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• VCASFU144

  Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCESC182

  Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

  Elaborations

  • participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements such as news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…
  • negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
  • planning a demonstration or performance for family or peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use
  • participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
  • organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

  VCESC182 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC150

  Share and compare understandings and opinions about ideas encountered in imaginative Spanish-language texts such as works of art, fables, performances and television programs

  Elaborations

  • recording and/or illustrating key characters, events and ideas encountered in different types of imaginative texts, for example, by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la moraleja? and ¿Qué sientes cuando…? or by creating storyboards
  • comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, Zipi y Zape) and explaining how they can relate to them
  • adapting a creative text, for example, by resequencing events, adding a new element, changing the location or creating an alternative ending
  • discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro

  VCESC150 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCESU036

  Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives

  Elaborations

  • participating in guided discussion and reflection on the nature and role of ‘culture’ and its relationship with language, noting any shifts in own attitudes or understandings about culture, identity and diversity as a consequence of learning and using Spanish
  • talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same “you” when speaking each language?’
  • discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relationships
  • developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’
  • critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols

  VCESU036 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCFRC074

  Engage in shared activities such as planning and managing events, exchanging resources and information

  Elaborations

  • using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language learners
  • planning a demonstration or performance for family and friends to showcase what they know and can do in French, incorporating factual, fictional and expressive elements and some interpretation and explanation of linguistic and cultural features of French language use
  • organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
  • creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre envoyé spécial… l’enquête de… les titres/en tête/à la une de cette édition…
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics

  VCFRC074 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC036

  Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or working with a buddy class

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an Indonesian item at assembly, or creating a warung for a school open day
  • organising and taking on roles with others, for example, preparing for an Indonesian Day, writing a newsletter item, reading with a buddy student
  • making invitations and arrangements for a shared event or experience, for example, a class party, an Indonesian visitor or a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food at a kaki lima/warung
  • exchanging currency, noticing the respective values of each, and using Indonesian rupiah to carry out real or simulated transactions
  • participating in sourcing goods and services, noting where these can be found and the different purchasing processes and language involved, for example, fixed prices (Harga pas) and negotiable prices (Boleh tawar?)

  VCIDC036 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC029

  Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • interacting with Koreans, noticing social norms and practices such as the use of personal space, gender roles, respect for older people, boyfriend or girlfriend relationships, same-sex hand-holding, and acceptable topics of conversation (for example, 몇 살이에요?), and considering own reactions
  • describing their experience of authentic or virtual interaction involving Korean language and culture, for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, or other forms of social networking
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for such feelings of comfort/discomfort
  • recognising that social values such as politeness can be expressed differently indifferent cultures, and understanding features of Korean etiquette such as avoiding direct refusal, aiming to please by answering a question even if they don’t know the answer, expressing gratitude through actions and not necessarily language (for example, limited use of 고맙습니다, 감사합니다) and waiting to be invited to eat or drink

  VCKOC029 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIU122

  Understand that the ways in which people use language reflect their cultures, and relate to where and how they live and what is important to them

  Elaborations

  • identifying gestures, words and phrases that reflect aspects of Vietnamese culture, for example, folding arms, using both hands to offer something, and saying dạ, thưa, vâng ạ to show respect
  • identifying elements of Vietnamese cultural representation, such as flags, sporting emblems or cultural items (for example, áo dài, nón lá and xích-lô) in paintings or pictures of landscapes, folk tales or movies, and making comparisons with those of other cultures
  • exploring the meaning of ‘culture’, recognising that it involves visible elements such as ways of eating, for example, how and why Vietnamese people use chopsticks and spoons instead of knives and forks (Ở nhà em ăn bằng đũa), and invisible elements such as how people live, what they value, and how they think about themselves and others
  • discussing how and why gestures can be interpreted differently in different cultures, for example, using the fingers to beckon to others is considered appropriate in some cultures but impolite in Vietnamese culture

  VCVIU122 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCZHU259

  Explain how changes in context impact on how language is adapted to convey meaning within and across languages

  Elaborations

  • exploring how living in the Australian context impacts on how they present their ideas in Chinese, for example, considering how essays written in Chinese in Australia often follow the accepted organisation and formatting of essays in the Australian education system rather than the Chinese education system
  • analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or using technical vocabulary is considered to be reflective of a higher education level in many English-speaking communities
  • understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)
  • reflecting on their own different ways of communicating and how they adjust language, gesture and content to suit different contexts, cultures and languages, for example, considering topics that are acceptable in one culture but taboo in another
  • identifying differences in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 is pronounced ‘hé’ in mainland China but can be pronounced as ‘hàn’ in Taiwan

  VCZHU259 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIC162

  Respond to different types of imaginative texts by explaining themes, messages and plot, and commenting on characters and events

  Elaborations

  • listening to, viewing and reading a range of narratives, including multimodal and digital narratives, such as cartoons, films, comics, stories, poems and songs, and identifying and analysing themes, messages and plot
  • comparing different expressive forms of the same story, event, character or place, to consider how form affects meaning and creates effects, for example, comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
  • reflecting on the ways in which people, places and experiences are described in Vietnamese imaginative texts, and comparing representations with those expressed across cultures, for example, comparing Vietnamese and Australian folk songs (hò leo núi/kéo gỗ/cấy lúa and ‘Waltzing Matilda’) or Vietnamese and Western folk tales (Tấm Cám and Cinderella), and discussing the reasons for similar or different values, practices and beliefs
  • comparing key messages and beliefs from Vietnamese stories (Sự Tích Trái Dưa Hấu, Sơn Tinh Thủy Tinh) and imaginative texts in the Australian context, including Aboriginal and Torres Strait Islander texts such as ‘The Rainbow Serpent’
  • responding to different expressions of humour in Vietnamese comedies and comparing them with Australian/Western expressions of humour, for example, comparing comedies by Thúy Nga, Asia with Anh Do/Mr Bean
  • commenting on and stating personal preferences relating to characters, actions and events in texts, using descriptive and evaluative language, including antonyms such as hiền lành/hung dữ, thành thật/gian xảo, rộng rãi/keo kiệt, thiện/ác, and relevant idioms or proverbs such as ở hiền gặp lành, gieo gió gặt bão, có chí thì nên, ăn quả nhớ kẻ trồng cây
  • comparing contemporary music popular among Vietnamese and Australian teenagers by listening to radio music stations and albums and viewing video clips, identifying similarities and differences in themes, messages, expression, styles of performance and singers’ fashion

  VCVIC162 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC008

  Translate and interpret short texts from Vietnamese into English and vice versa, identifying aspects that are similar or different and words or phrases that translate easily or with difficulty

  Elaborations

  • translating information collaboratively and with teacher support, for example, menus, school timetables, directions, and school and public signs or notices, and recognising and explaining similarities and differences in language structures, for example, ga xe lửa/‘train station’, Ngày Làm Sạch Nước Úc/‘Clean Up Australia Day’, quẹo trái/‘turn left’, đi thẳng phía trước/‘go straight ahead’, Em không thích cái nón này, phải không? - Dạ, em không thích or Không, em thích mà/‘You don’t like this hat, do you?’ – ‘No, I don’t’ or ‘Yes, I do’
  • identifying words or phrases that are difficult to translate, for example, food items (bánh chưng, bánh tét, bánh xèo, phở) or traditional customs (cúng ông bà, xin xăm, coi ngày, coi tuổi), and explaining reasons for difficulty, such as lack of equivalent concepts or practices in either language
  • recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
  • learning to use bilingual dictionaries and electronic translation tools, and identifying issues such as multiple meanings of words and the need to consider context or grammatical aspects to select relevant meaning, for example, giấy khen (‘merit certificate’) and hôn thú (‘marriage certificate’); chảy nước mắt (‘to shed tears’) but Hãy xé tờ giấy này đi! (‘Tear this paper off!’); Tôi biết chơi khúc côn cầu (‘I can play cricket’) and Tôi thấy một con dế trong vườn (‘I have seen a cricket in the garden’)

  VCVIC008 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC098

  Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • translating short personal texts such as letters, emails or conversations, identifying words and phrases that can be translated literally (for example, la maison, le ciel, les enfants, Bonjour, mon ami) and those that need to be translated for meaning, for example, il fait beau! A tout à l’heure! courage!
  • translating public signs or notices (for example, sens unique, chaussée deformée, défense de fumer), comparing own versions with others’ and considering reasons for any differences
  • using bilingual dictionaries and electronic translation tools, taking into account issues such as alternative or multiple meanings of words and the importance of context when making meaning, for example, la fille, le bureau, l’histoire, la vue
  • translating headlines, captions and short reports in texts produced for young readers (for example, Wapiti, Okapi, Julie), identifying and explaining words or expressions that require interpretation rather than translation
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world (for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Fête de la Musique, la Toussaint), and considering how they reflect significant cultural experience

  VCFRC098 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Auslan - Second Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students are increasingly aware of differences between Auslan and English. They are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a text, modify indicating verbs for non-present referents with increasing accuracy...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence

• Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use formulaic phrases to participate in classroom routines, presentations and structured conversations with the teacher and peers. Students develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目，纪录片，教育片，微电影， 报纸，杂志， 网站，博客， 少年百科) and experiences, for example, 我们为什么要保护熊猫？，中国和澳大利亚的一些差异， 我最喜欢的假期. They select and discern tone patterns...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• Indonesian - F–10 Sequence: Foundation to Level 2 description

  Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...

  Level description | Languages | Indonesian | F–10 Sequence

• Languages | Chinese: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Chinese

• Italian - F–10 Sequence: Levels 7 and 8 description

  Students consolidate their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular...

  Level description | Languages | Italian | F–10 Sequence

• VCARC010

  Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language

  Elaborations

  • discussing their own level of comfort with using particular gestures when interacting across cultures, for example, making or not making eye contact when communicating with older people, kissing on the cheek, and hugging or not hugging when greeting someone
  • sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining why this might be the case
  • developing language to describe personal reactions to and feelings about intercultural experiences, for example,

    أشعر بالراحة عندما...؛ لا أشعر بالراحة عندما...؛ أشعر بالخجل حين...؛ أشعر بالحزن...؛ أشعر بالتعب...

  • noticing how their Arabic/Lebanese/Egyptian/Iraqi culture influences their linguistic choices, for example, changing terms of address and level of formality depending on the context of interaction and the relationship between participants, such as the use of ‘عم؛ خالة’ or title plus first name, for example, سيدة هناء؛ عم كريم؛ إستاذ هاني , when addressing people formally
  • discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Arabic people express disagreement ( بالرغم من إحترامي لك؛ لا اتفق معك), the importance of respect as seen in the way Arabic people greet each other or when showing emotion by hugging and tapping on shoulders

  VCARC010 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting