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• VCASFC200

  Engage in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours

  Elaborations

  • managing shared learning experiences that involve differences in opinion or cultural perspectives
  • navigating multistep directions and decisions in learning activities that offer alternatives or choices, such as computer programming or theatre production
  • negotiating hypothetical scenarios involving members of the Deaf community to highlight issues associated with diversity, culture and identity, for example, experience in domains such as education or sport
  • planning and promoting cultural events such as Deaf festivals or the National Week of Deaf People
  • planning action on an issue affecting the Deaf community, such as captioning and funding support for Deaf organisations
  • organising real or simulated transactions that involve financial or service exchanges, for example, catering for a class celebration or ordering books/digital resources for the school library

  VCASFC200 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC187

  Create and present entertaining individual or collaborative texts that reflect real or imagined people, places or experiences

  Elaborations

  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • participating in improvisation games, such as spontaneous responses to a stimulus, for example, Sixty seconds to make the audience laugh, cry …
  • working collaboratively to create a static scene or diorama using the hands and bodies of at least two signers
  • playing with light and shadow as a means of highlighting handshapes and movement, for example in shadow puppet performances
  • re-creating a theatre set from a two-dimensional image using signed space
  • role-playing an imagined interview, incorporating elements of tension or emotion
  • creating a handshape poem on a selected theme, such as friendship, home or fear

  VCASFC187 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFU017

  Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world

  Elaborations

  • identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map
  • exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language
  • recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages

  VCASFU017 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language awareness

• VCDEC026

  Create bilingual texts such as captions, glossaries or footnotes to interpret cultural and linguistic aspects of texts

  Elaborations

  • providing bilingual captions for images of scenes from Australia and German-speaking countries to explain cultural aspects, for example, bush, forest, mountain, beach or city images
  • creating websites or printed guides for international students intending to attend Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines, and including footnotes as necessary
  • providing vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining terms such as ‘BYO (food/chair)’
  • creating English captions, commentaries or subtitles for German multimodal texts to explain cultural and linguistic aspects

  VCDEC026 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEC121

  Participate collaboratively in shared class experiences and transactions

  Elaborations

  • creating a shared digital photo story after a class activity or event such as a visit to a German restaurant
  • following procedures and instructions with peers, for example, how to create a Hampelmann or Lebkuchenhaus
  • preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play
  • conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?

  VCDEC121 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELC177

  Create and perform a variety of imaginative texts for different audiences, manipulating language and experimenting with different techniques such as imagery or sound effects

  Elaborations

  • creating texts with various settings, characters and events, for example, animated or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects to entertain
  • creating and presenting various types of texts, such as skits or scripts for role-plays, considering characters, themes and settings, for different audiences
  • designing and presenting posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the Greek market and vice versa
  • using a familiar text type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school in Greece or Cyprus

  VCELC177 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCELC121

  Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges, such as cooking or craft activities, creating a display or taking part in a role-play

  Elaborations

  • preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
  • collaborating with peers οn tasks, such as designing a poster for a significant event, for example, 25^η Μαρτίου, Aπόκριες
  • following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe (κουλουράκια, λουκουμάδες, φρουτοσαλάτα) and naming ingredients, or following instructions in a craft activity
  • participating in a role-play, for example, buying goods from a shop, using props (Καραγκιόζη, Τάκη the bear) to engage in conversation

  VCELC121 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELC138

  Collaborate in group tasks and shared experiences, online or face-to-face, which involve planning, making suggestions and completing transactions, such as hosting a party, working with another class or group or creating and performing a role-play

  Elaborations

  • planning and organising an event, such as inviting a special guest, for example, γιαγιά, to share information with the class about Greek celebrations (βάφτιση, γάμος) or to share a traditional recipe (πίτα)
  • working with another group, for example, by reading books to younger students face-to-face or via the internet, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Greek or to promote the learning of Greek language and culture

  VCELC138 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCELC027

  Interact with Greek speakers and resources, recognising that intercultural communication involves shared responsibility for communication

  Elaborations

  • interacting with Greek speakers, for example, with students from a sister-school, reflecting on how language choices might be interpreted by Greek speakers and making adjustments to convey intended meaning
  • sharing Greek language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication
  • reflecting, such as in discussions, blogs and journals, on incidents and repair strategies in the course of learning and using Modern Greek, for example, when encountering misunderstandings in communication
  • examining reactions to different perceptions and expectations around similar and different cultural practices in the Australian and Greek contexts, for example, the concept of personal space, or head tilting to indicate ‘no’

  VCELC027 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC009

  Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts

  Elaborations

  • creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCELC009 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELC005

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, Easter celebrations, using appropriate and related greetings, Καλό Πάσχα, Χριστός Ανέστη
  • describing aspects of life in Australia for an audience in Greece or Cyprus, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCELC005 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC118

  Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)

  Elaborations

  • comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home
  • using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
  • responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts

  VCESC118 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCFRC041

  Convey information and ideas in different formats to suit specific audiences and contexts

  Elaborations

  • creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to French students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning French

  VCFRC041 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRU053

  Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world

  Elaborations

  • distinguishing differences in accents, dialects and vocabulary in different regions of mainland France and within French-speaking communities around the world (for example, la Bretagne, Le Midi, Le Québec, La Réunion), identifying degrees of variation and ease of comprehension
  • comparing forms of cultural expression in different French-speaking communities, such as forms of celebration, systems of schooling and concerns associated with young people in society, and comparing these with similar diversity in multicultural Australia
  • recognising and considering the effects of language mixing and blending, for example, the usefulness and/or perceived risks associated with le franglais

  VCFRU053 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCGRCE019

  Read aloud, recite or perform Classical Greek texts to entertain others, using strategies such as phrasing and voice inflection to convey meaning and emotion

  Elaborations

  • reading aloud passages or extracts from different genres of Classical Greek literature, such as Socratic dialogue, oratory, historiography, drama or poetry, with appropriate expression, phrasing, stress and tone to convey meaning
  • reciting or presenting extracts from Classical Greek texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, excerpts from Homer’s Iliad, Pindar’s victory odes
  • performing extracts from Classical Greek plays for the appreciation of an audience, for example, from Sophocles’ Antigone or Euripides’ Medea

  VCGRCE019 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCGRCU014

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

  Elaborations

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

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCHIU034

  Understand that the Hindi language is influenced by and in turn influences other languages and cultures

  Elaborations

  • understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’
  • identifying more examples of Hindi words or expressions that are commonly used in English, such as ‘verandah’ from बरामदा, ‘bandana’ from बांधना
  • identifying how words from Sanskrit, Perso-Arabic and English are used in different contexts to mean related concepts such as ‘concern/anxiety’: Sanskrit चिंता; Arabic फ़िक्र; and ‘tension’, English टेन्शन
  • finding examples of expressions in Hindi that include words from English or other languages, for example, क्या यह आपका फ़ाइनल उत्तर है?

  VCHIU034 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCIDC111

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

  Elaborations

  • interacting with Indonesian peers (such as in shared digital spaces, sometimes using Indonesian and sometimes English, to create bilingual texts about particular topics or issues
  • composing and presenting a performance in Indonesian (for example, a wayang play or song) for members of the school community, 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 fundraising food stall, 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

  VCIDC111 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCIDC039 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDU032

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

  Elaborations

  • noticing differences between formal and informal language such as greetings (Hai for friends and Selamat pagi… for adults), or that Ibu/Bapak replaces ‘you’ when speaking to adults and that kamu is not appropriate
  • 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

  VCIDU032 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change