Search results

Result list

• VCESU144

  Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, papito, hermanito), and the importance of religion reflected in the use of names with religious associations (Rosario, Mercedes, Pilar)
  • learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? Why do you think people…?

  VCESU144 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCFRC011

  Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures

  Elaborations

  • making simple statements about themselves, including where they come from, their age and appearance, for example, je suis australien et italien, j’habite à Darwin, je suis fils unique, je suis petit et mince
  • identifying languages they speak or are familiar with, for example, je parle vietnamien, anglais et français, comparing ways of interacting in familiar situations in different languages
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people

  VCFRC011 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCFRC064

  Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions

  Elaborations

  • noticing cultural cues that suggest differences in traditions, ideas or values when interacting with French speakers or resources, for example, ways of expressing feelings, or politeness protocols associated with social events
  • discussing elements of successful intercultural communication when using French or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions
  • interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
  • identifying gestures, intonation patterns and facial expressions that are different in French, and explaining how some could be adopted in other-language contexts or situations
  • reflecting on own ways of communicating and behaving and how these may be interpreted by French speakers

  VCFRC064 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCIDC011

  Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

  VCIDC011 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOC135

  Participate in collaborative tasks and shared experiences such as creating and playing simple language games or dialogues that involve simple negotiation, or preparing and presenting a group display

  Elaborations

  • asking and responding to questions in group activities such as number games, for example, using 몇이에요? and …이에요/예요, for example, 삼이에요 to form a group with those who have the same number card
  • negotiating requests using simple Korean expressions, for example, 지우개 있어요?; 아니요, 없어요; 빌려 주세요; 네, 여기 있어요
  • preparing, rehearsing and carrying out presentations, such as a Korean item for school assembly, or a digital presentation about a significant cultural event or celebration,for example, Taegeukgi, taekwondo

  VCKOC135 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCKOU019

  Identify beliefs, attitudes and value systems reflected in their own everyday language use in English, other languages and Korean, comparing ways of communicating across cultures

  Elaborations

  • identifying non-verbal expressions taken for granted in communication in different cultures, for example, the use/non-use of eye contact, bowing, nodding, pointing
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • discussing, questioning and explaining understanding of other cultures including Korean to others non-judgmentally, for example, without stereotyping
  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • exploring how politeness is expressed differently in Korean and English

  VCKOU019 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCNRC113

  Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia

  Elaborations

  • developing an understanding of contemporary life in diverse communities who speak the language being studied, for example, through viewing excerpts from films, and reflecting on similarities and differences to own lifestyle
  • preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity
  • exploring how cultural identity is manifested in Australian and communities that speak the language being studied, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding
  • reflecting on the experience of learning and using the language, considering how it may add a further dimension to own sense of identity

  VCNRC113 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCRAC036

  Collaborate with peers to plan and conduct a shared event or activity

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an item in the language at assembly or creating a stall for a school open day
  • organising and taking on roles with others, for example, preparing for a Language Day, writing a newsletter item, reading with another student
  • making invitations and arrangements for a shared event or experience, for example, a class party, working with another class, a visitor who speaks the language or for a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food
  • exchanging currencies, noticing the respective values of each

  VCRAC036 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC181

  Engage in intercultural experience, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in Greek, for example, by keeping an online or digital diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by Greek speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of Greek migrants when they came to Australia, discussing the impact they have made on Australian society and the issue of cultural identity

  VCELC181 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC169

  Create texts about imagined characters, contexts and experiences to engage and entertain others

  Elaborations

  • creating cartoons, plays or short stories about a past event in their own life or a dream for the future to share in class or online with a wider audience
  • creating and performing own texts that reflect perceived cultural behaviours associated with a Spanish-speaking community
  • creating imaginative texts to entertain younger audiences, such as audio or digital Big Books, puppet plays, cartoons or short video clips, selecting appropriate language, rhythms and images to enrich the visual or aural experience

  VCESC169 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCESC191

  Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity

  Elaborations

  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time
  • composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
  • discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

  VCESC191 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDC026

  Produce texts such as descriptions and signs in both Indonesian and English for the school community

  Elaborations

  • preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community (for example, posters, songs and online newsletter items), discussing with others how to represent meaning in different languages for different audiences

  VCIDC026 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITC028

  Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English

  Elaborations

  • translating words, phrases and captions, and describing how meanings may change across languages
  • explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata
  • becoming familiar with using bilingual dictionaries and online translators

  VCITC028 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITC022

  Participate in everyday transactions to obtain goods

  Elaborations

  • writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation
  • requesting goods, for example, Posso avere un gelato? Posso avere il pennarello?
  • participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?

  VCITC022 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC188

  Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture

  Elaborations

  • comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references
  • comparing translations of language associated with significant events, rituals or practices in Japan/Japanese-speaking communities, identifying examples of the relationship between language and cultural values and experience, for example, おじゃまします。
  • comparing own translations of newspaper headlines or email communications with peers’, noticing differences in interpretation or translation and considering reasons for such variations
  • evaluating and reviewing online translators

  VCJAC188 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC092

  Create individual and shared texts with imagined scenarios, characters and events, using modelled language

  Elaborations

  • composing and participating in dialogues between characters in a short drama or skit, rap or poem
  • creating stories using digital forms such as a video clip or photo story based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or big book for younger students, a role-play or dialogue to present to parents, or a poem for an online newsletter
  • designing texts for special occasions (real and imagined) and imaginative play, such as greeting cards, or board or electronic games

  VCRAC092 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC095

  Interact with peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture

  Elaborations

  • participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or 'strange', corresponding with peers in a region where the language is spoken, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
  • observing interactions between speakers, noticing similarities and differences in politeness and etiquette
  • recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values
  • developing a language for describing personal reactions to and feelings about intercultural experiences

  VCRAC095 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting