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• VCJAU161

  Recognise that the Japanese language is both influenced by in turn influences other languages and cultures

  Elaborations

  • exploring how the Japanese language is influenced by other languages and cultures, for example, in relation to food パン、スパゲッティー、クレープ、ハンバーガー, music and sport ミュージカル、ロック、ダンス、サッカー、バスケットボール, and technology パソコン、メール、インターネット
  • investigating the influence of Japanese language and culture on their own language and experience, for example, by creating a glossary of Japanese words and expressions used in fields such as martial arts (‘judo’, ‘karate’, ‘sensei’, ‘sumo’), food (‘sushi’, ‘tofu’, ‘wasabi’) or communication/culture (‘haiku’, ‘anime’, ‘manga’, ‘sudoku’)
  • understanding that there are Japanese-speaking communities outside Japan, for example, in Hawaii and South America, and that Japanese is widely taught in many countries around the world, including Australia and other countries of the Asia-Pacific region
  • understanding that all languages change, that some are constantly growing and expanding while others are disappearing or being revived, for example, many indigenous languages, including Aboriginal languages and Torres Strait Islander languages

  VCJAU161 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• Chinese - Second Language Learner - F–10 Sequence: Levels 7 and 8 description

  Students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in moving between Chinese...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence

• VCVIC106

  Interact with peers and the teacher by introducing themselves and expressing needs, wishes, likes and dislikes

  Elaborations

  • greeting and farewelling peers and the teacher using appropriate terms of address, gestures and body language, for example, Em chào thầy/cô. Chào bạn. Tạm biệt
  • introducing themselves and asking questions to initiate interactions, for example, Chào bạn, tôi tên là Lan. Còn bạn? Bạn tên (là) gì? Tôi bảy tuổi. Còn bạn, bạn mấy tuổi? Bạn có khỏe không?
  • using simple statements to describe themselves and express likes and dislikes, for example, Tôi tên là Lan. Tôi sáu tuổi. Tôi thích ăn phở, and needs, for example, Tôi muốn uống nước
  • expressing thanks, for example, Cảm ơn bạn, offering wishes, for example, Chúc bạn sinh nhật vui vẻ, and apologising (Xin lỗi)

  VCVIC106 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC157

  Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest

  Elaborations

  • accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts
  • analysing and summarising information and viewpoints on a range of issues, such as information from a television news report about social media, a documentary on early German settlement in Australia, or an interview with an older German speaker on the topic of her/his Kindheit und Jugend, using tools such as guided note-taking, timelines and/or concept maps
  • accessing, collating and summarising information on youth-related issues such as Musik, Schulsport or Fernsehen from sources such as the internet, magazines and personal communications
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
  • researching young people’s lifestyles across German-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, Wintersport, Reiseziele

  VCDEC157 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRU108

  Explore the relationship between language and culture

  Elaborations

  • exploring how language and culture influence each other, for example, French terms of address that reflect respect and status such as Madame la Directrice and Monsieur le Président; diverse cuisines and food-related terms and expressions that reflect cultural diversity in contemporary France or Australia
  • investigating connections between language and significant cultural values or practices in French, English and other languages, for example, la Marianne; la patrie; la laïcité; Reconciliation, Aussie Rules, ‘fair go’
  • noticing how people think and talk about themselves and others, for example, comparing ways of addressing and thinking about older people or strangers
  • creating a gift pack of symbols and expressions to introduce French students to Australian languages and cultures, and explaining the reasons for particular choices
  • developing language to analyse and explain the nature of the language–culture relationship, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’
  • reflecting on own tastes, interests and language use that have been shaped by intercultural influences, for example, Japanese manga or anime, or American fashion, music and dance

  VCFRU108 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCESU016

  Understand the dynamic nature of languages

  Elaborations

  • understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications and technology
  • identifying influences from other languages and cultures in contemporary Spanish, for example, tuitear, globalización, MP3, chatear, bloguear, cliquear
  • observing changes to language that reflect changing lifestyles and cultural trends, for example, abbreviations in text messages such as k (que) and a2 (adiós)
  • recognising the influence of Spanish on English and other languages by identifying loan words such as ‘patio’, ‘tango’, ‘taco’, ‘chocolate’, ‘tomato’, ‘guacamole’ and ‘siesta’, noting how they are pronounced by English speakers and considering the types of words and expressions that are most frequently borrowed
  • collecting examples of Spanish word borrowings from other languages, for example, fútbol, shopping, básquetbol and canguro, chófer, pizza, chau
  • understanding that some indigenous languages in both Australia and Spanish-speaking countries are strong, while others are endangered or being revived or reclaimed

  VCESU016 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU247

  Understand that signs can include different information including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as gesture changes the form each time they are signed
  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs, non-lexical signing and gesture and comparing with the range of ways English speakers create meaning, including spoken words, modifying intonation, and gesture
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • identifying where and how a signer has established a location in space, for example through the use of points, non-body-anchored signs or fingerspelled words
  • recognising that signers must make explicit which referent is associated with a location, but do not need to continue to make this explicit throughout a text
  • recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in two locations to represent two houses)
  • recognising that in viewer space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
  • identifying instances of DSs and their type independently
  • comparing English adjectives with SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU247 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Hindi - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्य...

  Level description | Languages | Hindi | F–10 Sequence | Levels 5 and 6

• VCVIU190

  Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs

  Elaborations

  • exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact when interacting with others, and not expressing differing personal views to elderly people, and how these may be misinterpreted by English speakers as lack of engagement or initiative
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, the practice of using family terms (chú, bác) to indicate informality when addressing an unrelated person reflects the value and importance placed on family in Vietnamese culture
  • identifying ways to enhance mutual cultural understanding, such as using cultural behaviours appropriately according to audience and context of communication, for example, making eye contact when talking to Australians but not when talking to elderly Vietnamese people
  • comparing how the same practice, concept or value is represented differently in different contexts and types of texts due to changes in attitudes and views, for example, how the concept of filial piety (chữ hiếu) is reflected in Vietnamese opera (cải lương) and in contemporary Vietnamese films, and in folk and contemporary literature
  • exploring significant values, practices and beliefs of other cultures, including those from other Asian cultures, that are reflected in different forms of media such as the internet, arts and entertainment, and stories
  • exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

  VCVIU190 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCTRU085

  Explore how the Turkish language and associated cultures, like all languages and cultures, are interrelated, how they shape and are shaped by each other in ways that change over time

  Elaborations

  • tracking changes in Turkish language and communicative practices over different times and contexts, identifying concepts and values that are differently expressed in the language at different times
  • analysing how and why Turkish-language community and media texts such as advertisements or notices use different representations of culture, for example, choosing traditional or contemporary references or images, or using terms from English or other languages
  • comparing examples of wording in texts such as public signs or announcements, which reflect cultural expectations or priorities, for example, duyduk duymadık demeyin, sayın yolcular, insaniyet namına
  • analysing core cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet , sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English
  • finding traditional Turkish values and cultural references such as Türk misafirperverliği in everyday language, for example, using rica ederim, başka bir arzunuz var mı? Başımızın üstünde yeriniz var, Ne zahmeti canım!
  • identifying perspectives or values reflected in Turkish song lyrics, poems, idioms and expressions, such as Kırk fırın ekmek yemen lazım, Saçlarımı süpürge ettim, tanrı misafiri, misafir odası, şöhret için, Gel kim olursan ol gel, and comparing them with values expressed in similar text types in Australian English

  VCTRU085 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• Latin: Levels 9 and 10 description

  Students apply the principles of pronunciation for the reading of Latin texts, for example, stressing the correct syllables, or acknowledging elision in poetry. They apply an extended knowledge of accidence and syntax, including subordinate clauses, finite and non-finite verb forms, pronoun forms...

  Level description | Languages | Latin

• German - F–10 Sequence: Levels 7 and 8 description

  Students gain more control of grammatical and textual elements such as the case system, prepositions and tenses, using the present perfect (Perfekt) tense of verbs conjugated with haben and sein and the simple past (Imperfekt) tenses. They use German with increasing accuracy and fluency, drafting...

  Level description | Languages | German | F–10 Sequence

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

  Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible....

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOU189

  Explore the power and influence of language in local and global contexts

  Elaborations

  • investigating examples of the social power of language, drawing on other learning areas such as the humanities, other languages and the arts
  • reflecting on and sharing experiences where language has played a vital role in their daily life, such as improving or maintaining social relationships (for example, giving praise, persuading)
  • recognising the importance of a writing system suitable for its oral language in transmitting culture within its community and across time

  VCKOU189 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU142

  Recognise how the context of interactions influences language choices

  Elaborations

  • addressing others appropriately, for example, using 王老师 with teacher, 张叔叔 with young adult males, nicknames with close relatives (欢欢表妹)
  • differentiating language use based on different functions, for example, making commands (过来！) or making requests (你可以过来一下吗？)
  • discussing differences in language use at home and at school, for example, comparing how to ask for permission to use a computer (老师，我可以用电脑吗？ and 我就是要用电脑！)

  VCZHU142 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• Italian - F–10 Sequence: Levels 9 and 10 description

  The focus of learning Italian shifts to expanding students range and control of the linguistic systems to develop the sophistication of language use. They learn to choose appropriate tenses, to identify and create mood, and to use cohesive devices to create extended texts. They continue to build...

  Level description | Languages | Italian | F–10 Sequence

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture