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• VCRAU049

  Develop awareness that language use reflects different contexts, purposes and audiences

  Elaborations

  • recognising that there are linguistic choices available to vary the level of politeness in interactions, such as when giving instructions
  • observing how language use reflects respect and social distance, such as making requests with different levels of formality or showing respect for authority figures
  • reflecting on how language varies depending on the situation for example ordering a meal in a fast food restaurant compared with a dine in restaurant

  VCRAU049 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCKOC180

  Create texts in Korean and English on same themes or events in different modes such as digital photo stories, short video clips or cartoons, and provide subtitles, captions or commentaries in either language to help meaning

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Korean culture (such as dining at a Korean home, shopping at a market, attending a ceremony, giving a gift)
  • producing texts in Korean and English on community events such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • creating texts such as songs or dialogues in multimedia format in either Korean or English with subtitles displayed in the language (for example, English) which is not the language used as the medium (for example, Korean)

  VCKOC180 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCELC162

  Create bilingual texts in Greek and English, such as menus, posters or brochures on the same theme or event

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus, for example, Το μενού της ημέρας
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of Greek culture, for example, attending a festival, Ελάτε με την παρέα σας, dining at a Greek restaurant, μεζέδες, ορεκτικά, επιδόρπιο
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to Greece or Cyprus including and explaining key words, phrases and protocol, for example, Πρόγραμμα εκδρομής, δίκλινα/τρίκλινα δωμάτια, ξεναγός, the meaning of πρωινό, μεσημεριανό φαγητό, βραδινό φαγητό in terms of meeting time
  • creating vocabulary lists and annotated cultural explanations for Greek-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules football final, Anzac Day, Harmony Day, barbeque

  VCELC162 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDU049

  Develop awareness that language use reflects different contexts, purposes and audiences

  Elaborations

  • recognising that there are linguistic choices available to vary the level of politeness in interactions, such as when giving instructions, for example, duduk, duduklah, silakan duduk
  • observing how language use reflects respect and social distance, such as making requests with different levels of formality (Minta, Mohon, Boleh, Bolehkah?), showing respect for authority figures (Pak Guru, Mas, Mbak), and expressing familiarity with friends such as by using nicknames (nama panggilan)
  • reflecting on how language varies depending on the situation, for example, ordering a meal in a fast food restaurant, Satu paket… compared to a dine-in restaurant, Minta segelas air, Bu

  VCIDU049 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCDEU153

  Understand that own and others’ language use is shaped by and reflects the values, ideas and norms of a community

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, for example, the moral of a fairy tale (Aschenputtel) and comparing the kinds of personal characteristics that are depicted in texts as desirable
  • recognising that language use can have connections to cultural practices, such as expressions from family or religious celebrations, or from outdoor activities such as sports, for example, Gott sei Dank!, ‘Howzat!’, ‘fair go’
  • discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie
  • noticing the impact of own assumptions about people from German-speaking countries, their language and culture, when listening to, reading and viewing texts, and considering how German speakers too may make assumptions and generalisations about Australians

  VCDEU153 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCIDU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as ‘Cinderella’ compared to that of Bawang Putih dan Bawang Merah
  • noticing how Indonesians describe self, such as often including regional language, ethnic group and religious affiliation
  • understanding that Indonesian as a national language enables communication across diverse groups of people and languages, and is part of national identity
  • recognising generalisations and stereotypes about cultural groups (for example, ‘all Indonesians are Muslim’), and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCIDU051 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCZHC068

  Collate and present different perspectives on a range of issues from different sources

  Elaborations

  • exploring websites designed for non-Chinese audiences, identifying relevant information on research topics such as 中式饮食，娱乐活动, and comparing sources, differentiating between fact and opinion, and identifying information which is not credible or which is too value-laden
  • reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics (such as 中国的独生子女) and their background and experiences
  • sharing ideas on sources of information and explaining ways to utilise these sources, with examples or data to support their opinions
  • preparing visual displays of data or information gathered from personal research to share with Chinese-speaking peers on features of lifestyle or experiences of Australian young people, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for an Aussie teenager

  VCZHC068 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCLAU013

  Recognise that the language of the Romans provides insights into their daily lives, ideas, feelings and attitudes

  Elaborations

  • investigating connections between language and significant cultural attitudes, for example, discussing how the terms civis, libertus, servus relate to rights of citizens
  • exploring and discussing language use that reflects social structure in ancient Rome, for example, pater familias, patronus/cliens relationships, matrona; Julia = daughter of Julius
  • exploring references in texts to life at home, daily bathing, dining and entertainment, such as public spectacles, and discussing the importance of family and social life to the Romans
  • recognising language that reflects the nature and use of private spaces, such as domus, villa, atrium, hortus, insula
  • understanding the importance of religion and festivals in Roman society, for example, by examining references in texts to worship of the Olympian gods, or festivals such as Saturnalia
  • considering the impact of stories about major early Roman heroes on the formation and transmission of Roman values, for example, Cloelia helping the kidnapped girls to escape, Horatius guarding the bridge
  • discussing the influence on Romans of myths and legends, as represented in their literature and visual arts such as sculpture and mosaics, for example, Romulus and Remus, Aeneas, Hercules
  • exploring the colloquial language that Romans used, such as salvete; gratum; licet

  VCLAU013 | Languages | Latin | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC110

  Translate informative and imaginative texts from Indonesian to English and vice versa, comparing own interpretations with others and discussing what differs and why

  Elaborations

  • translating texts such as signs, announcements, notices, songs, advertisements, or extracts from stories and films, and then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • analysing texts for culture-specific terms and expressions (for example, masuk angin, kerok, nasi sudah menjadi bubur) and considering how best to represent these in another language
  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are and how the text could be improved
  • finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, ‘pendopo, a kind of outdoor meeting area or pavilion’
  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, noticing when a word or expression does or does not translate readily and considering why

  VCIDC110 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising