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• VCARU032

  Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions

  Elaborations

  • understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of

    سيد ماجد؛ أستاذ هاني؛ سيّدة عبير؛ خالتي رانيا؛ عمي حبيب حضرتك؛ عم كريم؛ خالة سامية

    with both close adult relatives and unknown adults
  • noticing that variation in language use often reflects the mood, feelings, attitudes or relationships of the people involved
  • identifying how emotions and attitudes, such as embarrassment or respect, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts
  • investigating the nature and use of the Arabic language in different contexts of interaction, for example, asking Arabic-speaking students in Australia when they use English or Arabic, with whom and why
  • exploring how various individual speakers’ views on roles and relationships are reflected in Arabic texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
  • comparing a variety of texts from different Arabic-speaking regions and analysing how aspects of the language used reflect particular values and world views

  VCARU032 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCARU033

  Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change

  Elaborations

  • investigating and explaining the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language, and the power and function of regional dialects in both digital and social media
  • researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
  • reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media
  • discussing how language changes over time, for example, by viewing classical Arabic and contemporary films and comparing how certain messages and concepts are represented through language
  • examining how English is influencing and modifying Arabic language use in particular settings, for example, language used in the entertainment industry, such as in films and television programs, or language used to express global concepts, such as الليبرالية

  VCARU033 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFC079

  Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences

  Elaborations

  • creating a dynamic multimodal performance suitable for different modes of entertainment, such as a vlog, television or live performance
  • adapting the mode and style of delivery of a narrative or poem to suit either a younger or older audience
  • creating a class anthology of Auslan poems that reflect the diversity of cultural experience represented in their school community
  • experimenting with different modes of expression and visual imagery to explore the poetics of visual language
  • creating poems or raps that represent emotional accounts of personal stories, successes or struggles to enter into a class slam poetry competition
  • plan, rehearse and perform short dramatisations that explore social/cultural issues relevant to their peer group or community, selecting language features, images and forms of expression to suit the intended audience
  • using metaphors to extend or redirect a favourite text that invites reflection on cultural or intercultural experiences
  • creating an animation with a deaf character or theme related to the Deaf community
  • creating a piece of art such as a sculpture, collage or film clip that reflects their experience of moving between Deaf and hearing worlds
  • creating a signed poem that reflects elements of their own emotional response to a particular personal experience

  VCASFC079 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC065

  Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people

  Elaborations

  • comparing their experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their perceptions, understandings or attitudes
  • reflecting on how differences between signed and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
  • reflecting on their own and others’ social attitudes and responses to differences in behaviours or communicative styles, for example on how they feel when hearing people do not make eye contact during an interaction
  • reflecting on how their own ways of communicating may be interpreted by hearing people, and on how they need to modify or consider other communication strategies and behaviour, such as the use of eye contact, facial expression or body language
  • comparing strategies used by deaf and hearing adults to negotiate the physical environment, for example, different behaviours that reflect different perceptual perspectives in contexts such as travelling in a lift

  VCASFC065 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• VCASFC043

  Create live or filmed performances that engage specific audiences and present imagined experiences, people or places

  Elaborations

  • working collaboratively to create a filmed episode of a pilot for a new Deaf sitcom, incorporating elements such as conflict, suspense or humour
  • creating and performing imaginary scenarios that reflect experiences in their own lives
  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • signing different versions of a familiar short story, changing perspectives according to different characters
  • creating original stories or short plays for younger learners of Auslan, incorporating scene-setting, action/conflict and resolution, and including opportunities for audience participation
  • creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses
  • creating additional dimensions or changing the focus of a fictional experience by varying the use of manner, constructed action, space and aspect
  • participating in a class storytelling competition, conforming to conventions of character perspective and relationship with audience
  • creating amusing reinterpretations or spoofs of traditional fairytales, using exaggerated elements of sign and gesture
  • improvising spontaneous responses to a stimulus such as 'Sixty Seconds to Make the Audience Laugh, Cry …'

  VCASFC043 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC025

  Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects

  Elaborations

  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • adapting an element of a familiar cartoon or story to achieve a different effect, for example by varying the use of manner
  • adapting a signed advertisement for a product popular with their age group to create a change in effect, for example by inserting additional elements, mood or characters
  • signing stories or participating in play-based activities that require the use of constructed action to represent other people’s actions, thoughts, feelings or attitudes
  • adapting key elements of a popular picture book to create a short signed performance suitable for younger children being introduced to Auslan
  • experimenting with the genre of storytelling, adapting the use of signing space and signing techniques and changing perspectives according to character
  • performing an adaptation of a humorous story with two or more characters, using elements of constructed action such as shifting eye gaze and head orientation
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • choreographing and performing music-less dance, focusing on matching timing, beat and rhythm
  • creating original handshape poetry to present at a school assembly or community festival
  • playing with light and shadow, handshapes and movement, for example in shadow puppet performances

  VCASFC025 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC115

  Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects

  Elaborations

  • participating in games and activities that focus on depicting the appearance and characteristics of people, animals or objects and their relationships
  • working collaboratively to create and present signed skits to entertain a targeted audience
  • re-enacting individual short stories or wordless animations that include two or more characters and their interactions through the use of constructed action
  • reinterpreting creative texts for effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to enact short scenarios involving imaginary characters, contexts and objects, by employing a range of depicting signs and constructed action
  • choreographing and performing a creative text (dance, signed song, poem), incorporating Auslan and focusing on matching timing, beat and rhythm
  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • creating original handshape poetry to present at a school assembly or community festival
  • creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses

  VCASFC115 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC239

  Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action

  Elaborations

  • presenting a biographical report on a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
  • contributing an item of information for a collaborative e-book to describe views on different aspects of Deaf culture, such as community and protocols associated with signing
  • explaining to each other a selected procedure or practice, for example, a recipe, the rules of a sport or board game, or instructions on caring for animals
  • researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue, such as a Deaf political matter
  • using visual props and signed explanation to describe a biological or mechanical process to the class, such as how the ear or a cochlear implant works
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People activities
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
  • providing instructions in an engaging or entertaining style to create interest in a group activity, such as a maths game or signing choir

  VCASFC239 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFU034

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU034 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCASFU160

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU160 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCDEC154

  Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences

  Elaborations

  • discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluβ und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
  • communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?

  VCDEC154 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC141

  Convey information and opinions in different formats to suit specific audiences and purposes, selecting appropriate print and multimodal elements

  Elaborations

  • analysing and presenting the results of a class survey, for example, by creating a poster or digital presentation using graphs showing what foods students buy and/or would like to be able to buy at the school canteen (27 Schüler kaufen Süßigkeiten. 34 Schüler wollen andere Getränke.)
  • writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
  • creating a website for a contact group of German-speaking students, posting information on own interests and experiences, for example, Ferien, Freunde, Freizeit, Schule, Medien, and highlighting elements which may be unfamiliar to the intended audience using sound, visuals or graphics
  • creating a factual self-profile using Voki or VoiceThread for a group of young German speakers
  • recording, comparing and representing statistics related to German-speaking countries and Australia, for example, population and physical size, daily temperatures, number and type of dwellings, pet ownership, most popular leisure activities

  VCDEC141 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEC127

  Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family

  Elaborations

  • comparing and matching key words in German and English, such as names for German-speaking countries and some cities (Deutschland/Germany, Wien/Vienna) and animals
  • listening to the way animal sounds are represented in German, such as in Das kleine Küken animation, and comparing them with English and other languages, for example, Ein Hahn macht, kikeriki, ein Hund macht, wau wauʻ
  • sharing an item relating to German language and culture through the school newsletter, at an assembly or in a library display, such as an Ostereierwettbewerb and Osterbaum, or electronically displaying links to digitally produced student items such as movies or photo-text collages
  • comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town

  VCDEC127 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDEC129

  Notice and describe what looks or feels similar or different to own language and culture when interacting in German

  Elaborations

  • recognising that there are similarities and differences between German and English ways of showing politeness, for example, the use of family names after Frau and Herr, responding to danke schön with bitte schön, shaking hands
  • noticing how own language use influences expectations about German language use, for example, wanting to use one word for ‘you’, and not expecting to capitalise all nouns
  • considering how aspects of own language might be understood from a German perspective, for example, culture-specific expressions such as ‘school assembly’, ‘kick a footy’, or eating ’brekky’
  • noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture
  • exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz

  VCDEC129 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCDEU187

  Understand that language and culture are interrelated and that they shape and are shaped by each other

  Elaborations

  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using German
  • reflecting on how learning German has impacted on own assumptions about German language, culture or identity and on awareness of own communicative and cultural behaviours and of how these may be interpreted by others, for example, Früher dachte ich, dass die Schweizer … Jetzt verstehe ich, dass …
  • analysing how language use and culture reflect and shape relationships, practices and attitudes, such as expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi)

  VCDEU187 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDEU136

  Make connections between culture and language use, for example, by identifying vocabulary and expressions that reflect cultural values, traditions or practices

  Elaborations

  • comparing terms across German-speaking cultures, for example, Liebchen/Liebling, mein Schatz, Spitznamen
  • recognising that language carries cultural ideas, for example, Sommerbeginn, which is officially 1 December in Australia but 21/22 June in Europe; hitzefrei (‘heat-free’), referring to the practice of dismissing students early from school if a certain temperature is reached or forecast; or Wald, the setting in many German fairy tales
  • recognising character traits and values, such as those of animal characters in German stories, for example, the wolf in Rotkäppchen, and comparing them with familiar Australian stories
  • learning how to communicate about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’
  • discussing parallel expressions such as ‘G’day’/Tag, ‘morning tea’/Kaffeepause and ‘Bless you’/Gesundheit

  VCDEU136 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture