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• VCITU035

  Understand that language use varies according to the participants’ age, gender and relationship, and the context of use

  Elaborations

  • noticing differences between spoken and written texts
  • choosing appropriate formal and informal language for greetings, farewells and good wishes in social interactions, for example, Ciao Angela/Buongiorno Signora. Come stai?/Come sta? Questo/a è … ti presento ... Piacere!
  • identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, for example, Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!

  VCITU035 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITU038

  Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas

  Elaborations

  • recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency
  • showing awareness that Italian language carries cultural ideas that have no equivalent in English language and Australian culture, for example, Buon onomastico
  • beginning to develop a metalanguage for talking about language
  • making connections and comparisons between questions and responses among members of the class, noting different perspectives
  • observing the connection between some names and regional and family connections or religion

  VCITU038 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCJAU141

  Recognise that texts such as stories, games and conversations have particular language features and textual conventions

  Elaborations

  • recognising features of familiar genres of Japanese texts such as picture books, digital books or games, video clips or songs
  • recognising differences between the layout and language features of different types of texts, including たてがき, よこがき
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

  VCJAU141 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOC142

  Create simple bilingual resources for their learning and for the school community

  Elaborations

  • producing a parallel bilingual word list by identifying known Korean words or expressions and relating them to English equivalents, and vice versa, noticing that direct translation sometimes does not work
  • preparing descriptions in both Korean and English about familiar topics, using modelled language and choosing vocabulary from word lists, discussing differences in expression between the two languages with the teacher
  • creating bilingual texts for the classroom and the school community using digital technologies (for example, posters, songs and online newsletter items), sharing ideas about how to represent meaning in different languages for different audiences

  VCKOC142 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOC139

  Participate in and reflect on imaginative experiences such as digital interactive stories or video clips, identifying characters, main ideas and events, and sharing feelings or ideas by acting out responses or expressing preferences or opinions

  Elaborations

  • listening to, viewing and reading text in different formats, including digital texts such as video clips, paintings and stories, for example, Korean traditional tales (해님달님, 흥부와 놀부)
  • participating in shared reading and responding to questions about characters, ideas and events, for example, by illustrating and captioning aspects of the texts
  • playing mime games using characters from imaginative stories experienced
  • sharing imaginative experiences in short statements about aspects such as characters, settings or events (흥부가 착해요)
  • using movement or actions to reinforce meaning in texts such as television programs, songs or games

  VCKOC139 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCKOU207

  Reflect on the dynamic and ecological nature of language that interacts with constantly changing environments such as contact with different languages and cultures and changing sociocultural circumstances in local and global contexts, identifying and illustrating examples from Korean language...

  Elaborations

  • exploring how Korean language has changed over time, for example, by viewing Korean dramas in historical settings and those in contemporary settings and comparing the language used between people in comparable relationships such as between family members
  • examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology
  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • understanding that languages incorporate other languages into their systems and examining how this takes place in Korean, for example, 조깅해요, 온라인으로

  VCKOU207 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU017

  Understand the dynamic nature of Korean and other languages

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some lettersin the original are not used in modern Korean script, for example •, ᅙ, ᅀ
  • identifying loan words in Korean borrowed from other languages, for example, 텔레비전, 쇼핑, 컴퓨터
  • identifying hybrid –하다 verbs where a loan word (noun) and –하다 are conjoined to behave as a verb, for example, 쇼핑해요, 조깅해요
  • identifying words which have similar meanings and pronunciation across different languages, reflecting on the possible origins of such words and their associated cultures

  VCKOU017 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOU133

  Understand that ways people use language reflect their culture, such as where and how they live and what is important to them, finding examples of similarities and differences between Korean and Australian ways of communicating

  Elaborations

  • comparing gestures and body language associated with language use in different cultures, for example, bowing and saying 안녕하세요? when greeting in Korean, different ways of kissing on the cheek saying ‘hi’ in English-speaking cultures including Australia and pressing noses (that is, hongi) and saying ‘kia-ora’ when greeting in Maori
  • exploring the meaning of ‘culture’ and how it involves visible elements, for example, ways of eating or symbols such as flags, and invisible elements, for example, how people live, what they value, and how they think about themselves and others

  VCKOU133 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCLAE021

  Evaluate different translations and interpretations of Latin texts, using metalanguage to discuss their effectiveness, and develop strategies for successful translations

  Elaborations

  • evaluating the effectiveness of translations, using criteria such as selection of appropriate vocabulary, grammatical accuracy, fluency, conciseness, clarity, idiomatic expression
  • discussing how closely and effectively translations convey the author’s meaning and intent
  • critically analysing the merits of different translations of the same text, presenting and justifying opinions, and recognising skills of others
  • discussing strategies used to convey complex ideas and structures, such as the use of correlatives and subordinate clauses, the rendering of mood
  • evaluating strategies used to create fluent, accurate and idiomatic translations
  • applying identified strategies to the translation of seen and unseen texts

  VCLAE021 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Translating

• VCLVC184

  Participate in intercultural interactions and consider own reactions when engaging with respected community members and resources

  Elaborations

  • reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience
  • reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown, displayed and expressed across different languages and cultures

  VCLVC184 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Reflecting

• VCNRC112

  Interact with speakers of the language being studied and resources, recognising that intercultural communication involves shared responsibility for communication

  Elaborations

  • interacting with language speakers, for example, with students from a sister school, reflecting on how language choices might be interpreted by language speakers and making adjustments to convey intended meaning
  • sharing language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication
  • reflecting on incidents and repair strategies outlined in discussions and journals using the language when, for example, encountering misunderstandings in communication
  • examining reactions to different perceptions and expectations around same and different cultural practices in the Australian and contexts from the language being studied

  VCNRC112 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of the language, invitations to a class event or posters for a performance), tailoring meaning for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, 'sick as a dog' and considering how these might be expressed for audiences with a different cultural perspective

  VCRAC094 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC107

  Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools

  Elaborations

  • conveying information to an audience speaking the language being studied to describe aspects of Australian culture such as the physical environment, celebrations and cuisine, or to explain expressions such as ‘the bush’ or ‘a fair go'
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or board game, instructions on keeping a pet/animal, or fashion tips
  • presenting a report on an issue, recent event or public figure, using graphics to support meaning
  • conveying information about topics of personal interest such as in health, technology or the arts by producing displays or (multimedia) presentations with commentary, subtitles or captions

  VCRAC107 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC112

  Engage with texts and peers who speak the language, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with speakers of the language, noticing social norms and practices such as personal space, gender roles, and acceptable topics of conversation and considering own reactions to these
  • sharing experiences with peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, ‘the outback’
  • recognising that social values such as politeness can be expressed differently in different cultures
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCRAC112 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCRAU085

  Understand that languages and cultures are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the language may reflect cultural perspectives such as patriotism or acceptance of diversity
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, and its historical and contemporary uses
  • developing awareness of linguistic diversity among speakers of the language, recognising that this reflects cultural diversity and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCRAU085 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCTRC043

  Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers

  Elaborations

  • creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages
  • designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
  • creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information
  • designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
  • contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

  VCTRC043 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCVIC112

  Create and perform simple imaginative texts such as chants, songs and stories, using familiar language and non-verbal forms of expression

  Elaborations

  • composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions
  • creating a narrative through a photo story or animation by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em bé
  • creating and presenting own Big Books or digital texts based on imagined scenarios in familiar contexts
  • expressing an experience through a puppet play or dramatic performance

  VCVIC112 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCVIU136

  Recognise the features and purpose of a range of familiar texts such as stories, greeting cards, recipes, advertisements and posters

  Elaborations

  • classifying a range of texts such as stories, greeting cards, recipes, advertisements and posters according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with particular texts, for example, the use of imperatives in recipes, time markers in stories, or recycling symbols on packaging
  • recognising how different textual elements such as titles or headings, layout, images and script combine to make meaning in a text such as an invitation, web page or picture book
  • comparing features of simple spoken and written texts in Vietnamese, such as a verbal greeting or a handwritten postcard, and comparing these with similar texts in English, noting, for example, the format used to write the date and address and different ways of addressing people

  VCVIU136 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHC118

  Create own representations of imagined people or events using illustrations and actions

  Elaborations

  • expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得…真讨厌！
  • selecting words from lists to produce captions for images related to familiar narratives heard or viewed in Chinese
  • copying from models to convey meanings for a sequence of images, such as creating sequential captions for photos, pictures and paintings
  • using characters and images to convey ideas in imaginative texts, for example, using pictographs such as 马, 田，山 to illustrate an imagined event
  • experimenting with storytelling by rewriting a segment of a modelled narrative text by replacing characters, actions or descriptions of objects

  VCZHC118 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC003

  Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts

  Elaborations

  • using teacher scaffolding (for example, ‘We are going to listen for the information about the boy’s family members: what words might be used?’) to predict content before listening to spoken texts
  • matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
  • sequencing pictures to describe events, guided by the teacher
  • responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student
  • practising tone, actions and gestures that support meaning to share information
  • expressing preferences, for example, 喜欢，不喜欢

  VCZHC003 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing