Search results

Result list

• VCIDC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games, for example, Angkat tangan; Giliran saya
  • making and responding to requests (for example, Boleh pinjam…?, Permisi…), and asking for rephrasing, repetition and clarification, for example, Maaf Bu, apa artinya…? Mohon ulangi
  • contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
  • using Indonesian for daily activities, such as creating and following Indonesian signs and instructions in the classroom and around the school

  VCIDC020 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCIDC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture

  VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC116

  Participate in individual and collective action by deciding, explaining and justifying

  Elaborations

  • participating in planning and decision making with others, for example, arranging an event, class debate, performance, excursion or guest speaker, or organising a petition or a letter to the principal/local council (Devo/Dobbiamo organizzare … Cosa dobbiamo fare? Chi invitiamo? Bisogna [+ infinitive]. Vuoi venire al dibattito con me? Come possiamo convincere il comune a … ? Scriviamo una lettera per convincere il preside a … )
  • expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione

  VCITC116 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITU075

  Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

  Elaborations

  • discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
  • understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
  • reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
  • analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence

  VCITU075 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU019

  Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures

  Elaborations

  • observing through visual and audio-visual resources such as video clips and photos that members of Italian-speaking communities may do everyday things differently to themselves, for example, shaking hands, kissing on cheek, starting a meal with Buon appetito
  • responding to guiding questions through which they reflect on experiences, such as greeting and socialising with others, or discussing aspects of school routines or family life, for example, What do you think about this? How would it feel if you were there/doing that? How do you feel about …? Is it the same or different in Italy and Australia?
  • understanding that culture influences representations of sounds such as those made by animals, for example, bau bau (dog), pio pio (chicken), gru gru (pig)

  VCITU019 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCITU130

  Analyse lexical and grammatical choices made in a range of texts in different contexts to develop an understanding that language use varies in the contexts of situation and culture

  Elaborations

  • analysing the appropriateness of language choices for a given context and purpose according to age, relationship and gender, for example, the context of use for phrases such as non mi va as compared to non mi piace
  • analysing differences in communicative style between formal and informal interactions, for example, Come va? Come stai?
  • noticing changes in style, lexicon and grammatical structures, observing how the same facts may be communicated differently by different people in different contexts, for example, describing a school assignment (Non sono stato/a promosso/a; Sono stato/a bocciato/a)

  VCITU130 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOC160

  Translate simple texts identifying words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning

  Elaborations

  • creating Korean versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuckshop, the office
  • identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀(‘rice as raw grains’), 밥 (‘cooked rice/meals’)
  • interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of Korean language or culture

  VCKOC160 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLAU012

  Examine the enduring influence of Roman culture on the modern world, by discussing the ancient origins of modern customs, religion, literature and architecture

  Elaborations

  • recognising the ancient origins of national values such as citizenship, liberty, equity and justice
  • exploring ancient connections with daily routines in modern society, such as family life, occupations, schooling, the calendar, and leisure pursuits such as dice, board games
  • tracing Roman customs still used in modern ceremonies, such as weddings and funerals
  • identifying influences from Latin literature on popular culture, for example, Harry Potter, Romeo and Juliet, Percy Jackson, superheroes such as Superman and Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the cithara, flutes, drums and contemporary songs composed in Latin, such as Bastille’s Pompeii with Latin lyrics
  • recognising the Roman influence on religion, such as Christian traditions
  • researching elements of Roman engineering and architecture in bridges, aqueducts, amphitheatres, drainage systems and public buildings in Australia and across the world

  VCLAU012 | Languages | Latin | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCLVC156

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams

  Elaborations

  • talking about Country/Place, using a range of location and direction terms
  • presenting information about events and activities in Country/Place through spoken, print and digital forms
  • creating a profile of a prominent community figure, for example, a sports personality, community leader/negotiator/spokesperson, a musician or artist
  • organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials
  • creating a video clip that incorporates captions and commentary to demonstrate procedures for activities such as preparing and cooking bush tucker, making tools, decorating artefacts, playing a favourite computer game, sport or playground game
  • creating texts such as flyers, posters or posts on the school website to advertise an upcoming event

  VCLVC156 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCLVC134

  Give factual information using simple statements, gestures and captions

  Elaborations

  • using some location terms to talk about the Country/Place for example, up, down, near, far and using topographical words such as swamp, soakage, reef
  • presenting information about elements associated with Country/Place, for example, animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling-in-gaps activities
  • contributing to a shared recount about an event such as sports day, an excursion, a class visit from a respected community member, a visiting performance group from the Country/Place, a community celebration, for example, by making a Big Book, creating a display, digital presentation or class photo story
  • labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing information with others
  • developing a pictorial story to describe activities and routines at home, at school, in the community

  VCLVC134 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCNRC111

  Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
  • creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts
  • creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
  • creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in the language with footnotes in English about the ingredients

  VCNRC111 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of the students' own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, celebrations and events such as school camp, Easter and Anzac Day, and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of the students' own assumptions about the studied language and culture/s when engaging with texts, and considering what assumptions others might hold about Australian people and culture

  VCRAC044 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC061

  Consider their use of Turkish and English in different contexts, considering how their choices position them as intercultural communicators

  Elaborations

  • reflecting on the experience of learning their home language in the school context, for example, by identifying elements that provide new challenges, such as having to adopt the standard form of Turkish as opposed to colloquial or regional varieties used at home
  • drawing on their bilingual/multilingual experience to identify elements of successful intercultural communication, such as being aware of differences in expectations, recognising and responding to signals of misunderstanding, switching between Turkish and English when it helps communication
  • providing examples of interactions that ‘work’ better in Turkish than they do in English and vice versa, for example, duygular, saymak, discussing why this might be the case
  • considering how they adjust their ways of communicating in Turkish or English when interacting with people such as elders, friends of the same or different gender, people in authority, small children or close relatives
  • keeping a journal of humorous, satisfying or challenging experiences associated with learning and using Turkish, noting personal reactions and reflections over time and insights gained into their own communicative behaviour

  VCTRC061 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC044

  Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating

  Elaborations

  • identifying and comparing instances when they switch between Turkish and English, considering why they do this in particular situations or interactions
  • comparing experiences of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
  • reflecting on experiences of feeling either uncomfortable or comfortable when switching between languages, explaining why this might have been the case, for example, when translating for parents or other family members or interpreting for visitors
  • identifying adjustments they make when moving between Turkish and English at school and at home, such as using different forms of address and showing respect or affection in particular ways, discussing why these adjustments are necessary
  • reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this

  VCTRC044 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRC096

  Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

  Elaborations

  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

  VCTRC096 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC079

  Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of thinking and communicating

  Elaborations

  • considering how languages carry cultural meanings that may not always be understood by speakers of other languages
  • discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, for example, by noticing when they identify more as Turkish or Australian, and how these shifts vary according to context and situation
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages
  • creating a multimedia self-profile that captures elements of the experience of living across languages, communities and cultural traditions
  • comparing their responses to particular media representations of cultural difference or diversity
  • reflecting on how speakers of more than one language draw on a wider range of linguistic and cultural resources to make meaning of experience and to communicate with others

  VCTRC079 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCTRC041

  Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Turkish communities
  • creating a video clip to launch an imagined product designed to appeal to their peer group
  • creating their own music and lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir, Tin Tin Tini Mini Hanım
  • adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures and appropriate language
  • creating their own presentations adapted from performances they have enjoyed to perform at a school or community event, combining language, music and movements to communicate key messages and cultural expression
  • creating stories based on a theme such as values associated with Turkish communities to share with younger learners, for example, by creating Big Books, comics or digital texts

  VCTRC041 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating