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Result list

• VCTRC111

  Produce bilingual texts for the school or wider community, such as instructions, presentations, commentaries or contributions to newsletters that capture the experience of ‘living between languages’

  Elaborations

  • creating bilingual texts such as community information leaflets, menus, timetables or instructions which cater to the needs of members of both language communities
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Turkish, or a schedule for a multicultural event, noticing how information and representation is differently shaped in each language
  • creating bilingual texts to inform the local community of events such as a lunchtime concert, fundraising food stall or a display at a local library or gallery
  • composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries
  • providing bilingual commentaries to events such as a sports carnival or talent show
  • combining excerpts of interviews in Turkish and English with older community members about life stories and migration experiences with elements such as music, images or timelines to build a multimodal presentation for a community festival or multicultural event
  • writing/recording bilingual directions for a virtual tour of the school campus, discussing how to convey particular elements in the two languages

  VCTRC111 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC026

  Create simple bilingual texts such as signs, notices or captions for displays for the classroom and wider school community

  Elaborations

  • building bilingual picture dictionaries, using vocabulary encountered in texts such as school signs and notices, songs and storybooks
  • creating and sequencing captions in English for images in Turkish storybooks such as Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan
  • creating bilingual signs, posters, notices and labels in digital and print forms to be displayed in the classroom and around the school
  • participating in bilingual story building, rhymes or games, for example, contributing alternating lines in Turkish and English to a new or reconfigured story

  VCTRC026 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCTRC071

  Ask and respond to questions that invite reflection, analysis and comparison of experiences, for example, as learners and users of Turkish in and out of school

  Elaborations

  • responding to questions that encourage reflection and require the use of elaborated and evaluative language, for example, how meanings can be interpreted or misinterpreted by others, with particular reference to their experience of moving between Turkish and English
  • asking each other questions that require the use of analytical or comparative language in response, for example, okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun
  • documenting their experience of learning and using Turkish in the school context, for example, by maintaining a reflective journal that records responses to stimulus questions such as Türkçe’yi daha farklı ortamlarda rahatça kullanabiliyorum
  • using evaluative language to acknowledge elements of others’ arguments or to challenge ideas in a respectful manner, for example, Bazıları böyle düşünse de ben tamamen farklı düşünüyorum

  VCTRC071 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC022

  Convey information about their home, school and community using simple statements and support materials such as photos, maps or charts

  Elaborations

  • presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır piyesi
  • creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü, Okula Yürüme Günü
  • presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
  • providing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git
  • explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
  • creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
  • presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts

  VCTRC022 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRC011

  Identify themselves as members of different groups, including their family, community and school, using simple statements, gestures and support materials

  Elaborations

  • sharing information about their family background, such as their country or region of origin, languages spoken at home and connections with extended family overseas, for example, Ben Avustralyalıyım/Türküm. Türkçe konuşurum. Ailem İstanbul’dan geldi
  • creating self-profiles, using drawings and captions or photos to identify their membership of different groups and communities, for example, home, school, friendship or sporting groups
  • identifying words or expressions in Turkish that they particularly associate with their sense of home and ‘who they are’
  • designing a ‘class tree’ that reflects the linguistic and cultural diversity represented in their class
  • considering how they communicate with different friends and family members who speak different languages

  VCTRC011 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCVIC116

  Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups

  Elaborations

  • listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one
  • identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)
  • reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups
  • eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using simple words and modelled statements, such as Em tên (là) Nguyễn Hoàng Nam. Em bảy tuổi. Em học lớp hai. Em tuổi con heo

  VCVIC116 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCVIC131

  Create simple bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and the school community

  Elaborations

  • creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment
  • creating simple Vietnamese captions to accompany storybooks in English, such as Chú sâu đói bụng (The Very Hungry Caterpillar), and reading them to younger students
  • alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/What Time is it, Mr Wolf? and Oẳn tù tì, ra cái gì, ra cái này/Rock, Paper, Scissors
  • creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions

  VCVIC131 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCVIC110

  Share information about self, family, school and friends, using modelled sentence structures and illustrations to support meaning

  Elaborations

  • labelling or naming classroom items and resources or personal possessions
  • describing self and the immediate environment, such as by writing or reading aloud captions to own photos, using simple sentences, familiar vocabulary and visual, concreate and digital supports, for example, Đây là tôi. Tôi là con trai. Đây là gia đình tôi. Đây là bạn thân của tôi
  • annotating pictures or photos using digital technologies and modelled language to describe people and objects, for example, Cái nhà cũ. Cái áo mới
  • conveying aspects of their knowledge of their Vietnamese heritage, for example, by sharing a family story, photo or object from Vietnam

  VCVIC110 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCVIC140

  Interact and socialise with peers and the teacher to exchange information and opinions related to daily life, school, friends, leisure and social activities

  Elaborations

  • interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy
  • sharing information and opinions with peers in class and in online communities about aspects of their lives, such as being a member of the Vietnamese community in Australia, and sustaining communication by asking questions, for example, Hôm qua là Tết Trung thu, bạn có đi xem múa lân không? Tết Trung thu năm nay tổ chức ở đâu vậy? Có gì đặc biệt không? Lớp mình có bao nhiêu người đi dự hội chợ Tết? Bạn có biết ở Úc, thành phố hay tiểu bang nào đông người Việt nhất không?
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập
  • describing and elaborating on details of experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà
  • creating own versions of familiar texts, for example, cards for special occasions such as weddings, or greeting cards such as postcards for imagined special occasions

  VCVIC140 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIU015

  Recognise some of the common variations in Vietnamese language used in different settings and contexts, for example, at home, at school, at the market or in the bank

  Elaborations

  • identifying ways in which tone and body language vary in daily interactions according to setting and context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the setting (serious/interactive in the classroom, casual/friendly in the playground, relaxed at home/careful in the street)
  • recognising and explaining variations in language use, such as tone, gestures, word choice and sentence structure, as they relate to different settings and contexts, for example, interactions between customer and salesperson, doctor and patient, tour guide and tourist
  • identifying technical language used in specific contexts, for example, at the market (giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu), or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
  • recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?

  VCVIU015 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIU154

  Understand that language is used differently in different contexts and situations, for example, at home, at school, at the market or at the doctor’s surgery

  Elaborations

  • discussing with peers how they vary language use when communicating with people in different contexts, such as talking to a teacher, chatting with friends or going shopping, for example, Thưa cô, cho em nộp bài trễ một ngày được không ạ? Lan này, chừng nào có bài kiểm tra tiếng Việt? Chào cô, ở đây có bán từ điển tiếng Việt không?
  • identifying ways in which tone and body language vary in daily interactions depending on context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the setting (serious/interactive in the classroom, casual/friendly in the playground, relaxed at home/careful in the street)
  • explaining variations in aspects of language use such as tone, gestures, word choice or sentence structure in various situations and contexts, for example, interactions between customer and salesperson, doctor and patient, tour guide and tourist
  • identifying specialised language used in specific contexts, for example, at the market (giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu) or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
  • recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?

  VCVIU154 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHC194

  Participate in planning individual and group action to contribute to school and local community, making choices from available options

  Elaborations

  • participating in conversations in imagined scenarios involving purchasing items, asking questions about availability and range of goods (for example, 你有没有红色的？/ 你有什么颜色的？) and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖, 我要买这件
  • negotiating with peers on colour, size, quantity and other aspects of goods and services, and making decisions based on collective opinions, for example, 我喜欢那个…你喜欢… 所以，我们应该…
  • completing transactions by confirming price (for example, 多少钱？五块吧) and exchanging money, recognising Chinese currency
  • creating posters or fliers to promote cultural events to the local Chinese community and the community at large, such as 悉尼艺术节，XXX音乐剧
  • producing Chinese language versions of school promotional materials to assist the Chinese community to engage with school activities, for example, a school fete, principal’s tour, sister school visit

  VCZHC194 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC226

  Collaborate with peers to plan and organise multicultural projects and events that would benefit their school and local community

  Elaborations

  • investigating Chinese cultural activities available for young people (for example, lion dance troupe, folk dance troupe), and discussing with peers details of the nature of the activity and the level of commitment involved
  • indicating agreement and disagreement in polite ways and expressing gratitude for time and services provided, for example, 太麻烦你了；这次多亏了你的帮助；这个不是太合适 吧， 我还想再看看，谢谢！
  • planning or participating in events which share popular aspects of Australian ways of life related to music, popular culture, climate, landscape and recreational activities, to members of their local Chinese-speaking community
  • introducing others to diversity within Chinese language and culture (such as diversity in language use and cultural practices across greater China, differences between urban and rural life, and regional cuisines) by participating in school cultural events or creating texts to inform others, for example, creating a poster for second language learners of Chinese
  • collaborating with others to organise a cultural day to support appreciation of linguistic and cultural diversity within the school community, using social media to plan the event and to encourage others to participate

  VCZHC226 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC009

  Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate

  Elaborations

  • creating a digital bilingual dictionary for classroom use
  • making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,

    عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة

  • creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert
  • producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate
  • designing bilingual texts such as posters or signs for class or school assembly performances, a sports carnival, displays or events
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family, including expressions drawn from various Arabic dialects represented within the classroom, for example, ‘see you later’, ‘no worries’
  • composing bilingual texts such as a board game or an instruction manual for a game

  VCARC009 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARC145

  Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning

  Elaborations

  • designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
  • using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
  • creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

  VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCARC179

  Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories

  Elaborations

  • considering how to maintain the integrity of original texts when translating into Arabic or English, for example, explaining culture-specific concepts relating to Arabic-speaking communities, such as التّحيات والسّلامات والسؤال عن الأهل والأقارب , or to the Australian context, such as ‘the bush’ or ‘the outback’, and representing original ideas and meanings bilingually
  • producing bilingual texts, such as video clips with subtitles, explaining cultural practices in Australia for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations
  • producing digital and online texts in both Arabic and English, such as brochures and leaflets, for different contexts, purposes and audiences, such as Arabic-speaking students studying in Australia, Arabic-speaking tourists, or Australian schools hosting Arabic-speaking visitors, and reflecting on the process of working in both languages
  • creating captions or commentaries in Arabic and English to accompany texts such as song lyrics, video clips, film extracts or parts of a television program, exchanging and comparing bilingual texts with peers using online forums and discussing the best ways of achieving consistency in meaning

  VCARC179 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC045

  Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned Auslan texts such as an online Auslan–English version of a school newsletter
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs

  VCASFC045 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC063

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either Auslan or English

  Elaborations

  • creating bilingual texts that inform the school community about Deaf culture
  • captioning examples of deaf poetry, noticing areas of difficulty and considering possible reasons for this, and comparing individual translations with those of classmates to determine if similar challenges were faced by others
  • creating bilingual public information texts, such as details about Deaf community events such as the National Week of Deaf People schedule and the importance of the event, and posting these on the school website
  • transcribing short, simple spoken texts such as instructions or procedures into Auslan and filming the translations, for example, recipe requests by food technology teachers for their classes

  VCASFC063 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC189

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language

  Elaborations

  • capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English
  • captioning examples of classmates’ work in Auslan, such as short stories or poems
  • creating translations of song lyrics for performance in Auslan
  • making a short documentary in Auslan about a topical issue, moving through the processes of drafting, translating, editing and captioning, trialling alternative captioning tools
  • captioning and providing voice-over for student-generated filmed Auslan texts, such as fairytales created for a young deaf audience
  • creating bilingual versions of short, simple texts such as instructions for a game or procedures for a recipe

  VCASFC189 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC001

  Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences

  Elaborations

  • exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Danke! Alles Gute zum Geburtstag! Frohe Ostern! Guten Appetit!
  • introducing and describing self, others and possessions, for example, Ich heiße … und du? Das ist …, sie ist nett.; Ich bin … Jahre alt und meine Augen sind braun.; Ich wohne in … .; Ich komme aus … .; Das ist mein Vater/meine Freundin/mein Handy.
  • interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
  • expressing likes, dislikes and preferences, for example, Ich mag Rot; Meine Lieblingsband heißt … .; Ich lese gern.; Ich esse gern Pizza, aber ich esse lieber Nudeln.
  • expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
  • exchanging information about daily routine, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto.; Wann stehst du auf? Um sechs Uhr.
  • sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional preferences

  VCDEC001 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising