Search results

Result list

• VCIDC056

  Give presentations to describe, compare and report on experiences and topics of interest

  Elaborations

  • creating texts such as notices, brochures and posters to inform others about issues and upcoming events, for example, Hari Selasa, Warung lumpia, di samping kantin, jam 1
  • organising information for an Indonesian audience, for example, creating a presentation to explain sport and leisure activities (Main ski air) or video recording a cooking demonstration
  • reporting on own and others’ experiences of events such as school camp, a holiday or concert, or playing a new computer game

  VCIDC056 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCIDC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions, to inform school community about aspects of Indonesian culture, (such as visiting an Indonesian home, shopping at a market, attending a ceremony, giving a gift)
  • producing public information texts in both Indonesian and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying in either Indonesian or English

  VCIDC060 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC065

  Create texts for particular audiences that depict experiences or topics of interest

  Elaborations

  • creating cartoons, picture stories, plays or big books for younger audiences
  • creating and performing own texts which reflect Italian cultural behaviours, attitudes and social conventions (for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life or virtual life), and comparing own texts to others’
  • creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective

  VCITC065 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC122

  Create imaginative texts to express experiences, ideas and emotions

  Elaborations

  • creating texts based on examples or models, for example, depictions of characters, children’s stories
  • creating texts to entertain others, expressing real and imagined experiences, ideas and emotions, for example, a rap about being young, a video about a fictional school, a cartoon about a real or fictitious hero, a short story about an inanimate object coming to life

  VCITC122 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• 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

• VCITC011

  Begin noticing what is ‘new’ or ‘interesting’ in Italian language and culture and recognising similarities and differences between Italian and Australian cultural practices and related language use

  Elaborations

  • viewing images of home, school and neighbourhood in Italy and Australia, and choosing from word lists to express reactions
  • noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
  • noticing similarities and differences in language use in Italian and English
  • expressing reactions to using Italian, for example, ‘I like it when …’ or ‘That word sounds like …’

  VCITC011 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCITC088

  Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity

  Elaborations

  • sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how they want to be perceived
  • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
  • reflecting on how language and culture shape their identity, history and understanding

  VCITC088 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITU057

  Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their own

  Elaborations

  • explaining to others the significance of some Italian cultural practices and events such as greetings, mealtimes, school or family routines, concepts and values, recognising cultural differences in their interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo
  • noticing similarities and differences between own personal experiences and people, places, events and ideas depicted in Italian print and digital texts, and sharing responses with others
  • discussing some generalisations and stereotypes about Italian people and reflecting on their own experiences

  VCITU057 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCJAC189

  Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements

  Elaborations

  • creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school
  • producing bilingual texts such as travel advisories for exchange or study tour students, and reflecting on the process of working in both languages
  • creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

  VCJAC189 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLAU014

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

  Elaborations

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

  VCLAU014 | Languages | Latin | Levels 7 and 8 | Understanding | Reflecting

• VCLVU151

  Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use

  Elaborations

  • using the language in performances at school and wider public community events
  • building language resources, for example, by creating posters and/or language/cultural displays, and by working with the community language team to create new games and songs in the language
  • noticing that new words can be formed from within the language itself, rather than through borrowing words from other languages

  VCLVU151 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language building

• VCLVU148

  Understand that language belongs to communities, and that language learning requires the application of respectful and appropriate behaviour

  Elaborations

  • understanding that each Aboriginal language is recognised as belonging to a group of people who are the language owners or custodians
  • demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting respected community members and during visits to important sites
  • understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about their experiences of participating in Welcomes and Acknowledgements, for example, at school, sporting events, festivities

  VCLVU148 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCNRC087

  Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements

  Elaborations

  • using language to participate with others in everyday activities, for example, ordering at a restaurant, shopping at a bakery, using public transport, or meeting at the movies
  • participating in role plays relating to making arrangements
  • collaborating with peers to present a birthday celebration song to a class mate
  • creating presentations or performances for family, friends or school community to showcase target language learning
  • accepting or declining an invitation

  VCNRC087 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCNRC103

  Initiate and sustain interactions by sharing personal opinions and experiences with peers and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister school friends, using expressions appropriate to context and audience
  • sustaining conversations on topics of mutual interest, for example, parties, music, friendship, fashion, through active listening strategies, turn taking and verbal and non-verbal responses
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions
  • using formulaic language to talk about and compare aspects of teenage life

  VCNRC103 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC111

  Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements

  Elaborations

  • interacting with peers (such as in shared digital spaces), to create bilingual texts about particular topics or issues
  • composing and presenting a performance in the language for members of the school community, for example, a play or song, and adding English captions or narration
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert, or a fundraising food stall, or a display for a local venue such as a library or gallery
  • creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

  VCRAC111 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions to inform the school community about aspects of the culture/s studied, such as shopping at a market, visiting a home, attending a ceremony, giving a gift
  • producing public information texts in both the language and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying them in either the language or English

  VCRAC060 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC018

  Share with peers and teacher information about aspects of the students' personal world

  Elaborations

  • sharing information about self related to daily routine, family and friends, favourite objects, pastimes and aspects of school and home
  • describing items and experiences of personal significance such as birthdays
  • interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing
  • recounting events and sharing feelings with others, using modelled language

  VCRAC018 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAU032

  Understand that language may vary according to age, gender and social position, such as place in the family

  Elaborations

  • noticing differences between formal and informal language, for example, greetings
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCRAU032 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCZHC050

  Correspond with peers and other familiar participants to plan activities, and compare opinions on and attitudes towards different cultures

  Elaborations

  • exchanging personal information via social networking sites, for example, 你是哪国人？你喜欢学习汉语吗？
  • sharing information about life in different cultural contexts, expressing ideas and opinions, for example, 中国人喜欢吃米饭，澳大利亚人喜欢吃面包，你呢？
  • sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友， 我的一家人, and linking ideas to explain and support a position or view, for example, 我的姐姐喜欢音乐，也很喜欢体育； 我除了踢足球以外，还打板球。我觉得运动很有意思

  VCZHC050 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC089

  Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication

  Elaborations

  • discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain values in the different cultures
  • reflecting on their own English language use in response to their observations of Chinese speakers, for example, the words they use (slang, complex terminology), how they speak (tone, accent), and how they vary their language in different contexts and with different people
  • engaging with Chinese speakers through organised school activities (such as Skyping students at a Chinese school or welcoming visitors to own school), recording moments when difficulty is experienced in communication and reflecting on the cause of this difficulty
  • reflecting on aspects of their own identity, including what their membership of diverse groups says about who they are and what they consider important, for example, 我是澳大利亚人和日本人；我是老大；我参加学校的足球队
  • noticing how relationships with others — for example, friendship groups (我的朋友是 Lisa 和 George, 我们都很聪明), ethnic group (我是德裔澳大利亚人) — influence language choices and preferences for learning content
  • selecting information to share with a particular audience (for example, students from a sister school in China), asking: Why do I think this information is important to represent who I am? Why do I think my audience would find this information interesting and relevant?
  • comparing expressions of identity encountered in Chinese texts and interactions with their own sense of identity, for example, 他是美籍华人
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing seating arrangements, the background environment and how dishes are ordered and presented) and how this compares to their own experience
  • discussing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication styles may need to be altered when conveying ideas in Chinese

  VCZHC089 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting