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• VCHIC059

  Use different modes of communication to report on personal or shared perspectives, views and experiences or to invite action or debate

  Elaborations

  • creating texts such as notices, web posts or posters to promote and inform others about planned events, for example, "उत्तर भारत के पर्यटक स्थान", भारतीय-भोजन उत्सव, होली के मेले का विवरण
  • reporting on experiences of events associated with cultural expression and traditions, using formats, such as personal recounts, blogs or digital/oral presentations, for example, ऑस्ट्रेलिया के सामुदायिक शिविर; दिवाली उत्सव
  • presenting a personal perspective on a shared learning experience such as the viewing of a documentary on an environmental or community issue
  • organising information for a presentation to a young Hindi-speaking audience on distinctive features of Australian landscape, peoples and cultures
  • presenting information on a community issue such as conservation or homelessness through digital displays

  VCHIC059 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCHIC083

  Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of communicating and thinking

  Elaborations

  • discussing whether being bilingual/multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
  • reflecting on the nature of intercultural learning in school and on intercultural experience in and out of school, discussing how different domains of language use present opportunities for the development of intercultural capabilities
  • reflecting on how their perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching/mixing and to behaviours that may be perceived as ‘cultural’
  • reflecting on their own and each other’s ways of communicating when interacting with people from different cultural backgrounds, for example, when joking or speaking formally, describing adjustments they make in different languages, contexts and relationships

  VCHIC083 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of Indonesian, invitations to a class event or posters for a performance), noticing how meanings need to be tailored for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and Indonesian peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, cuci mata (window-shopping/sightseeing) or ‘sick as a dog’, and considering how these might be expressed for audiences with a different cultural perspective

  VCIDC094 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDC011

  Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

  VCIDC011 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCIDC001

  Participate in structured play and class activities, exchanging with peers and teacher greetings and information about self, family and interests

  Elaborations

  • learning how to greet others at different times of the day using appropriate forms of address and body language, for example, Selamat pagi Ibu/Bapak
  • using different senses to express feelings, opinions and reactions, for example, saya senang/tidak senang, saya suka/tidak suka, saya melihat, saya mendengar
  • introducing and giving descriptions of self, family members, pets and favourite objects, for example, Nama saya…, Anjing saya… Bapak saya tinggi

  VCIDC001 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCKOC157

  Convey ideas and information in different modes to suit particular audiences and contexts on subjects of interest to young people

  Elaborations

  • creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning Korean

  VCKOC157 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC174

  Participate in classroom interactions and exchanges such as giving and following instructions, clarifying meanings, explaining and describing actions and reflecting on responses

  Elaborations

  • inviting people to give opinions or suggestions 어떻게 생각해요? 무엇을 먼저 이야기할까요?
  • expressing opinions using reflective language as set phrases, for example, 제 생각에는 …, 아마…, 글쎄요, …–인 것 같아요
  • indicating/checking understanding or non-understanding (알겠어요/모르겠어요(?)) and clarifying instructions or specific meanings (다시 설명해 주세요, 무슨 뜻이에요?)
  • giving and following instructions, and asking and responding to questions relating to aspects of learning activities, for example, 아직 쓰지 마세요, 숙제를 언제까지 해요/내요? 어디에서 정보를 찾아요?

  VCKOC174 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOU145

  Recognise characteristics of Korean pronunciation and intonation patterns, the alphabetical nature of Hangeul, and the structural features of individual syllable blocks including 받침

  Elaborations

  • learning sets of Korean vowels and consonants
  • discriminating between sounds in Korean, for example, 가/카/까; 다/타/따; 바/빠/파; 사/싸; 자/차/짜; 내/네; 너/노
  • experimenting with Hangeul consonants and vowels to construct/deconstruct syllable blocks, for example, ㅊ + ㅏ ◊ 차; ㄱ + ㅏ + ㅇ ◊ 강; ㅅ+ ㅜ ◊ 수; ㄱ + ㅗ + ㅁ ◊ 곰
  • identifying how pronunciation and intonation are used in spoken,written and multimodal texts, for example, 좋아요; 아주 좋아요; 좋아요?

  VCKOU145 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLAU022

  Understand and apply the principles of pronunciation for the reading of Latin texts

  Elaborations

  • isolating syllables and learning the rules for correctly marking the stress, for example, spec-tá-tor, compared with péc-tor-a
  • distinguishing the change of stress required with an enclitic, for example, éstis compared with estísne; cíbus compared with cibúsque
  • distinguishing between the primary and secondary stress in polysyllabic words, for example, spèctatóribus
  • understanding the significance of elision when reading verse aloud, for example, od(i) et amo

  VCLAU022 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• VCNRC113

  Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia

  Elaborations

  • developing an understanding of contemporary life in diverse communities who speak the language being studied, for example, through viewing excerpts from films, and reflecting on similarities and differences to own lifestyle
  • preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity
  • exploring how cultural identity is manifested in Australian and communities that speak the language being studied, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding
  • reflecting on the experience of learning and using the language, considering how it may add a further dimension to own sense of identity

  VCNRC113 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCRAC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts in the language related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCRAC021 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCRAC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of the language, invitations to a class event or posters for a performance), tailoring meaning for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, 'sick as a dog' and considering how these might be expressed for audiences with a different cultural perspective

  VCRAC094 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC093

  Translate and interpret texts such as descriptions, emails, signs and notices, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from the language to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing a cricket match
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal

  VCRAC093 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC180

  Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others

  Elaborations

  • substantiating their position with examples from texts, quotes or statistical data and by using 成语 or 谚语, for example, 养不教，父之过, 父母当然要对孩子的教育负责
  • presenting opinions using strategies suited to audience/readers’ expectations, such as 欲扬先抑 (to criticise before praising)
  • evaluating the credibility of sources by analysing accuracy of evidence, references to other sources, and appropriate use of formal language
  • designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making

  VCZHC180 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHU126

  Recognise diversity in expressions and gestures used in everyday social interaction across cultures

  Elaborations

  • observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
  • understanding that gestures can enhance communication but might be interpreted differently by different people
  • learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好
  • comparing language use among family members (for example, with parents and siblings), and recognising different languages(e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文，跟哥哥说英文

  VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC064

  Explore the relationship between identity, community and visual ways of being and the nature and significance of relationship between people, culture and place/space

  Elaborations

  • creating and comparing individual biographies, including elements such as family origins, traditions, beliefs, experiences, and considering how these influence their sense of identity
  • identifying elements of visual awareness in deaf people, such as good observation skills of body language and alertness to hazards in the environment while walking/driving and signing
  • describing how the concept of Deafhood applies to them and to others by evaluating texts and media portrayals of deaf identity
  • discussing visual ways of transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • exploring how Deaf cultures around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics
  • discussing when and how they learnt Auslan and how this contributed to their sense of identity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles
  • considering how accounts by different deaf visitors to the classroom of their lives, work, education, interests and experience reflect a sense of identity and relationship with Auslan and Deaf culture
  • identifying ways in which members of the Deaf community demonstrate responsibility for relationships within the community and between it and the wider ‘hearing’ society, for example, describing past learning from deaf adults or other deaf peers about navigating relationships
  • investigating and explaining connections between rules, culture and community, identifying how these are demonstrated in Deaf culture through visual ways of being and using language, for example, exploring the values and beliefs which influence observable behaviours and social rules
  • suggesting how reciprocity works in relation to community members sharing responsibility for each other’s wellbeing, comparing examples of how they themselves negotiate relationships with each other and look out for each other
  • exploring the concept of ‘Deaf gain’ and providing examples of how wider society may ‘gain’ from the Deaf community, for example the benefits of captioning for groups such as elderly people or newly arrived migrants
  • describing how the Deaf community maintains Deaf places and keeps them relevant to new generations, for example by acknowledging Deaf pioneers in the naming of places and identifying historical links with places
  • discussing with elders how patterns of ownership and management of Deaf spaces and places impact on the Deaf community
  • describing their experience of moving between English and Auslan, comparing how this feels and considering changes in their sense of identity when communicating in either language
  • sharing their understandings of Deafhood and Deaf gain with Deaf elders and comparing these the elders’ views on these concepts

  VCASFC064 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC118

  Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces

  Elaborations

  • using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
  • identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity
  • investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning
  • discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture
  • identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes
  • using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing
  • engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses
  • using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information
  • documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
  • responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family
  • exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants
  • discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community

  VCASFC118 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCTRU064

  Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • recognising and using reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi (reflexive), Maçtan sonra arkadaşı ile buluştu (reciprocal), Dün kuaförde saçını kestirdi (causative), Bugün işten kovuldu (passive)
  • using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor
  • learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun, -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • learning to use more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, rağmen, yani, -e göre
  • using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan
  • using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? Ne kadar uzun olsun? Yaklaşık otuz santim
  • using compound and complex sentences, for example, Ayşe telefonda konuşur ve bilgisayarda oyun oynar, Ama Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
  • recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
  • developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
  • learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak

  VCTRU064 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language