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• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU012

  Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German

  Elaborations

  • noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
  • applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
  • learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
  • practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
  • recognising differences in intonation and rhythm between statements, questions and commands

  VCDEU012 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU183

  Understand and apply grammatical structures, such as passive and active voice, negation, word order and time clauses, recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense, for example, Φέτος θα πάω διακοπές στην Κύπρο, Πέρσι γύρισα όλη την Έλλαδα
  • recognising the order of pronouns to emphasise who is carrying out an action or to refer to a person or thing, and applying agreement in gender and number to identify subject and object, for example, Κανείς δεν είναι τέλειος, Μου αρέσουν αυτοί που λένε την αλήθεια
  • using a range of adverbs and adjectives to modify and intensify meaning of verbs and adjectives, for example, ακριβώς, αρκετά, πολύ, λίγο, πολλή
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts, for example, Αφού δεν είχα αρκετά λεφτά, γύρισα σπίτι μου, γιατί, επειδή, αλλά, και, τότε
  • responding to and using imperative mood, for example, ελάτε, γράψε
  • using a range of nouns and adjectives and possessive forms, for example, μου/μας/σου/του/της/τους, δικό τους, δικά μας
  • seeking information using a range of questions, for example, Tι; Mήπως ξέρεις; Πώς; Πού; Γιατί; Πότε;
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCELU183 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESC002

  Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
  • participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
  • participating in imagined scenarios such as being lost, asking for and giving directions, information and assistance, for example, ¿Dónde está la oficina de correos? A dos cuadras a la derecha. Necesito un mapa de la ciudad, ¿Dónde los venden?
  • participating in planning events such as birthday parties or excursions that involve negotiating time, place, activities and participants, for example, ¿Quieres ir de compras al mercado? ¿A qué hora sale el tren?
  • creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
  • responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated transactions such as purchasing food or tickets for an event, for example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de crédito? ¿cuánto me da por esto?

  VCESC002 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU138

  Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements

  Elaborations

  • playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  • learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  • recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  • extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  • understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
  • noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  • applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  • understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

  VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRC077

  Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes

  Elaborations

  • creating different elements for a general information evening for peers and parents on topics such as les échanges culturelles, le tabagisme or les jeunes et la lecture/les médias sociaux, combining formats such as displays, posters, performances and printed material
  • creating a web page to provide information for young job seekers in different regional and cultural contexts (for example, les stations de ski, au pair à la ferme, le travail saisonnier), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, (for example, fashion advice for teens, tips for healthier living, local information for new migrants)
  • summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, charts, diagrams, recorded spoken commentary or demonstration to explain eco-systems or recycling
  • referencing cultural trends in contemporary France and other francophone communities, for example by presenting and commenting on community texts associated with cultural activities related to les fêtes religieuses or les fêtes civiles (Hanoucca, la Messe de Minuit, les Fêtes du Mawlid, le 1er mai)

  VCFRC077 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC056

  Engage in tasks and activities that involve negotiation and problem-solving

  Elaborations

  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours (l’entrée, le plat principal, le fromage, le dessert; comme boisson…l’addition, s’il vous plaȋt)
  • organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues such as l’influence des réseaux sociaux or la sécurité des cyclistes
  • making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…
  • asking, giving and following directions to real or virtual locations (for example, continuez jusqu’à… prenez le métro jusqu’au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or directories
  • planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)

  VCFRC056 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRU036

  Notice differences between French, Australian and other cultures’ practices and how these are reflected in language

  Elaborations

  • identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), and comparing with different Australian cultural expressions and symbols, for example, flags, sporting logos, national celebrations, and Aboriginal and Torres Strait Islander arts
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon lapin)
  • exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads and cakes (une baguette, une ficelle, une religieuse, un mille-feuille)
  • learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? What is the difference between…? Why do you think that people…?

  VCFRU036 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCHIC110

  Participate in individual and shared projects and activities that involve brainstorming, transacting, negotiating and problem-solving

  Elaborations

  • participating in real or simulated transactions and negotiations, for example, bidding for an item online, ordering food for a class celebration or negotiating purchases of learning resources, for example, आपकी पसंद क्या है? हम कितना खर्च कर सकते हैं? हम में से कितने लोग इसे चुनेगें?
  • compiling a glossary of key terms required to engage in commercial exchanges between English- and Hindi-speaking communities, using language associated with business and communication, such as निवेश, व्यापार, मुद्रा-विनिमय, प्रौद्योगिकी
  • designing resources such as website posts, press releases or flyers to promote action on social or environmental issues, for example, आवासहीनता, पशु क्रूरता, आपातकालीन सहायता
  • participating in imagined scenarios that involve buying and selling, bidding, transacting and negotiating, such as online shopping or conducting a market stall, discussing issues of value, availability and popularity
  • participating in virtual excursions to cultural sites or exhibitions, for example, प्रसिद्ध संग्रहालय, पूजा स्थल, sharing responsibility for different elements of a multimodal report on the experience
  • negotiating roles and responsibilities for the planning, filming and editing of a short documentary on aspects of their shared school experience, for example, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रता दिवस, बैसाखी, भारत का शास्त्रीय संगीत, बॉलीवुड फिल्मों का इतिहास, ऑस्ट्रेलिया के दर्शनीय स्थान
  • organising a campaign or social media forum to raise awareness of a community, environmental or ethical issue, for example, पर्यावरण परिवर्तन, आप्रवासन, प्रौद्योगिकी और बेरोज़गारी, discussing strategies for responding to possible challenges

  VCHIC110 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIU121

  Extend knowledge of and use more complex features and patterns of the Hindi grammatical system, such as the use of passive voice, compound words and phrases and variations in register

  Elaborations

  • indicating situations and events by using past, present and future tense forms, for example, जाता था, जाता हूँ, जाऊँगा
  • creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।
  • creating compound and complex sentences such as मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • expanding vocabulary related to personal, social, environmental and global worlds
  • recognising and using idiomatic expressions such as आँख का तारा and दाल में कुछ काला
  • using numbers in fraction, multiple and collective forms, for example, आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives
  • understanding and extending knowledge of basic joining (सन्धि) rules, such as इ+आ = ए
  • extending knowledge of the use of the active and passive voice according to context, for example, राम उर्दू लिख रहा है। उर्दू लिखी जा रही है।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • using a range of tenses in complex sentences to describe events and personal experiences, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।
  • understanding that in different contexts words from different registers are used for related concepts, such as इंसाफ़ and न्याय

  VCHIU121 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIU103

  Develop knowledge of key elements of the Hindi grammatical and vocabulary systems, such as sentence structures, use of pronouns, postpositions and gender and number agreements

  Elaborations

  • identifying people by using pronouns in singular and plural forms, for example, मैं, हम, यह, ये, तुम, तू, आप, मैं, मेरा, तुम्हारा।
  • recognising and using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • referring to objects and describing quantities using cardinal numbers, for example, एक, दो, पाँच, सात and पाँच रोटियाँ, दस गिलास
  • learning the structure of declarative and interrogative verb forms, for example, by composing simple statements and questions based on models such as तुम मेरे साथ चलो। तुम कैसे हो?
  • understanding that verbs change according to the gender and number of the noun, as in लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
  • using simple verb tenses such as गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape or colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के, छोटे लड़के को, छोटे लड़कों को
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • positioning adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
  • using ordinal numbers such as पहला, दूसरा
  • using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
  • building lexical competence for example, by collating vocabulary sets in relation to meaning or function, such as words for different kinds of fruit such as आम, पपीता, अमरुद, नारंगी, संतरा, मौसंबी or verbs of action such as जाना, आना, पहुँचना, लौटना, घूमना, भटकना.

  VCHIU103 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU128

  Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives

  Elaborations

  • learning how to use:
    
    • articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …
      
    • nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la gente
      
    • pronouns — possessive, reflexive, demonstrative and relative
      
    • comparatives and superlatives (regular and irregular) to make descriptions more precise, for example, Il film è piu bello del romanzo; è bellissimo
      
    • adverbs of time and manner, for example, ieri, di solito
      
    • prepositions (articulated or simple) to indicate destinations and directions, for example, in Italia, a Roma, al parco
      
    • interrogatives, for example, Chi …? Quando …? Come…?
      
    • verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity
      
    • compound sentences (for example, Mi piace la pizza ma preferisco le lasagne), and complex sentences, for example, La città che ho visitato era bellissima

  VCITU128 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU071

  Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs

  Elaborations

  • learning to use:
    
    • nouns: gender and number, regular and irregular
      
    • suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, for example, prozio and bisnonno
      
    • pronouns, including subject pronouns and direct object pronouns
      
    • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
      
    • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
      
    • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
      
    • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission

  VCITU071 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAC182

  Collaborate, plan and manage activities, events or experiences, such as hosting a Japanese class or visitor, going to a restaurant, or preparing for a real or virtual event, trip or excursion

  Elaborations

  • expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金曜日のごご三時半に、えきの前で会(あ)いましょう。じゃあ、金曜日のごご三時半に、えきの前ですね。
  • planning and preparing for a real or virtual event, trip or excursion, such as a visit to Japan
  • participating in scenarios related to travelling and living in Japan, for example, interacting with a host family, using public transport, shopping, sightseeing or eating out
  • planning and making shared arrangements for Japanese visitors to the school or a homestay, for example, by preparing print or digital informative materials, such as filming an introduction to Australian school and home life, preparing welcome speeches, or conducting school tours
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a Japanese restaurant, exhibition, film festival or community event, by preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours, for example, 六時半に学校(がっこう)の前で会って、バスで行きます。

  VCJAC182 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC109

  Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures

  Elaborations

  • learning how to greet others at different times of the day using appropriate gestures and forms of address, for example, せんせい、おはようございます、さようなら、おはよう、じゃあね
  • using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。
  • introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana　です。どうぞよろしく。
  • using formulaic Japanese phrases for everyday interactions such as giving and receiving, thanking, apologising and offering wishes or congratulations, for example, どうぞ、(どうも) ありがとう、すみません、がんばって
  • indicating likes and dislikes, using modelled statements such as いぬ　が　すき　です。わに　が　すき　じゃない　です。
  • describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ　は　ねずみ　です。ちいさい　です。かわいい　です。 はいいろ　です。 すいか　です。おいしい　です。 ちいさい　目(め)　です。
  • responding to questions and indicating ownership, for example, だれ　の　ですか。わたし　の　です。Ollie くん/ Sarah さん　の　です 。わたし　の　えんぴつ（です）。
  • using formulaic expressions to convey emotions, for example, すごい、え～！、 かわいい、 やったー！

  VCJAC109 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU036

  Recognise and explain how the Japanese language carries embedded cultural information, such as the prioritising of collective well-being, respect and harmony

  Elaborations

  • discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, such asあしたはちょっと...。
  • considering the cultural significance of language associated with interactions such as issuing, accepting or declining invitations, leave-taking at social events, offering thanks, or giving and receiving gifts, for example, どうぞ。あまり…。どうもありがとうございます。、 and reflecting on how they react and adjust to such expressions of cultural values when interacting with Japanese speakers
  • exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai in their advertisements and which use more contemporary images
  • investigating language associated with events such as national holidays, for example, お正月(しょうがつ) and ゴールデンウィーク、 and identifying how it reflects associations between holidays and family values
  • understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family relationships
  • identifying Australian ways of communicating and behaving that may appear unusual or inappropriate to Japanese speakers, for example, eating in public places, sitting on the floor or desk, speaking loudly and using direct eye contact

  VCJAU036 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCKOC173

  Taking action in collaborative tasks, activities and experiences which involve negotiation, making arrangements, problem-solving and shared transactions

  Elaborations

  • expressing preferences for plans, comparing and contrasting alternatives (for example, 사물놀이를 할 거예요. 그런데 꽹과리가 없어요. 어떻게 해요? …; 저는 금요일에 소풍 가는 것이 더좋아요, 금요일에 못 가면 … )
  • making plans and decisions with others, for example, arranging a birthday party or class excursion (소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 할 줄 알아요. 그러면 한 번 해 보세요), agreeing or disagreeing with others’ opinions or suggestions, for example, 좋은 생각이에요, 글쎄요, 별로 …, 그 생각에 동의해요/동의하지 않아요
  • responding to invitations by accepting, declining, andgiving excuses, for example, 네, 참석하겠어요; 미안하지만 바빠서 못 가겠어요
  • participating in transactions and negotiations such as purchasing food, clothing, souvenirs or transport (for example, 이 모자가 얼마예요? 조금 작아요. 더 큰 모자를 보여주세요.) and maintaining the interaction (for example, 기념품이 너무 비싸요. 너무 비싸면 조금 싼 것을 사세요)
  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a Korean restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours, for example, 한국 식당에 갈까요?; 이 식당에서 뭐가 제일맛있어요?; 순두부 찌개와 불고기가 맜있어요; 뭐 드릴까요? 순두부 찌개 하나 주세요; 맛있었어요? 네, 아주 맛있었어요. 그렇지만 조금 매웠어요
  • asking for, giving and following directions to real or virtual locations (for example, 병원에 어떻게 가요?;쭉/곧장/왼쪽/오른쪽으로 가세요; 버스를 타고 세 정거장을 가세요; 서울역에서 갈아타세요) using electronic information devices, apps, street maps or directories
  • seeking and offering opinions in collaborative decision-making in class activities such as playing (electronic) games, for example, playing 윷놀이 (어떻게 할까요? 말을 세 칸 움직여요/옮겨요)

  VCKOC173 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCTRC042

  Translate simple texts from Turkish to English and vice versa, identifying elements that require interpretation rather than translation and noticing words that are similar but pronounced differently

  Elaborations

  • explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations
  • finding expressions in English that convey similar meanings to those expressed in phrases used in advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere binmek, kulakları çınlamak, pabucu dama atılmak, güme gitmek, demli çay and ocakbaşı
  • identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yoğurt
  • creating and cross-referencing banks of Turkish words and phrases that do or do not have direct equivalents in English
  • working out the meaning of unfamiliar English words and expressions used in other curriculum areas, such as ‘drought’, ‘starvation’, ‘flood’, ‘snowstorm’, and considering how they would convey their meaning in Turkish, for example, kuraklık, açlık, kıtlık, sel, kar fırtınası
  • collecting examples of proverbs used in their families, such as Damlaya damlaya göl olur, Ak akçe kara gün içindir, Denize düşen yılana sarılır, and discussing how to explain their meaning to non-Turkish speaking friends
  • learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

  VCTRC042 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating