhythms
  • reinforcing pronunciation, phrasing and intonation skills by reciting and repeating words and phrases in context
  • recognising the role of stress and rhythm in creating emphasis
  • using appropriate spelling and punctuation in a range of written texts

  VCNRU080 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCNRU014

  Recognise features of familiar spoken, written and visual texts

  Elaborations

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

  VCNRU014 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCNRU012

  Recognise and reproduce the sounds and letters of the alphabet of the language being studied, identifying how they are represented in words

  Elaborations

  • building phonic awareness by pronouncing and writing the target-language alphabet letters with familiar sounds, and building to more unfamiliar sounds
  • experimenting with sounds, rhythms, intonation and stress
  • noticing the number of letters in the alphabet of the language being studied
  • locating and highlighting specific alphabet letters from the language being studied
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different from letters in the English alphabet

  VCNRU012 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCNRU116

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
  • comparing target language and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCNRU116 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRU084

  Reflect on the dynamic and ecological nature of language, and that all languages influence each other

  Elaborations

  • recognising how English may be modifying language use in particular spheres in the language being studied, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, or language used to keep up with trends
  • recognising that language changes over time by, for example, viewing films in historical settings and those in contemporary settings and discussing the language used

  VCNRU084 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCRAC111

  Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements

  Elaborations

  • interacting with peers (such as in shared digital spaces), to create bilingual texts about particular topics or issues
  • composing and presenting a performance in the language for members of the school community, for example, a play or song, and adding English captions or narration
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert, or a fundraising food stall, or a display for a local venue such as a library or gallery
  • creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

  VCRAC111 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC008

  Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings

  Elaborations

  • participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing how aspects of the language studied and English are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices and terms of address

  VCRAC008 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCRAC076

  Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs in both the language and English such as 'The early bird catches the worm' or sayings such as ‘it’s raining cats and dogs’, or ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions for example, ‘best friend’, ‘better late than never’, ‘home sweet home’
  • translating signs and symbols such as public signs and emoticons

  VCRAC076 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCRAU066

  Recognise formal and informal forms and that their style and use depend on the context, purpose and audience

  Elaborations

  • examining differences in language use according to mode, for example, poetry/song lyrics or abbreviations used in text messages
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity
  • comparing language structures in the language and English and how these are used to create intimacy or distance, for example, the use of colloquial language
  • using intonation to shift meaning, for example, to show surprise, to downplay or to exaggerate

  VCRAU066 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU101

  Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other languages used in the Australian community

  Elaborations

  • understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
  • investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
  • understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
  • understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
  • recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri
  • identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
  • recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);
  • classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd

  VCTRU101 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHC252

  Create bilingual texts for a range of audiences, contexts and purposes

  Elaborations

  • acting as translator between Chinese and English speakers during school events, and reflecting on the linguistic and cultural issues encountered, for example, when sister-school teachers and students visit
  • translating texts for a range of audiences and contexts, identifying adjustments to language choices made according social position of audience and context
  • comparing bilingual editions of novels and discussing how authors and translators maintain the effect of stylistic devices across languages, for example, the use of metaphor

  VCZHC252 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC200

  Create simple bilingual texts for different audiences, considering the influence of different roles, relationships, settings and situations

  Elaborations

  • acting as interpreter for visitors of diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of an English language text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses
  • appreciating the role of code-switching as a tool for mediating language and culture, and applying it in their own communication

  VCZHC200 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU125

  Recognise features of various familiar text types in Chinese

  Elaborations

  • developing awareness of bilingual texts (for example, picture books, multimedia texts, song and dance DVDs) through immersion in text-rich environments, and noticing features of punctuation and text organisation across languages (for example, spacing between words)
  • comparing familiar texts in Chinese and English and discussing features in common, for example, storybook covers normally consist of book title, image, author’s name and illustrator’s name

  VCZHU125 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU235

  Discuss features of Chinese phonology and compare their own pronunciation with that of other speakers of Chinese

  Elaborations

  • comparing the features of spoken English and the features of Chinese phonology
  • identifying features of spoken Chinese by comparing their own speech to the pronunciation and speech patterns displayed in examples of Modern Standard Chinese, such as in news broadcasts
  • explaining the use of the neutral tone and non-tonal suffixes such as 儿
  • preparing a mock lesson for non-Chinese-speaking friends about Chinese phonology

  VCZHU235 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARU034

  Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
  • identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
  • discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
  • exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

  VCARU034 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCARU016

  Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures

  Elaborations

  • recognising that Arabic has borrowed many words from English, for example,إنترنت؛ كومبيوتر؛ تلفاز؛ , and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’
  • recognising that Arabic as a language has experienced many changes over time and that classical Arabic is only used in ancient literature and religious texts
  • understanding that Arabic, like all languages, is constantly expanding to include new words and expressions through interaction with other languages and cultures, for example,التواصل الإجتماعي؛ دردشة على الإنترنت؛
  • recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ ب؛ ج؛ د is based on the Aramaic alphabet
  • recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب , and that many colloquial words, for example,بوظة؛ دولاب؛ دولمة؛ بسطرمة؛ , are borrowed from regional languages such as Persian and Turkish

  VCARU016 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC047

  Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community

  Elaborations

  • reflecting on and providing possible explanations for assumptions that hearing people might make about deaf people or about signed languages
  • examining some misconceptions about hearing people and culture held by members of the Deaf community, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • identifying how various emotions and attitudes, such as respect, shyness, exuberance or embarrassment, are expressed and may be perceived across different languages and cultures, comparing their experience of such differences in their own interactions with speakers of English or other spoken languages
  • explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning
  • reflecting on language and cultural differences in forms of address in signed and spoken languages that need to be taken into account when interacting interculturally, for example, the frequent use of a person’s name when addressing them directly in Australian English but not in Auslan
  • reflecting on the role of personal storytelling in teaching and supporting deaf children to navigate a hearing world

  VCASFC047 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• VCASFC029

  Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression

  Elaborations

  • reflecting on their observations of similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, when greeting/leave-taking, introducing people or using body language, facial expression and eye contact
  • considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners
  • comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language
  • reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment
  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?

  VCASFC029 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCASFC101

  Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression

  Elaborations

  • comparing aspects of their lives as young deaf people with those of young hearing people as represented in digital images, video clips and narratives, for example, ways of engaging in different games and activities, exchanging stories and interacting socially at school, at home and in the community
  • discussing changes or adaptations they make to their communicative style when communicating with non-signers
  • reflecting on similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment
  • reflecting on language differences in forms of address in signed and spoken language, for example, using a person’s name when addressing them directly in Australian English but not in Auslan
  • examining general misconceptions that deaf people may have about hearing people and culture, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • reflecting on and providing possible explanations for assumptions hearing people might have about deaf people or about signed languages

  VCASFC101 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting