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• VCRAC040

  Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

  Elaborations

  • recalling and/or illustrating main characters and events in texts, or, responding to questions
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect the contemporary values of speakers of the language (such as how to respect parents, appreciate diversity or be a good friend)
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program

  VCRAC040 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRC027

  Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English

  Elaborations

  • explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people
  • noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language
  • comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim
  • identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’
  • comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community

  VCTRC027 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCTRC062

  Consider how their personal biography, including family origins, traditions, interests and experiences, shapes their sense of identity and influences their ways of communicating

  Elaborations

  • creating written, spoken and multimodal texts, such as digital profiles, identity maps, timelines or journals, to describe significant milestones in their lives, and influential people, events or experiences that have helped shape their sense of identity
  • analysing elements of their individual identity which reflect bicultural or multicultural experience and influences, for example, arabesk/pop/özgün/türkü, halay, moda, giyim tarzı, kitap zevki, eğlence tarzı, yemek çeşitleri, futbol takımları
  • reflecting on their ways of communicating and expressing identity across home, school and social contexts, considering reasons for variations they notice
  • reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language
  • talking about what they mean by identity, comparing their own and others’ understandings of the concept

  VCTRC062 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRU033

  Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

  Elaborations

  • understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa
  • recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
  • finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
  • identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

  VCTRU033 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCTRU012

  Recognise and reproduce the sounds and spellings of Turkish-specific phonemes, /ı/, /ğ/, /ö/, /ü/ /ş/ and /ç/ and make connections between spoken language, alphabetic elements and written forms of the language

  Elaborations

  • becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds
  • understanding that intonation patterns create different meanings, as in the distinction between questions, statements and exclamations, geliyor musun? / geliyorsun / gelsene!
  • differentiating between vowel and consonant sounds
  • experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek ), cik cik (kuş); comparing with the pronunciation of equivalent animal sounds in English
  • developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context

  VCTRU012 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIC184

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • making decisions about relevant information to be included in a cultural identity profile to exchange with non-Vietnamese speakers, for example, deciding what personal details to include such as age, gender and salary, depending on contexts, purpose and relationships
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; and noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian culture than Vietnamese culture may view themselves as more Australian than Vietnamese
  • comparing and contrasting a Vietnamese and Australian experience, such as a celebration, and considering how their own and others’ identity may shift according to the context

  VCVIC184 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC113

  Translate and interpret familiar Vietnamese words, phrases and expressions

  Elaborations

  • interpreting/translating greetings and other learnt words and phrases from Vietnamese into English, for example, cảm ơn (thanks), tạm biệt (goodbye), chào (hello), xin lỗi (sorry)
  • sharing familiar Vietnamese phrases and expressions with friends and interpreting their meaning, for example, Ngày mai gặp lại. Em tên gì? Em tên (là) Nam. Em bao nhiêu tuổi? Em bảy tuổi. Không có chi/gì
  • using Vietnamese and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • playing matching games with Vietnamese and English words from Big Books and picture books in print or digital form

  VCVIC113 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC066

  Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities

  Elaborations

  • introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the discussion in a manner likely to elicit ideas related to possible scenarios or outcomes
  • referring to information stated, or requesting or providing further details in order to clarify or confirm the ideas or views of others, for example, 你说澳洲人对中国的印象是…
  • discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更适合；…可以吗？
  • following online media conventions and experimenting with terms such as 楼主 to refer to participants of the shared digital space

  VCZHC066 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC131

  Gather and organise factual information from familiar sources about countries and places

  Elaborations

  • interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for example, 我可以问我的妈妈，因为她去过新加坡
  • gathering information by surveying family and friends about languages spoken, country of origin, or participation in cultural events and leisure activities, and displaying information on frequency charts
  • collating key information to share with others, such as summarising and sharing one aspect of a topic to contribute to a group response, for example, experiences of participating in organised activities involving aspects of Chinese culture (龙舟比赛;剪窗花)
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter titles of a book
  • identifying key structural words to assist in understanding information, for example, in a procedural text

  VCZHC131 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCZHC184

  Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges

  Elaborations

  • experimenting with different options, rephrasing until the most suitable meaning is conveyed, for example, translating 同学 as ‘classmate’ then changing it to ‘student’ or ‘peer’ as appropriate in the context （这是我的同学。 and 同学们好）
  • analysing information presented in context and being aware that what is not said also matters （言外之意), for example, 该来的人来了, implying that those who turned up earlier are 不该来的人
  • developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared to in a Chinese dictionary 成语字典 and on a 成语故事 website

  VCZHC184 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC071

  Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
  • describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
  • interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
  • reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning

  VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC167

  Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points

  Elaborations

  • identifying the challenges of translating some concepts (for example, 龙的传人: ‘descendant of dragon’), and developing strategies to overcome these; asking, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for creating different translations for different audiences
  • comparing alternative ways of translating to identify ‘normality’ in one’s linguistic and cultural context, for example, using the term 软饮料 instead of 无酒精饮料 assumes the reader/audience has a degree of connection to English to understand meaning of 软
  • considering ways to convey culture-specific terms (for example, 中药和食疗, 上火，大补) in English

  VCZHC167 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC072

  Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English

  Elaborations

  • producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您！— 不谢！(‘Thank you!’ — ‘You’re welcome!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC253

  Reflect on the language choices they make when expressing their points of view to others and connect these choices to their identities in Chinese and Australian communities

  Elaborations

  • discussing available choices in how they present their own identity to others and identifying times when they choose to express one aspect of their identity over another
  • reflecting on how their language choices, including the use of English, Chinese, a dialect or accent, are indications of their sense of identity within a particular context
  • considering the differences in their own sense of identity in Australia and when they ‘return home’ (回国) in terms of changes in social contexts and in their relationships with other participants in interactions
  • describing examples of when changes in identity are more evident, such as when they are compared to friends ‘back home’
  • identifying meanings implied in facial expressions, gestures, interjections and exclamations, for example, 哎 can be used to express surprise or dissatisfaction
  • reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world

  VCZHC253 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC183

  Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English

  Elaborations

  • identifying superfluous or language-specific information that impedes rather than supports understanding when moving between languages, for example, 雷锋其人其事,在中国几乎人人知道
  • using suitable equivalents or providing new culturally appropriate examples to explain concepts or ideas specific to another language or culture, for example, explaining English terms ‘chilling’ or ‘hanging’ in Chinese; expressing 百年树人 as ‘Rome wasn’t built in a day’
  • noticing deliberate word choices (such as 人民、大众、居民、人们、老百姓) suited to a particular purpose or style
  • identifying the use of sarcasm (for example, 哟， 今天这么早来学校， 太阳打西边出来了) and how it is transferred across languages
  • experimenting with ‘word play’, for example, 谐音秃子打伞----无法无天（无发无天), and discussing how this might be transferred into English

  VCZHC183 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU110

  Explore the development of Chinese as an international language and as a lingua franca in Chinese communities

  Elaborations

  • exploring the use of 普通话 as a lingua franca in Chinese-speaking communities and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语; 达人 versus 高手
  • investigating the dialects spoken in local Chinese communities and understanding why character subtitles are typically added to Chinese films and television shows
  • exploring the role of code-switching in the language use of bilingual speakers (for example, acronyms and words which have not been translated from their original English) and how Chinese authorities are trying to change this and limit the use of these terms in everyday media

  VCZHU110 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU171

  Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

  Elaborations

  • using knowledge of components to select a character from options when inputting Chinese in a digital text
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 (情感、情趣、情形) and 性（性能、性别、性格）
  • discriminating between the functions of morphemes with related meanings, for example, 餐，饭; 做，作
  • exploring influences on word formation, for example, the school subject ‘Language’ is called 语文 in China not 汉语 or 中文

  VCZHU171 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU064

  Compare and reflect on how cultural contexts influence the way language is used within and across communities

  Elaborations

  • identifying the things they take for granted in communication (for example, a shared understanding of gesture, body language and nuances), and reflecting on how these aspects may be interpreted differently by others
  • discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑， 哪儿 / 哪里
  • reflecting on how particular words of cultural significance may be interpreted differently by others, for example, ‘mate’ in Australian context and 兄弟 in Chinese context
  • inferring the relationship of participants in a spoken interaction by observing word choices and gestures, for example, 老张 / 张校长/张小明, and asking: What titles and terms of address are used for individuals in Chinese? How do these titles compare to English practices?

  VCZHU064 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture

• VCZHU029

  Identify similarities and differences in the organisation of simple familiar texts

  Elaborations

  • reading familiar text types in both Chinese and English (for example, menus, calendars, songs and TV cartoons), and explaining how the content and features of the text suit its purpose, for example, the menu has pictures of dishes to help the customer understand what kind of food it is
  • recognising Chinese texts (for example, Chinese film posters and newspapers), and discussing how the textual features are organised, including the headings, images and fonts, and the cultural significance of such texts
  • applying knowledge of text features to help locate key information, such as identifying details relating to name, age and nationality across diverse examples of social media profiles and print information forms
  • discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ (女) and ‘water’ (氵)

  VCZHU029 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language