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• VCDEU150

  Recognise that different types of texts, such as narratives, recounts and informative and procedural texts, have certain conventions and can take different forms depending on the context in which they are produced

  Elaborations

  • identifying the purpose, context and intended audience of a range of familiar texts, for example, fairy tales, sports reports or recipes
  • reading, viewing and/or listening to different digital and other texts with a common topic and discussing structural and linguistic similarities and differences, for example, comparing a print, radio, TV and social media announcement for the same event
  • describing key features of different text types, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 Brötchen, 500 g Butter, Marmelade), whereas a shopping transaction involves interaction and negotiation and more extended language (Ich möchte eine Bratwurst mit Pommes, bitte. Noch etwas? Das macht 5,80 Euro bitte.)
  • transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS

  VCDEU150 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHC041

  Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges

  Elaborations

  • using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起，没关系
  • presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or football club membership) and discussing their significance
  • defining own identity by describing 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)
  • engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting on the cause of the difficulty
  • sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really nervous and forgot how to say…’
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how dishes are ordered and presented) and comparing to their own experience

  VCZHC041 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCZHC215

  Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot

  Elaborations

  • exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions (for example, 面子) and experimenting with how to give 面子 in interaction with others
  • considering the uses of different measurement words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing Chinese translations of English recipes
  • comparing alternative translations to identify concepts of ‘normality’ in their own linguistic and cultural context, for example, using the term 软饮料 (instead of 无酒精饮料) assumes the reader/audience has some understanding of English to understand meaning of 软
  • comparing 褒义词，贬义词 and 中性词 and the contexts they are used in, for example, the differences between 聪明 and 滑头
  • identifying words used with specific assumptions, for example, gender (英俊 is used to describe males), significance (会见 versus 见面), formality (光临 versus 来到)
  • considering ways to convey culture-specific terms in English (for example, 中药和食疗, 上火，大补)

  VCZHC215 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• German - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

  Level description | Languages | German | F–10 Sequence | Levels 5 and 6

• Japanese - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of

  Level description | Languages | Japanese | F–10 Sequence | Levels 9 and 10

• Vietnamese - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà

  Level description | Languages | Vietnamese | F–10 Sequence

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

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

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

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

• VCTRU118

  Investigate changes to Turkish over time and across contexts, reflecting on changes in their personal use of the language

  Elaborations

  • identifying changes in their ways of communicating in Turkish due to the influence of factors such as technology, social media, peer influence and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ and abbreviations in text messaging such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (allaha emanet ol)
  • finding evidence of cross-cultural influences in Turkish and Australian English, for example, the use of words such as Anzaklar, bumerang, bay bay and Aborijini in Turkish and ‘Gallipoli’, ‘young Turks’, ‘doner’, ‘coffee’, ‘kebab’ and ‘kiosk’ in Australian English
  • analysing texts such as the Turkish national anthem, istiklal marşı, investigating the origins of loan words such as şafak, istiklal, çehre
  • investigating changes in communication styles due to influences from other languages and cultures in contemporary forms of Turkish expression, for example, the use of words such as, enteresan, genetik, avantaj, çare, and otoban, identifying existing equivalent terms such as ilginç, kalıtımsal, fayda/üstünlük, çözüm and otoyol
  • collecting examples of words, expressions or gestures used by their grandparents or parents but less frequently used among people in their age group, for example, nâfile, derya, zat-ı ali, sultanım, hazretleri, cihanda sulh, reflecting on reasons for such changes
  • investigating how Turkish uses word derivation tools to create new words that reflect social or cultural change or innovation, for example, the use of gün- in günce, the use of yaz- to create yazgı, yazılım, yazıcı, yazışma and yazdırım
  • comparing variations in language forms and modes of expression in different Turkish-speaking regions and countries, such as Azerbaijan or Cyprus
  • identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish script firstly to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk

  VCTRU118 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCELC022

  Adapt and present information and ideas on a variety of topics using presentation modes selected to suit different audiences and to achieve specific purposes

  Elaborations

  • expressing opinions on an event or performance, such as a contemporary Greek film or a Karagiozi theatre performance
  • presenting information in different formats, such as captioned photographs, digital presentation or emails, on cultural events, for example, an Antipodes festival/Glendi, traditional dance performances and costumes
  • explaining a Greek custom or practice to an Australian audience, for example, Απόκριες, using simple language and supporting graphics, materials and gestures
  • creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event or to recycle waste containers and materials
  • conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of Greek art, history and culture and their influence, for example, the Hippocratic Oath, the snakes and staff symbol relating to medicine, and structures such as the Shrine of Remembrance

  VCELC022 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRU088

  Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange

  Elaborations

  • exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and technology
  • identifying elements of language use in the Australian community that reflect the linguistic and cultural diversity of the population, (for example, intercultural exchange and experience), and words and expressions borrowed/used across contexts and activities such as sports, martial arts, dance, cooking, fashion
  • considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

  VCFRU088 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU074

  Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication

  Elaborations

  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)

  VCITU074 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU216

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • analysing language used in pathological and sociocultural models of deafness, and the impact that each model, the philosophy that frames it and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in stories featuring gaslight
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has the right to learn and use Auslan as part of their birthright, along with their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • understanding that sign language literatures recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities, and that they embody history and values of Deaf culture, for example, the Gallaudet and Clerc meeting or US Civil War stories that validate and reference shared Deaf identity, culture, language and experience
  • recognising that Auslan signs change over time due to shifting cultural values and experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus

  VCASFU216 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELU034

  Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication

  Elaborations

  • examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect, for example, understanding concepts such as το φιλότιμο, η τιμή
  • considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
  • appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

  VCELU034 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• 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

• VCZHU208

  Discuss ways in which language choices indicate aspects of social position (such as class, gender and ethnicity) and inhibit or encourage others’ involvement or sense of belonging

  Elaborations

  • exploring how known languages influence their communicative preferences, such as how the values of one culture may be reflected when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢 which is simply a sign of gratitude in English, whereas in Chinese overuse of this indicates distance between participants in interactions
  • exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of Chinese
  • exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞

  VCZHU208 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCJAC168

  Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences

  Elaborations

  • responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
  • reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
  • reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
  • comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
  • comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales

  VCJAC168 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU144

  Explore how the Chinese language represents cultural meanings in specific ways

  Elaborations

  • identifying culturally specific terms and phrases, for example, ‘mate’ in Australian English and 吃了吗 in Chinese, and sharing insights into why particular cultures value certain colloquial language
  • associating the literal and cultural meanings of words and expressions such as 红红火火
  • discussing the contextual and cultural meanings of words that cannot be directly translated into another language, for example, translating 手足 as ‘brothers’
  • reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for birthdays, 大吉大利 for New Year and 团团圆圆 for Mid-Autumn Festival

  VCZHU144 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture