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• VCZHC071

  Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
  • describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
  • interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
  • reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning

  VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• Korean - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...

  Level description | Languages | Korean | 7–10 Sequence | Levels 7 and 8

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

• VCELU134

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek people use body language when communicating, which varies according to relationships
  • examining culturally appropriate phrases for different times of the day and for different purposes, for example, καλή εβδομάδα, καλό μήνα, καλό καλοκαίρι, καλό απόγευμα, καλό μεσημέρι, χρόνια πολλά, καλές γιορτές, καλή όρεξη, and considering phrases used in English in similar contexts
  • understanding how differences in gestures, register and tone are used to change meaning of speech, for example, Είσαι καλά; or Τι κάνεις; can have multiple meanings
  • identifying how emphasis on words can change meaning, for example έλα has many meanings depending on how it is said and used, Έλα εδώ, Έλα τώρα!, Έλα Άννα (στο τηλέφωνο)
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCELU134 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITC029

  Create simple bilingual texts

  Elaborations

  • creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
  • exploring meanings between Italian and English using picture dictionaries created for self or younger learners

  VCITC029 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITU089

  Use appropriate Italian pronunciation, stress and intonation in increasingly complex sentences and texts

  Elaborations

  • developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
  • recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, for example, in reading stories to young children, asking questions, expressing emotion, exclamations and commands

  VCITU089 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRC105

  Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • interacting in class routines by requesting, advising and apologising
  • clarifying meaning or instructions
  • participating in discussions using modelled language, expressing opinions, and agreeing/disagreeing, on topics such as wearing hats in summer
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCNRC105 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC026

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

  Elaborations

  • preparing descriptions in both the language 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

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCVIC130

  Translate and interpret words and expressions in simple Vietnamese and English texts, noticing similarities and differences or non-equivalence of words and expressions

  Elaborations

  • identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, ‘bushwalking’, ‘the outback’
  • examining texts, including digital and multimodal texts, to identify how the meaning of words changes according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’ (as in trà đá); or the personal pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
  • noticing the diverse ways in which meaning is conveyed in Vietnamese and English, and differentiating between word-by-word translation and intended meaning, for example, Chúc (ông bà) sống lâu trăm tuổi (‘I wish you long life’) and Chúc cháu bé ngoan ăn, chóng lớn (‘I hope the baby eats well and grows fast’)
  • translating signs or phrases in familiar contexts from Vietnamese into English, for example, street signs, addresses and food labels, noting that some signs or symbols are universal, for example, the ‘Stop’ and ‘Peace’ signs, and the wi-fi and Olympic symbols

  VCVIC130 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU175

  Explore the significance of tradition in 名人名言 and 经典, and contemporary influences on language use

  Elaborations

  • reading traditional-form texts on familiar topics and inferring meanings of key characters
  • comprehending texts in traditional characters encountered in everyday contexts by drawing a connection with the character’s simplified version, for example, 匾 used at a tourist site

  VCZHU175 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU157

  Recognise and apply conventions of personal texts and compare textual features of different texts

  Elaborations

  • exploring metaphorical and literal meaning in texts, for example, 远远的街灯亮了，像是闪着无数的明星
  • analysing rhetorical devices in texts, including 比喻、夸张、排比; identifying culturally specific features such as 日月如梭，难于上青天; and experimenting with rhetorical devices in own speech and writing

  VCZHU157 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU123

  Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words

  Elaborations

  • discussing the range of strokes and the construction of characters, and applying this understanding to differentiate between similar character forms, such as 日(sun) and 目(eye)
  • copying characters with attention to the location, direction and order of strokes
  • learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵
  • identifying components and their various forms in different locations within characters, for example, 人 、 从 、 合; 心 、 情 、 思
  • learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’
  • recognising key morphemes in word groups, for example, 白天、白雪、小白兔
  • identifying meanings of each syllable such as in xuéshēng, xuéxiào of Chinese words encountered

  VCZHU123 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCHIC026

  Translate simple texts such as rhymes, captions, story books or familiar social interactions, noticing words and expressions that are difficult to translate

  Elaborations

  • translating popular children’s rhymes into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain
  • identifying Hindi words or expressions that do not easily translate into English, for example, आँखों का तारा
  • translating exchanges between characters in favourite stories from Hindi into English
  • discussing the meaning of traditional Hindi phrases used on special occasions, comparing how similar wishes are expressed in English, for example, जीते रहो
  • translating lines from cartoon or comic-strip characters such as पिंकी और बबली, noticing how meanings sometimes get changed or confused when translated into another language

  VCHIC026 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOU171

  Explore how beliefs and value systems are reflected in everyday language use

  Elaborations

  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • reflecting on diverse interpretations of everyday language use in Korean, for example, possible interpretations of such phrases as 어디 가요? and밥 먹었어요? as either greetings or genuine questions depending on the context
  • reflecting on and comparing culturally embedded meanings of equivalent proverbs in Korean and English, providing possible reasons for the differences in expression of the same meaning, for example, 식은 죽먹기 versus ‘piece of cake’

  VCKOU171 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCLVC159

  Translate simple texts from the language to English and vice versa, identifying elements which require interpretation rather than translation and involve cultural references

  Elaborations

  • using visual or print dictionaries, word lists and pictures to translate simple familiar texts such as labels, signs, captions, charts, posters, applying knowledge of grammatical rules and context, for example, by locating word stems or by removing affixes
  • translating texts, identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to artefacts, place names, landforms, kinship relations
  • explaining to others culture-specific words that do not easily translate, such as language associated with artefacts, implements and kinship terms of address
  • identifying words and phrases that have more than one literal meaning
  • explaining the meaning of art works and performances to others, including the use of symbolism

  VCLVC159 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCTRU017

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and invisible elements, such as ways of thinking and valuing
  • recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör
  • noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
  • noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

  VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCZHC052

  Locate, classify and organise relevant information, including analysing data in simple diagrams, tables and graphs, and re-present this information for known audiences

  Elaborations

  • comparing travel brochures to identify places of interest, public transport information and activities
  • recognising the word/phrase boundaries in 我们学校/有/二百八十七个学生 and applying knowledge of Chinese information-sequencing rules, for example, using the knowledge that Chinese speakers organise information from most general to most specific in order to locate details in a Chinese address
  • identifying the common organising categories in tables or graphs, for example, deducing that 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 etc. in a table column

  VCZHC052 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing