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• VCDEU029

  Notice examples in spoken German of variation in features such as pronunciation, rhythm and stress, and the use of contractions; and articulate and apply in writing common German spelling and punctuation rules, such as for commas and quotation marks

  Elaborations

  • recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • recognising the role of pronunciation, rhythm and pace in enhancing meaning and creating effects (mood, suggesting relationships) in spoken texts such as stories, poems, songs and conversations
  • listening to and/or viewing excerpts of authentic German conversations, noting examples of contractions and the impact of their use
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, and the style of quotation marks for direct speech
  • applying German punctuation and spelling rules to edit own and others’ written work systematically

  VCDEU029 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDTCD024

  Develop simple solutions as visual programs

  Elaborations

  • designing and developing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
  • exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
  • developing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
  • creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow to allow users to make choices

  VCDTCD024 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VCELC145

  Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting Greek versions of existing school signs, recognising difference in word order, for example, staffroom, canteen
  • constructing and maintaining a bilingual website for a sister-school or a contact group of young learners of English in a Greek-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCELC145 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCELC009

  Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts

  Elaborations

  • creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCELC009 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELU031

  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, for example, the positioning of the reader through the use of personal pronouns, imperative verb forms and negative indicators, and emotive language and images
  • comparing Greek 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

  VCELU031 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU033

  Understand how the Greek language has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
  • examining how technology has influenced the Greek language, for example, σκανάρω, το μπλογκ, σερφάρω
  • discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό
  • exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

  VCELU033 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESC189

  Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences

  Elaborations

  • creating bilingual texts that present aspects of school life in Australia for Spanish-speaking students and parents, for example, a print leaflet or digital display about school excursions
  • considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘being a Wally with water’, and considering the use of register and idioms
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup
  • producing public texts such as signs and posters in both Spanish and English, and commenting on the process of working in both languages

  VCESC189 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC116

  Translate frequently used words and simple phrases using visual cues and resources such as word lists

  Elaborations

  • explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
  • using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language

  VCESC116 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCFRU035

  Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

  Elaborations

  • knowing that French is spoken in many regions of the world (for example, le Québec, le Sénégal, le Maroc, la Suisse, le Monaco, la Nouvelle Calédonie), with different accents and dialects
  • understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)
  • identifying ways in which French language and culture influence the lives of Australians

  VCFRU035 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCFRU122

  Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
  • comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
  • interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU122 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCIDC008

  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, for example, Ada berapa kata? Apa kata ini?…sama atau tidak?
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing aspects of Indonesian and English that are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices (for example, mandi, guling) and terms of address, for example, Ibu/Bapak for teachers and parents

  VCIDC008 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCIDU033

  Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region

  Elaborations

  • understanding that Indonesian is a standardised language and is used in official contexts such as for government, the media and education and that it also borrows from other languages, often with modified spelling (for example, televisi, komputer, kursi, topi, telepon, kecap)
  • identifying examples of how Indonesian has influenced Australian English (for example, ‘sarong’, ‘gong’, ‘satay’, ‘batik’, ‘orangutan’)
  • showing awareness of Indonesian as a ‘real’ language in use in the world, one of multiple languages in the Asia-Pacific region and in the Australian community

  VCIDU033 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITU076

  Analyse the ways in which choices in everyday language use reflect cultural practices and values

  Elaborations

  • understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
  • observing the connection between some names and regional and family connections or religion
  • discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
  • analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

  VCITU076 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCITU038

  Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas

  Elaborations

  • recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency
  • showing awareness that Italian language carries cultural ideas that have no equivalent in English language and Australian culture, for example, Buon onomastico
  • beginning to develop a metalanguage for talking about language
  • making connections and comparisons between questions and responses among members of the class, noting different perspectives
  • observing the connection between some names and regional and family connections or religion

  VCITU038 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCJAC152

  Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning

  Elaborations

  • providing explanations or interpretations of formulaic expressions such as おめでとう used in a range of situations and celebrations, for example, congratulations おめでとう　ございます and birthday wishes おたんじょうび 　おめでとう
  • collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま
  • demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems
  • experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

  VCJAC152 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCJAC119

  Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups

  Elaborations

  • making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です 。
  • identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は 15 さい　で す。, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations
  • noticing and comparing their own use of words or expressions from different languages when communicating in English

  VCJAC119 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOC143

  Share own experiences of communicating and using language/s, noticing how these are influenced by their own culture/s

  Elaborations

  • reflecting on different ways of naming, greeting and addressing someone (for example, by first name ortitle, including (non-)use of honorifics and aspects of body language such as eye contact) and on the issue of appropriateness in both Korean and Australian cultures
  • reflecting on each others’ ways of communicating and their appropriateness in Korean or non-Korean contexts, for example, using 언니/누나 and 오빠/형 for older siblings in Korean versus using their first names in English as terms of address
  • sharing ideas about how some Australian terms and expressions might be understood from a Korean perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCKOC143 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCKOC124

  Notice aspects of Korean language and culture that are ‘new’, sharing how interacting in Korean can be different to interacting in own language/s

  Elaborations

  • noticing that there are different ways to greet people in Korean, recognising their similarities and differences to those in their own language and culture
  • familiarising themselves with simple spoken exchanges in Korean, including how to use appropriate gestures, for example, how to bow and make hand gestures when saying 안녕하세요?
  • describing how it feels to use Korean, for example, when singing a song or hearing Korean spoken by others
  • including some Korean words and expressions in English conversation when it feels appropriate (for example, 네, 선생님, 고맙습니다), noticing changes in behaviour or body language when speaking Korean

  VCKOC124 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOU187

  Explore how language use varies according to context, purpose and audience and to the mode of delivery and the relationship between participants

  Elaborations

  • identifying linguistic/textual features used in different types of text, for example, different degrees of formality and flexibility expressed in conversations, speeches, letters, emails and electronic text messages
  • recognising how language use, such as the level of politeness, reflects the intention of the speaker or author and impacts on the further development of relationships, for example, switching from a polite style to an intimate style (저를 좋아해요?; 나 좋아해?)
  • comparing language structures in Korean and English and how these are used to create affinity or distance, for example, the use of 반말 or colloquial language
  • comparing elements of communication such as body language, the use of personal space and silence in different cultural contexts and exchanges

  VCKOU187 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change