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• VCZHC163

  Collate and analyse information from a range of sources to develop a position on an issue

  Elaborations

  • accessing information from a range of sources, such as familiar adults, TV advertisements or documentaries, to inform self and others on topical issues
  • comparing information presented in various sources (for example assessing information about China in tourism videos from China and Australia), and sharing information about the differences of focus and possible reasons for these differences
  • preparing and organising a learning activity such as 小老师课堂 to engage peers, and contributing to discussions to share information drawn from a range of sources, such as documentaries and personal sources, for example, 昨天让大家采访一下家人，来帮助我们谈谈中国的方言。你们都采访了谁？
  • accessing a range of sources, such as online debates in public forums, and identifying factors that potentially create bias, for example, generational differences, cultural factors, individual personalities (有人认为愚公很傻， 尤其是生活在现代的人)

  VCZHC163 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC072

  Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English

  Elaborations

  • producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您！— 不谢！(‘Thank you!’ — ‘You’re welcome!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC146

  Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages

  Elaborations

  • explaining changes they make when moving between English- and Arabic-speaking contexts, for example, adjusting the way they communicate to adults and authority figures in Arabic by using لو سمحت؛ من فضلك؛ أرجوك, or how they use different introductions depending on the audience, such as using بالإذن يا أبي ؛ هذا سليم صديقي من المدرسة to introduce friends to their parents and عادل؛ تعال؛ هذا ماهر صديقنا الجديد to introduce friends to each other
  • identifying changes they make when interacting in an Australian-English context, for example, using different forms of address, or different ways of showing politeness, and discussing why these adjustments are appropriate
  • reflecting on instances when moving between Arabic- and English-speaking contexts has felt comfortable, awkward or difficult and explaining why this might be the case, for example, translating to parents what the teacher is saying, helping an elderly person who cannot speak English find the bus stop
  • discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate with English speakers

  VCARC146 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCASFC186

  Interpret different types of texts that involve the expression of feelings or experiences and the representation of imagined people, places and scenarios, sharing and comparing their responses to different elements

  Elaborations

  • viewing and responding to sign poetry from around the world, for example by comparing differences and similarities in ‘visual vernacular’
  • recognising how a character’s feelings and attitudes are expressed through NMFs and manner
  • evaluating Deaf performances or art forms that use technology such as camera and lighting techniques to expressive effect, for example performances by Ian Sanborn
  • describing and comparing responses to the use of colour and images by deaf artists such as Juan Fernández Navarrete or Nancy Rourke
  • identifying and profiling Deaf artists who make use of music, for example members of the Deaf Performing Arts Network
  • exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
  • comparing visual elements of signed media texts with those of equivalent texts produced for a hearing audience, for example, the teen drama Switched at Birth with 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

  VCASFC186 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC061

  Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners

  Elaborations

  • composing and performing soliloquies that capture elements of the Deaf experience in a hearing world
  • creating resources to support younger learners of Auslan, such as signed versions of games such as ‘Guess Who?’, riddles, treasure hunts or amusing tales
  • creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
  • creating an Auslan version of a popular song, using elements of all parameters to convey key messages and nuance emotional expression
  • creating a piece of art, such as a drawing, painting or photo collage, that reflects their experience of living in and moving between the Deaf and hearing worlds
  • engaging with the work of Deaf theatre groups such as the Australian Theatre of the Deaf, using elements of performances as models for their own experimentation with signed theatre
  • creating a performance for a school or Deaf festival based on the lives of celebrated or historical members of the Deaf community
  • presenting a short story based on their own experience of being a deaf student in a hearing school community, incorporating key elements of narrative structure, such as character introduction, problem/conflict, resolution
  • re-creating a theatre set from a two-dimensional image using signed space

  VCASFC061 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC240

  Respond to different types of creative texts that involve the expression of feelings or experiences, comparing their responses to different elements and making connections with their own experience

  Elaborations

  • viewing and responding to creative texts such as television programs, poems and theatre performances that are used to represent the Deaf experience, for example the television program Switched at Birth
  • recognising how a character’s feelings and attitudes are expressed through NMFs, and expressing their own feelings or attitudes in similar contexts or situations
  • responding to different types of creative and imaginative texts, such as signed poetry, short stories or songs, identifying and discussing the artistic signed choices and making connections with their own experiences
  • exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poems by Walter Kadiki or John Wilson
  • evaluating Deaf performances or art forms that manipulate technology and the use of colour and light to create special effects, for example, in performances by Ian Sanborn
  • analysing how elements of creative performance such as emotional nuance are communicated through interpreters in a live setting
  • identifying and profiling deaf artists who make use of music, for example, members of the Deaf Performing Arts Network
  • engaging with examples of Deaf humour, such as Deaf jokes, and comparing them with examples of humour in spoken English or in silent films or mime
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience

  VCASFC240 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC173

  Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan

  Elaborations

  • examining misconceptions held by some hearing people about deaf people, Auslan and Deaf culture, such as the idea that all deaf people can hear with hearing aids, or that deaf people may not drive
  • considering possible explanations for assumptions deaf people might make about hearing people or about spoken languages
  • observing and documenting their development as learners of Auslan, for example, by recording learning experiences and reflections in blogs, learning logs or journals, considering whether their sense of identity changes when communicating in this language
  • reflecting on similarities and differences between spoken language and signed language users, for example, behaviours when joining interactions, taking turns, using name signs, or passing between people who are communicating with each other
  • identifying and comparing how various emotions and different attitudes, such as respect, shyness, exuberance or embarrassment, are expressed in and responded to by different languages and cultures
  • exploring ideas about identity in journal writing, for example by documenting challenges and rewards relating to second language learning and any changes in relation to their sense of identity

  VCASFC173 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCASFC059

  Exchange/provide information, opinions and experiences in either formal or informal contexts

  Elaborations

  • working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness
  • viewing two or more related signed texts on a selected topic, summarising and comparing key points of information and rephrasing for a class presentation
  • creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
  • giving presentations that include different perspectives on a selected issue, for example identifying and evaluating differences in views in relation to Deaf education
  • creating and presenting explanations about simple biological or mechanical processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts
  • summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • working with an interpreter to decide how to present information on a selected topic to a hearing audience
  • identifying and profiling Deaf artists who make use of music, as in work associated with the Deaf Performing Arts Network

  VCASFC059 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC245

  Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live and the relationship that exists between language, culture and identity
  • considering issues of access, identity and audism, and also issues of discrimination, inclusion and exclusion in respect to different language and cultural communities
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Auslan in various contexts, noting changes in their personal responses and reflections over time, and comparing insights gained into their own languages and cultures
  • analysing their own cultural assumptions prior to learning Auslan, and considering if these have changed through the learning experience
  • reflecting on similarities and differences between spoken language and signed language users, for example when joining interactions, taking turns, using name signs or passing between people who are communicating with each other
  • reflecting on the labels deaf and hearing, considering what these mean to different people and their implications in terms of status, access, opportunity and privilege
  • exploring the concepts of insider and outsider views of the Deaf community and their own position in relation to these terms as second language learners of Auslan
  • considering how intercultural communication is a two-way process which involves shared responsibility for making meaning and for ensuring understanding

  VCASFC245 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFU088

  Investigate and analyse the nature of and community attitudes to variation in the use of Auslan

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • debating the merits and disadvantages of creating a standard form of Auslan, for example the benefits of mutual comprehensibility versus the practical problems involved in who decides on the standard and how to get signers to comply
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine
  • noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
  • considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to the 1990s) and cultural attitudes towards Signed English

  VCASFU088 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFU034

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU034 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCASFU214

  Investigate and analyse the nature of and community attitudes to variation in the use of Auslan

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • debating the merits and disadvantages of creating a standard form of Auslan, for example the benefits of mutual comprehensibility versus the practical problems involved in who decides on the standard and how to get signers to comply
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine.
  • noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
  • considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to 1990s) and cultural attitudes towards Signed English

  VCASFU214 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFU160

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU160 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCFRC026

  Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing rhythms and vocal effects in the two versions
  • playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons
  • collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, ‘café’, ‘éclair’, ‘mousse’, ‘chic’
  • finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated

  VCFRC026 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCHIC118

  Reflect on their own language choices and communicative behaviour when using Hindi or English, including adjustments they make between languages and strategies they adopt to support intercultural communication

  Elaborations

  • discussing differences they are conscious of when interacting in Hindi or English, for example, when expressing feelings such as anger or sadness or when talking about personal issues
  • reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and on how these are sometimes used to mean different things in different languages
  • identifying elements of successful interaction when communicating with speakers of different languages, for example, being responsive and flexible, picking up on cues that indicate misunderstanding, respecting different perspectives and traditions
  • identifying differences in the interpretation of conversational strategies such as the use of pauses or silence when speaking in Hindi as compared to English, for example, to signal disapproval, respect for an elder, waiting for consensus, reflection or waiting for the end of a turn
  • reporting on moments of intercultural miscommunication, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences
  • reflecting on language choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for practical or cultural reasons

  VCHIC118 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHIC064

  Consider differences and similarities in style and use of language when interacting in Hindi and in English, noticing when the choice is made to use either or both languages

  Elaborations

  • identifying ways in which they change their ways of communicating when switching from Hindi to English
  • providing examples of interactions which feel more natural in Hindi than they do in English or vice versa, for example, using Hindi to talk about family experiences, rituals or relationships, using English to talk about school work, music or films
  • using a reflective journal to record and compare when and why they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages
  • identifying instances when using both Hindi and English in the same interaction makes for easier communication
  • discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different perspectives and traditions
  • reflecting on choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for either practical or cultural reasons

  VCHIC064 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITU133

  Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity

  Elaborations

  • examining the link between language and cultural values and practices evident in Italy, for example, the appreciation of things of beauty and style expressed by the concept of la bella figura; the connotations of the concept of mammone
  • examining how their own language and culture influence their responses to others
  • analysing and discussing language choices by asking, for example, Who uses this expression and where? Why is it meaningful? Why is it used?
  • evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Italian-speaking communities and how these influence intercultural exchange
  • sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs
  • understanding how language and culture convey values such as, respect, for example, Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …

  VCITU133 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• VCLVU194

  Explore language building processes and protocols in communities

  Elaborations

  • investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities
  • understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
  • investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing associated ethical issues
  • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
  • discussing the importance of reviving languages for the individual, the language community and the wider Australian society
  • identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and respected community members
  • appreciating the role of languages advocacy, education and research in building languages
  • understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

  VCLVU194 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building