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• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC055

  Translate texts for different audiences varying the language to explain key points for these different audiences

  Elaborations

  • identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, 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 producing different versions of texts for different audiences
  • describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
  • avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
  • comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning

  VCZHC055 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC006

  Engage with imaginative and creative texts such as narratives, poems, songs, films or comics, comparing favourite elements and discussing characters, events and ideas

  Elaborations

  • interacting with print, oral and digital texts such as stories, poems, songs, artworks or video clips, using modelled and scaffolded language to express reactions and opinions, for example, ¡Qué triste! ¡Qué divertido! ¡Qué aburrido! ¡Qué guay/nota/bacano/chulo!, Me gusta ... / no me gusta, creo que es ...
  • identifying and describing characters and events in a movie, story or comic, such as Manolito Gafotas, by responding to structured questions, for example,¿cómo se llama el chico de verdad?; ¿por qué tiene ese mote?; ¿cuántos años tiene?; ¿cómo es su familia?; ¿quiénes son sus amigos?
  • listening to and reading traditional texts such as leyendas, fábulas, rimas y refranes, identifying key messages, beliefs and values and comparing aspects that may be similar or different across cultures

  VCESC006 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCFRC057

  Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions

  Elaborations

  • initiating and extending conversations and discussion, for example, by using connectives such as puis, et après, ensuite and alors que…
  • inviting people into conversations (for example, et toi, qu’est-ce que tu dis?), and using expressions such as n’est-ce pas? and non-verbal strategies such as wait time or facial expressions to signify interest or attention
  • using simple and compound sentences to structure arguments and to explain or justify a position, for example, D’abord… et puis… en plus… finalement; ce qui est intéressant c’est que…; ce que je trouve…

  VCFRC057 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU197

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia, on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring the history and acceptance of signed languages and Deaf community and culture around the world, for example by creating a timeline or a research poster
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • exploring the role of deafblind people in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • recognising reasons for the shared sense of identity of sign language users and the notion of reciprocity in the Deaf community
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’) in order to use a visual language, for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles

  VCASFU197 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCARC005

  Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests

  Elaborations

  • describing personal possessions and classroom items using simple sentences, for example,

    حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد يجلس معي

  • reporting on information gathered from peers using simple structures such as

    وليد لا يحب الرياضيات ولا القراءة؛ عند فادية أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات

  • contributing to a class photo story, such as by writing or reading aloud captions to own photos and other aspects of personal information, for example,

    هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ على حقيبتي صورة أميرة؛ هاني يحب أفلام الحركة؛ هذه أنا أكتب الحروف؛ هذا شادي يشاهد التلفاز؛ هذه عبير تشرب العصير

  • using simple sentence structures, familiar vocabulary and supporting resources to describe immediate environment, family members and friends, and discussing relationships and personal information relating to own background and experiences, for example,

    وليد عنده ثلاث أخوات وأخ صغير؛ يسكن وليد في منطقة ريفية في بيت كبير مع عائلته؛ جاء وليد من مصر عندما كان عمره أربع سنوات؛ يحب وليد بيته وعائلته كثيراً

  • creating a class book, visual/digital display or collection related to a school excursion or camp
  • presenting information in spoken or written form about own and peers` leisure activities, describing experiences and expressing feelings, for example,

    ألعب كرة القدم جيداً؛ أسبح بمهارة؛ اقرأ بطلاقة؛ ألعب الألعاب الإلكترونية كثيراً؛ سمير يلعب التنس

    عندما أعزف الموسيقى أشعر بالفرح؛ بالحزن؛ بالملل؛ بالنشاط؛ بالسعادة؛ أحب الرسم

  VCARC005 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC104

  Translate phrases and short texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meanings

  Elaborations

  • translating short texts, recognising when literal translation is or is not possible (for example, in idiomatic expressions such as In bocca al lupo!), and discussing reasons for equivalence or non-equivalence
  • making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries
  • describing the local environment, lifestyle and events, considering what will require explanation, elaboration or illustration to be understood by an Italian audience, for example, BBQ, suburb, distances
  • identifying Italian–English cognates (for example, dizionario/dictionary, farmacia/pharmacy, intelligente/intelligent, mercato/market) and using them to predict meaning
  • developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)

  VCITC104 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC177

  Compare ways in which people, places and experiences are represented in different imaginative and expressive texts, drawing on own interpretations, those of peers and personal experiences

  Elaborations

  • expressing personal opinions about ideas in Korean texts in various modes such as stories, excerpts from films, paintings, songs or video clips, for example, …이/가/은/는 착한 사람인 것 같아요; 이/그 노래가 정말아름다워요/슬퍼요/신나요
  • stating personal preferences about characters, attitudes and events in texts (for example, using 제가 가장 좋아하는/싫어하는 ... as a setphrase), including spoken and written comments on reactions, for example, 크리스는 자주 농담을 잘해요, 그래서 재미있어요
  • reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or history, for example, 아리랑, Waltzing Matilda
  • comparing key messages and beliefs from Korean and Australian texts such as 단군신화, Creation or Dreaming stories, fables, myths and legends
  • comparing contemporary Korean and Australian music popular among young people by listening to music stations, viewing video clips, reading print or online music magazines; identifying similarities and differences in expressions, themes and styles of performance

  VCKOC177 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC057

  Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others

  Elaborations

  • comparing Chinese and western cultural symbols, for example, the symbol of the dragon, 龙 across western and Chinese cultures
  • sharing information about their own membership of diverse groups and exploring how this is expressed in Chinese, for example, 每年春节小明的妈妈都会包饺子。安娜的妈妈每年圣诞节都烤火鸡
  • exploring the role of language in the formation and expression of identity, for example: Why does my classmate go to Chinese school on Saturday? Why do I speak Chinese to my teacher but feel strange speaking it to my classmates?
  • analysing expressions of identity encountered in Chinese texts and interactions, and comparing these with their own assumptions about Chinese people and with their own expressions of identity, for example, 龙的传人 (descendant of dragon)
  • identifying the differences of meaning of multiple terms use to convey a similar concept, for example, comparing representations of foreigners in 外国人有一些不同的习俗 to 老外都很奇怪
  • reflecting on their own cultural values and norms, comparing them to those of Chinese speakers, and asking, for example: Which of my own values are non-negotiable, and which Chinese values do I feel I should validate and support?

  VCZHC057 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC060

  Interpret a range of texts that involve the creative expression of emotions or ideas and the imaginative representation of people, events and cultural experiences

  Elaborations

  • exploring how cultural values in relation to identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
  • viewing performances by deaf artists who communicate elements of the Deaf experience through different art forms, for example the deaf rapper Signmark or the singer/signer Sean Forbes
  • analysing performances of Deaf poetry, for example by discussing themes, expression and construction and comparing how sign choice and stylistic techniques combine to convey ideas and emotions
  • watching performances of Deaf theatre groups such as the Australian Theatre of the Deaf, and identifying all the ways a signer refers to the same referent throughout
  • recognising the contribution of NMFs to characterisation and emotional expression in signed stories, skits or sketches
  • identifying the different roles of storytelling in Deaf culture, such as teaching, entertaining, communicating values or traditions, finding examples of these in well-known stories, fables or legends
  • evaluating Deaf performances or art forms that use technology such as camera and lighting techniques to expressive effect, for example performances by Ian Sanborn or Edan Chapman
  • exploring and describing the use of colour and images by different deaf artists such as Juan Fernández Navarrete or Nancy Rourke
  • engaging with signed versions of media texts, comparing visual elements to those for a hearing audience, for example, the teen drama Switched at Birth or teen dramas from BSL Zone
  • exploring the concept of metaphorical iconicity used in poems and narratives, for example by shadowing selected elements
  • analysing how elements of theatre performance, such as emotional nuance, are communicated through interpreters in a live setting
  • engaging with animations made by or about deaf people and critiquing the effectiveness of conveying all parameters of signing, for example, The Long Knife, or Gallaudet: The Film by Braam Jordaan
  • identifying how Deaf art forms represent people, experiences and Deaf spaces and contribute to the building of a sense of identity and cultural awareness

  VCASFC060 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC091

  Interact with peers and teacher to exchange greetings, wishes, information and opinions, to talk about their personal worlds and to express feelings

  Elaborations

  • engaging in everyday social interactions such as greetings and farewells, apologies or thanks, using appropriate informal and formal language, such as नमस्ते, फिर मिलेंगे, माफ़ कीजिए
  • exchanging greetings, wishes and congratulations on specific occasions, for example, दीपावली की हार्दिक शुभकामनाएं, दीपों की ज्योति की तरह आपका जीवन भी हमेशा उज्ज्वलित् रहे, परीक्षा पास करने के लिए बधाई हो
  • sharing aspects of their personal worlds and experiences, for example, by describing significant events or milestones or by comparing their experiences of using different languages in different areas of their lives
  • talking about themselves and their families, sharing ideas and opinions and expressing likes, dislikes and preferences, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं; मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि....
  • asking and answering questions about their interests and leisure activities, for example, आप अपनी पढ़ाई और सामाजिक जीवन में संतुलन कैसे बनाते हैं?
  • participating in informal conversations with each other, encouraging equal participation, for example, तुम ने कुछ नहीं कहा, क्या तुम इस से सहमत हो ? and keeping conversation moving by asking for clarification or elaboration, आप ऐसा क्यों कह रहे हैं?
  • maintaining social contact with peers and contacts in other contexts by exchanging emails, posts on shared websites or personal blogs that highlight school, home or leisure activities
  • using descriptive and expressive language, including colloquial expressions, idioms or proverbs, to describe people, places or experiences and to express feelings, for example, अँगुली पर नचाना; नाक में दम करना; मेरी चाचीजी मुझसे बहुत प्यार करती हैं; मैं उनकी आँखों का तारा हूँ; हरे भरे खेत हवा के झोंकों के संग लहलहा रहे थे; पेड़ों के पत्तों में से सूरज की किरणें छन छन कर आ रही थीं। अपने घर में कुत्ता भी शेर होता है।

  VCHIC091 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC010

  Reflect on the experience of learning and using Japanese in different contexts, commenting on similarities to and differences from their own usual language use and behaviour

  Elaborations

  • adopting Japanese ways of communicating that reflect cultural values and practices such as the expression of respect or familiarity, for example, 母(はは)、ママ and お母(かあ)さん、～さん and ～せんせい
  • describing and demonstrating differences in ways of showing consideration for others in Japanese, for example, using particular terms of address, register and body language in greetings, such asおはよう。 versus おはようございます。、 or forms of respect or apology when entering a classroom しつれいします。、 at mealtimes いただきます。or when interrupting someoneすみません。
  • reflecting on aspects of the experience of using Japanese that highlight intercultural differences relating to social and communicative behaviours, for example, the use of personal space and body language, and ways of accepting or refusing an offer
  • observing live or recorded interactions in different Japanese-language contexts, identifying aspects that they find confusing or surprising, for example, gestures (おじぎ), levels of politeness, ways of requesting, thanking or greeting, or the exchange of business cards, and comparing to own cultural forms of expression and social interaction
  • developing language for expressing personal reactions to and feelings about intercultural experience, for example, いいですね。 あれ？ へえ すごい！びっくりした！すみません。
  • noticing that a focus on ‘self’ is avoided in Japanese by the minimal use of the pronoun ‘I’ in interactions

  VCJAC010 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

• VCTRC086

  Interact with peers and teacher to socialise, exchange information and opinions, talk about personal worlds

  Elaborations

  • using simple greetings relevant to the time of day, context or relationship, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!, noticing differences between how they greet different people, such as teachers or family members, for example, Merhaba Ayşe! Nasılsın? Günaydın öğretmenim! Siz nasılsınız?
  • offering and responding to general wishes such as Afiyet olsun! Elinize sağlık! Teşekkür ederim. Bir şey deği! Çok yaşa! Sen de gör! and to wishes associated with significant events in their community such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun!
  • composing written or digital texts, such as emails, cards, letters or text messages, to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • describing and comparing accounts of social activities or special community celebrations or events, for example, Cumhuriyet Bayraminda ben şiir okudum, Ramazan Bayramında dedem bana harçlık verdi
  • talking about themselves and their families and expressing likes, dislikes and preferences, for example, Arkadaşlarımla sinemaya gitmeyi severim, Suyu gazoza tercih ederim
  • participating in online exchanges with sister schools in Turkey or other Turkish-speaking contexts, asking and answering questions about studies, interests and daily routines, for example, Kaçıncı sınıftasın? En sevdiğin ders hangisi? Okuldan sonra futbol oynuyorum, Akşamları saat onda yatıyorum, Cumartesileri bağlama kursuna gidiyorum
  • describing and comparing with others aspects of their cultural and communicative worlds, including the use of different languages at home, at school and in their social lives, and their involvement in different activities, for example, aile yaşamı, düğünler, spor, bayramlar, misafirperverlik

  VCTRC086 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC184

  Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests

  Elaborations

  • viewing signed texts such as media reports on activities such as deaf sports, and providing an overview of different perspectives
  • researching signed texts such as magazine features, interviews or web posts to select information needed to prepare a signed presentation on a particular event or person
  • interviewing a member of the Deaf community about a historical or cultural event and using information provided to create and present a signed review
  • evaluating information obtained from signed media reports, posters, websites and brochures that involve different representations of deafness
  • surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC184 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESU012

  Notice the role and importance of pronunciation and intonation in Spanish, for example, to distinguish between statements, questions and exclamations, and understand Spanish writing conventions such as inverted question marks at the start of questions

  Elaborations

  • noticing features of pronunciation (silent h) and the different sounds of consonant–vowel combinations, for example, gato, guerra, gente, girar, goma, guante, guitarra
  • recognising variations in intonation required to form statements, questions and exclamations, for example, Eres de Australia; ¿Eres de Australia?; ¡Eres de Australia!
  • understanding writing conventions such as the use of inverted question and exclamation marks
  • noticing and applying the different rules of capitalisation in English and Spanish
  • becoming familiar with the use of graphic symbols such as ñ, tildes, ¿…?, ¡…! on keyboards and in writing systems

  VCESU012 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRC097

  Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences

  Elaborations

  • creating short performances for younger learners, incorporating vocal and expressive elements of language in ways that will engage young children, for example, animal sounds (ouah ouah, cocorico, meuh, cui-cui, coin, coin)
  • creating and performing interactions between characters in scaffolded scenarios that allow for some unscripted language production and expression of emotion
  • using digital resources such as Sock Puppets or Cartoon Story Maker to create imaginary characters and situations associated with home or school contexts
  • composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert
  • inventing a new character, story twist or event in a familiar text such as Astérix or Tintin

  VCFRC097 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC006

  Participate in imaginative experiences by listening to, viewing and reading texts, including online or digital texts, such as songs, stories and cartoons, sharing feelings, responses and ideas about aspects such as characters, settings and plots/events

  Elaborations

  • listening to and reading texts including those in online or digital form such as dialogues, cartoons, comics and stories, taking note of key words or expressions and of language features such as characters’ use of the informal polite-style ending –어/아요
  • identifying and describing characters, settings, events and key ideas in texts, asking each other questions such as 여기는 학교예요, 누구예요? 어디예요? 무엇을 하고 있어요? 왜요?
  • expressing opinions about characters or settings in imaginative texts, using ‘… 같아요’, for example, 뭐예요? / 뭐 같아요? 호랑이 같아요
  • inventing a new aspect of a text, such as a new character, plot, object, perspective or an alternative ending

  VCKOC006 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating