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• VCDEU166

  Extend knowledge of elements of the German grammatical system, including prepositions, reflexive verbs, adverbial phrases and subordinating conjunctions, to specify and describe people, objects and places, sequence events and qualify opinions

  Elaborations

  • specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, kein, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as sein, unser, dieser, jeder and welcher
  • noticing the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein bester Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt hier keinen Sportplatz.
  • selecting and using the appropriate form of ‘you’ (du, ihr, Sie) and its possessive adjective equivalents (dein, euer, Ihr) according to the audience, for example, Sind Sie Frau Wagner?; Hast du dein Geld mit?
  • selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön; Ich habe ihn bei … gekauft.
  • comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
  • describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs in the present tense, for example, Wir spielen morgen nicht mit., Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops.
  • describing past events and experiences in present perfect and/or simple past tense using a limited range of common verbs, for example, Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.
  • using reflexive verbs in present tense with their appropriate accusative reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens. Interessierst du dich für Geschichte? Wir freuen uns auf die Ferien.
  • understanding and applying the ‘verb as second element’ (Wir kommen morgen or Morgen kommen wir) and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses (Ich spiele jetzt Basketball.), and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch. Zu Hause ist es oft sehr laut.
  • linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
  • expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
  • understanding and using wozu? to clarify purpose
  • understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
  • describing destinations using prepositions including some ‘two-way’ prepositions (Wechselpräpositionen), for example, Wir fahren nach Adelaide. Der Junge geht zum Bahnhof. Sie sind in die Stadt gefahren.
  • experimenting (using models) with different structures to make comparisons, for example, Englisch ist schwieriger als Mathe. Welches Auto ist am sichersten? Kaffee ist nicht so gesund wie Wasser
  • referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
  • extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)

  VCDEU166 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARC175

  Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes

  Elaborations

  • producing texts in oral, written and multimodal formats, such as blogs, print and online articles and oral presentations, to convey own ideas and interpretations of various texts for different contexts, audiences and purposes
  • conveying information relating to community matters in texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, or a web page reviewing a new Arabic film
  • persuading others to express their opinions or think seriously about a particular issue of interest in texts such as blogs, using language expressions such as

    لنفكر بجديّة؛ هل يُعقل أن...؛ لم لا؟ أليس هذا معقولاً؟ هذا خبرٌ في منتهى الغرابة! لا بد وأن نأخذ موقفاً واضحاً؛ علينا جميعاً أن نشارك في هذا الإعتراض؛ هيّا نكتب رسالة لصاحب المحطة

  • evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, for example, flow charts, PowerPoint presentations or video clips

  VCARC175 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARC178

  Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language

  Elaborations

  • translating texts such as advertisements and letters from Arabic into English and vice versa, with the assistance of print, electronic and online translators, identifying cultural elements and reflecting on how they are encoded in common words and expressions, for example,

    هيّا أسرعوا؛ لا تدعوا الفرصة تفوتكم؛ إنها رحلة العمر؛ صديقتي الغالية على قلبي؛ سلام حار أرسل لك من أستراليا؛ أشواقي وقبلاتي لك ولجميع أفراد العائلة؛ ودمت لصديقتك ...

  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and video clips, identifying and explaining words and phrases that require particular elaboration or explanation, for example,

    والله ولي التوفيق؛ رافقتك السلامة؛ على ما يرام؛

  • experimenting with interpreting and translating popular Arabic expressions, proverbs or idioms, and reflecting on the social and cultural values that may be embedded in them, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ في التّأنّي السلامة وفي العجلة الندامة؛ الوقاية خير من العلاج

  • analysing existing translations of texts, such as subtitled short films, making comparisons with own translations and reflecting on why versions may vary

  VCARC178 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC177

  Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes

  Elaborations

  • creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in modern society
  • creating imaginative texts in print, digital or online formats, such as short stories, video clips or plays, and building characters, themes and settings to entertain a specific audience, such as younger learners of Arabic
  • composing and presenting imaginative poems and songs that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

    الأعياد الوطنية؛ عيد المعلم؛ العيد الوطني الأسترالي ؛ عيد شهداء الأنزاك

  • creating reflective and critical texts such as diaries, blogs and articles to express own opinions on imaginative texts such as films, stories or poems, using expressions such as

    يا إلهي كم كان الفيلم مملّاً؛ دور الأم في الفيلم كان قاسياً جداً؛ لم أستمتع بقراءة القصة أبداً؛ لقد كانت أحداثها غير منطقية؛ قافية القصيدة جيدة لكنّ تعابيرها متكررة

  VCARC177 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC157

  Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions

  Elaborations

  • identifying context, purpose and audience in a range of texts in print, online or digital formats, such as articles, reports and documentaries
  • gathering information independently and collaboratively about events or people and comparing how various sources, such as magazines, newspapers and websites, use language to convey meaning
  • listening to, viewing and reading texts to extract elements that reflect different aspects of Arabic culture related to topics such as entertainment and special occasions, for example,

    حفلات المطربين؛ البرامج الترفيهية؛ برامج المسابقات

    الأعياد الدينية المختلفة وطرق الإحتفال بها؛ عيد الأم؛عيد الأب؛ أعياد الميلاد الخاصة؛ مناسبات الخطوبة والزواج

  • using concept maps, charts and tables to organise, analyse and summarise information from texts such as television programs, reports and documentaries, and comparing how ideas are conveyed in different texts

    الأفلام العربية الحديثة؛ البرامج النّقدية الساخرة؛ البرامج الحوارية؛ البرامج الوثائقية

  VCARC157 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFU125

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, making them less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation tools, such as ELAN, as important ways of recording, transmitting and maintaining the vitality of a language
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language

  VCASFU125 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCDEC138

  Participate in guided tasks such as planning and organising events and completing transactions

  Elaborations

  • organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!; Recycelt eure Dosen!)
  • participating in real or simulated transactions such as buying food, for example, Ich nehme ein Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
  • participating in sourcing goods and services, such as budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, Dieses Handy ist zu teuer. Der Hut passt dir gut.
  • exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars

  VCDEC138 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCDEC104

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
  • playing games such as Hatschi Patschi, Hier ist Platz, Lotto and Stille Post and using associated language, for example, related to turn-taking (Wer ist dran? Ich bin dran) and forming groups using numbers or colours (Blau ist hier; Gruppe 2 ist hier)
  • following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
  • making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?

  VCDEC104 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC023

  Respond to a range of contemporary and traditional imaginative texts (including excerpts) by summarising, reorganising, expressing reactions and opinions, or modifying aspects

  Elaborations

  • listening to, reading and viewing digital and other texts such as songs, stories, television programs and films with subtitles, and responding by expressing views or by modifying key aspects, for example, creating a new scene, continuing the story, re-creating a video clip using parody, role-playing an interview with a character, or retelling or performing the text from the perspective of one of the minor characters
  • comparing contemporary German and Australian music by reading music blogs or online magazines, viewing video clips and listening to music stations, and identifying similarities and differences in expression, themes and styles of performance
  • writing a review of a film, television episode or performance for an entertainment guide
  • comparing Australian and German examples of a particular television genre for cultural and stylistic similarities and differences, such as the German and Australian versions of Top Gear, The X Factor/Deutschland sucht den Superstar or Home and Away/Gute Zeiten, schlechte Zeiten’

  VCDEC023 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• 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

• VCELC171

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further, for example, Συγγνώμη, δεν καταλαβαίνω. Τι είπατε; and responding appropriately, for example, όπως έλεγα πριν, σίγουρα ...
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge, for example, Τι γνώμη έχετε για τη σχολική στολή; Τι θέλεις να κάνεις όταν τελειώσεις το σχολείο; Ποιες είναι οι φιλοδοξίες σου για το μέλλον;
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation, for example, Ωραία! Σε/σας ευχαριστώ, Λυπάμαι / δυστυχώς, Δεν μπορώ, Σύμφωνοι
  • exchanging information with peers in Greece or Cyprus, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas, for example, Τι κάνεις τον ελεύθερο χρόνο σου; Πόσο διαρκούν οι διακοπές σας; Πιστεύεις ότι είναι καλύτερα να ... Πώς διασκεδάζουν οι νέοι;

  VCELC171 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC182

  Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

  Elaborations

  • participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements such as news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…
  • negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
  • planning a demonstration or performance for family or peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use
  • participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
  • organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

  VCESC182 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC153

  Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment

  Elaborations

  • composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta
  • using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation
  • creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’
  • creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants
  • creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!

  VCESC153 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCESC028

  Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture

  Elaborations

  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Diós le ayuda, Bendito sea … Adiós; and changes to language forms that reflect changes in social values, such as the adoption of some feminine forms of professional titles (La doctora/el doctor, la abogada/el abogado, la jefa/el jefe)
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities, or greater directness in exchanges such as making requests using the direct imperative form
  • discussing how intercultural communication involves being flexible, responsive and open to differences in ways of communicating views or emotions, for example, the less explicit expression of appreciation or thanks in Spanish, variation in attitudes to time

  VCESC028 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC181

  Discuss and compare young people’s interests, behaviours and values across cultural contexts

  Elaborations

  • exchanging emails and participating in online forums with peers in a Spanish-speaking context to share views about aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions
  • comparing responses to events or texts such as a concert or television program, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom (Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido!), and initiating and scaffolding conversation by introducing topics, inviting contributions or asking for clarification, for example, No he entendido bien… ¿Qué piensas? ¿Qué te parece si hablamos de…?
  • maintaining and extending conversations by following up on others’ contributions, elaborating on own comments and extending the topic, for example, Creo que tú tienes razón pero… Me gustaría agregar que…

  VCESC181 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC027

  Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments

  Elaborations

  • providing bilingual captions that represent cultural elements or references to accompany images from the Spanish-speaking world or from regional Australia, for example, los nazarenos en las procesiones de Semana Santa, el sombrero mexicano y el sombrero de los corchos australiano, el ‘vegemite’ y las tortillas españolas, el canguro y el cóndor, el rodeo y los toros, bailes y ceremonias indígenas
  • producing bilingual instructional or explanatory texts such as glossaries, for example to explain the rules of Australian games, activities or sports, such as cricket, netball, Australian Rules football, bushwalking or surf lifesaving
  • creating and contributing to a shared online bilingual word bank of Spanish and English colloquial and idiomatic words that are difficult to translate, for example, comadre, compadre, qué metida de pata; ‘schoolies’, ‘School of the Air’, ‘sickie’
  • performing a virtual guided tour for intending exchange students, including dramatisations of potential miscommunication between Spanish and English speakers

  VCESC027 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC137

  Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use

  Elaborations

  • talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idioma…)
  • reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?
  • creating a self-profile, using captioned photos, slide presentations, online internal school Vokis or concept maps to highlight key characteristics, relationships and ways of using language, for example, Tengo nueve años; Vivo en Sídney. Estudio chino los sábados
  • using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. Soy muy valiente

  VCESC137 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCESC190

  Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • considering how learning and using Spanish offers different ways of interpreting the world and representing experience
  • reflecting on how meaning can be misinterpreted in intercultural interactions, for example, by preparing a shared list of strategies to improve communication and intercultural skills
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities; and greater levels of directness in exchanges, such as making requests using direct imperative
  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • recording and sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí y se me olvida que la h no suena en español, Me gustaría poder hablar más rápidamente en español

  VCESC190 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRC100

  Engage with French speakers and resources, noticing how interaction involves culture as well as language

  Elaborations

  • reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?)
  • interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
  • sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication
  • observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages

  VCFRC100 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC113

  Convey information on selected topics using different modes of presentation to suit different audiences

  Elaborations

  • presenting information in different formats for different audiences, such as potential consumers or voters, matching language and structure to context and content, for example, digital images and catchy by-lines in advertisements, persuasive language in election speeches (C’est l’heure! Votez vert!)
  • explaining to others a procedure, game or practice, using simple language and supporting graphics, materials and gestures, for example, how to play la pétanque, cook an omelette, house-train a puppy, play an online game
  • creating a web page for young French travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region, for example, les vendanges, au pair à la ferme, l’intérieur du pays, la côte
  • conveying information and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l’anti-discrimination, or rap rhythms and slogans to provoke reactions or to entertain

  VCFRC113 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing