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VCTRU031

Notice characteristic features of simple spoken, written and multimodal texts that they use in their home and community and of similar texts in English

Elaborations
- recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa
- recognising differences between the layout, language features and formats of different types of texts such as masal, şarkı, şiir, mektup, makale, haber metni
- identifying and comparing characteristic elements in texts such as poems or fables, for example, kuklalar ve gölge oyunları, şiirde kafiye, dize ve dörtlük, masallardaki insanüstü kişiler ve olaylar
- recognising differences between spoken and written versions of texts such as greetings or farewells, merhaba, hoşça kal; or how güle güle can be used in spoken texts, but Sevgili Ayşe Teyze and görüşmek dileğiyle would be used in written texts
- comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairytales in English, ‘Once upon a time …’ compared to Bir varmış, bir yokmuş, evvel zaman içinde ... in Turkish; rhymes, lines and verses in English and Turkish poems
- distinguishing between different types of texts based on identified purpose and intended audience, for example, differences between SMS mesajı-telefon görüşmesi, yazılı piyes-kukla oyunu, masal-fıkra.
VCTRU031 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCTRU099

Identify features that characterise different types of texts in Turkish, comparing them with similar texts in English

Elaborations
- comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive language and rhythm in poetry or song lyrics; the use of abbreviations and emoticons in text messaging
- identifying characteristic elements of texts associated with national, religious or cultural events, such as festivals or weddings, for example, formulaic and respectful language such as bayramınız kutlu olsun, Allah analı babalı büyütsün, Allah mesut etsin, Allah kavuştursun, comparing with typical elements or features of equivalent texts in English
- identifying differences between spoken and written forms of familiar text types, such as invitations, apologies or greetings, noticing variations in grammar, structure and cohesion, for example, sizleri de aramızda görmekten mutluluk duyarız, mutlaka gelin, affınızı rica ederim, çok üzgünüm
- comparing features of texts that share a purpose but use different modes of communication, for example, by explaining how and why a text message is different to a phone call, or a puppet show to a written story
- recognising conventions relating to structure and composition in Turkish poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by Orhan Veli Kanık, Yunus Emre
- selecting excerpts of favourite comedy routines or cartoons to demonstrate how creative and performative texts use imagery, satire and expression to create mood, tap into emotions and engage and entertain an audience
- developing metalanguage to talk about texts, for example, by referring to textual elements such as structure, mood, register, and by identifying features of text types, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
VCTRU099 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCTRU066

Understand the nature of regional and national variations in language use and that language varies according to context, mode of delivery and relationship between participants

Elaborations
- recognising the diversity of Turkish speakers around the world and of regional and national variations that involve accents, dialects and vocabulary, for example, the word geliyorum is gelirem (Azerbaijan), gelikene (Western Thrace), celiyrum/geliyem/geliyom (Black Sea/South East Anatolian Region/North Cyprus)
- recognising features of language used in different texts which identify the purpose for which it is intended and the audience it is aimed at, for example, beğenmiyorum, hiç beğenmedim, bana yaramaz, iğrenç bir şey!
- explaining differences in style and register between different texts, for example, futbol maçındaki tezahürat: En büyük Fener başka büyük yok! Şampiyon Galatasaray! Beşiktaş sen çok yaşa! compared to Okul karnesi: Murat bütün ödevlerini zamanında tamamladı, Değerli misafirler, bugünkü toplantımızda gençlerimizin sorunları hakkında konuşacağız
- analysing samples of language from different media texts, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to demonstrate the influence of factors such as age, gender, social position and regional variation on language use and text composition
- collecting and comparing language samples that show how people vary their language based on their relationships with others, different situations, social status and ethnic background, for example, language used by teachers and students at school, politicians’ speeches
- analysing how Turkish proverbs and idioms are used differently in different text types and modes of delivery, for example, fıkralar, hikayeler, mektuplar or resmi konuşmalar
- noticing variations in language use according to context and relationship, for example, by identifying differences in exchanges in English, such as ‘apologies for any convenience caused’, ‘not at all’, ‘sorry mate’, ‘no worries’ and Turkish, Kusurumuza bakmayın lütfen, Çok özür dilerim anneciğim, Rica ederim, Lafı mı olur? Ne olur affedin beni! Sürç-i lisan ettiysek affola! Yemin ederim
VCTRU066 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCVIC002

Participate in guided and shared activities, such as role-plays, performances and presentations, that involve planning, deciding, making arrangements and completing transactions

Elaborations
- politely accepting or declining an invitation, for example, Cảm ơn bạn. Được, tôi sẽ đến dự sinh nhật của bạn. Xin lỗi, tôi không đến được vì tôi bị bệnh
- planning home and school events, such as a Mother’s/Father’s Day celebration, a birthday party or group presentation, and exchanging information about date, time, place, activities and participants, for example, Thứ Bảy tới là sinh nhật của con. Mẹ cho con mời mấy người bạn? Ba ơi, chủ nhật tới là ngày lễ Mẹ. Mình đưa mẹ đi ăn nhà hàng nha ba. Con sẽ gọi cho nhà hàng để đặt chỗ. Ba muốn đi nhà hàng nào? Mấy giờ mình đi?
- participating in real or simulated scenarios such as asking for or giving directions, or providing assistance, for example, Tôi/Chúng mình bị lạc đường rồi. Làm ơn chỉ cho tôi/chúng tôi đường đi đến trạm xe lửa. Đi thẳng, đến ngã tư thứ hai quẹo trái
- making transactions in authentic, simulated or online situations, such as purchasing goods, ordering food or requesting services, for example, Xin lỗi, cô cần gì ạ? Cái áo này bao nhiêu tiền? Có số nhỏ/lớn hơn không? Vé xe lửa đi City giá bao nhiêu? Ở đây có dạy thêm tiếng Anh cuối tuần không?
VCVIC002 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCVIC010

Compare personal responses and reactions during interactions in Vietnamese and English, noticing how interaction involves culture as well as language

Elaborations
- discussing their own level of comfort with particular gestures and body language when interacting across cultures, for example, making or not making eye contact when talking to older people, beckoning downwards or upwards, and hugging or not hugging in greeting
- sharing with peers how it feels to use Vietnamese and English in different contexts, such as at home, at school and in the Vietnamese 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, thoải mái/không thoải mái, thích/không thích
- noticing how their Vietnamese cultural background influences their linguistic choices in cross-cultural interactions, for example, changing terms of address and level of formality depending on the context of interaction and the relationships between participants, such as the use of ông, bà or title plus the first or full name (ông Bình, bà Hoa, Trưng Nữ Vương, Vua Quang Trung, Tiến sĩ Hiệp, Bộ trưởng Lê Trung Hiếu) 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 Vietnamese people express disagreement (Tôi không nghĩ vậy. Tôi e rằng… Bạn nói cũng có lý nhưng tôi nghĩ khác), the importance of modesty and humility as expressed in the proverb Bảy hai chưa què chớ khoe rằng khoẻ, and the importance of respect as seen in the way Vietnamese people greet each other or address the elderly (dạ/thưa/ kính thưa)
VCVIC010 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCVIC157

Initiate and sustain interactions with peers and known adults on topics and issues related to social activities and personal interests

Elaborations
- initiating conversations, including face-to-face and online conversations, by asking peers about personal interests, for example, Lúc rảnh rỗi bạn thích làm gì? Bạn thích ăn mặc thế nào khi đi chơi?
- sustaining conversations by further exploring peers’ perspectives on topics of discussion, for example, Ngoài âm nhạc ra bạn còn sở thích gì khác? Tại sao vậy? Tôi nghĩ đọc sách rất có ích. Bạn có đồng ý với tôi không?
- exchanging opinions about a range of topics such as friends, family, lifestyles, celebrations, food and health, for example, Mình nên cẩn thận khi quen bạn ở trên mạng. Chúng ta nên ăn uống lành mạnh để có sức khỏe tốt
- summarising different opinions in interactions, for example, Có bạn thì thích phim hành động, có bạn thì thích phim tình cảm
- interacting with family and friends at school and home events, for example, Hôm nay đội bóng đá trường mình chơi hay lắm! Năm nay ngày hội đa văn hóa trường mình tổ chức vào ngày nào? Ba mẹ ơi, năm nay nhà mình đi chơi ở đâu/ăn Tết thế nào? Tết này cô chú và các em về Việt Nam ăn Tết à? Cho con gởi lời thăm ông bà và các cô chú ở Việt Nam
VCVIC157 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCVIC160

Locate, analyse and compare information relating to topics of shared interest or other learning areas from a range of print, visual, digital and online sources

Elaborations
- accessing diverse sources in a range of media, such as books, web pages, television programs, radio news items, interviews, reports, video clips or documentaries, to collate information about aspects of Vietnamese and Australian lifestyles, for example, schooling, leisure activities or preservation of natural environments
- researching young people’s lifestyles across Vietnamese-speaking communities, comparing information from different cultural contexts to identify the impact of such factors as climate, customs, transport, economy or globalisation, for example, the influence of Korean pop culture on Vietnamese teenagers’ fashion and hairstyles, and their tastes in food, music and movies
- using reading strategies to enhance understanding of texts, such as identifying and clarifying the meaning of key words or concepts, or distinguishing main points from supporting details
- summarising, analysing and comparing information obtained from a range of sources, for example, information about Vietnam from a cookbook, a tourism website and a documentary such as Luke Nguyen in Vietnam or Hành Trình Xuyên Việt, selecting appropriate resources for research projects, and discussing and explaining the reasons for similarities and differences in the information obtained
- comparing key points and supporting details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
- using concept maps, charts and tables to organise and analyse information
- contributing to a shared class database or online library information that has been drawn from various sources, and classifying selected information according to topic, genre or level
VCVIC160 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCVIU118

Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences

Elaborations
- noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’
- using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
- using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
- recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
- using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)
- developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện
- recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?
- using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
- recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học
VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCVIU187

Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts

Elaborations
- analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
- recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions or proverbs
- identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
- understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
- understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of technology on teenagers
- recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of the colour white to signify purity in Western cultures but bad luck in Eastern cultures
- recognising and discussing cultural concepts or values reflected in texts, for example, cultural icons used in commercial advertisements
- identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education
VCVIU187 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCZHC161

Interact and socialise with familiar groups and individuals, exchanging personal information such as sporting achievements, favourite pastimes, and sharing perspectives on aspects of contemporary life such as popular music

Elaborations
- contributing to class discussions to share opinions on topics such as homework and study habits, parental expectations and generational differences; elaborating on own perspectives, clarifying ideas and opinions (for example, 奥运会我既为澳大利亚加油也为中国加油，因为这两个国家对我来说都很重要), and summarising various perspectives in interaction, for example, 大家的意思是… or 也就是说…
- initiating conversations to share aspects of personal world such as a recent overseas holiday, future plans, achievements in life, for example, 你知道我今年冬天去了哪儿吗？说起来真好玩
- acknowledging others’ ideas and indicating agreement or disagreement in non-judgmental ways (for example, 我们也没办法，不得不…); using language to persuade or influence others, for example, listing possible consequences (要不然; 如果… … 的话; 那么 …)
- eliciting others’ opinions; exploring others’ perspectives and the influences on their perspectives; asking questions and inviting elaboration (for example, 你为什么说…?); and responding to others’ opinions by providing a different perspective, for example, 你说你喜欢滑雪，我也很喜欢滑雪。因为滑雪不仅有趣，它也是很好的运动，可以锻炼身体；你还可以和家人一起滑雪，所以它也是很好的家庭活动
- sharing experiences relating to school (for example, camps, excursions, class activities) and leisure (for example, sporting competitions, television programs, family holidays) with participants of online communities of Chinese speakers, such as educational blogs
- responding to enquiries from others through correspondence and online communities, and describing lifestyle of Australian young people with attention to what makes Australia unique, for example, 澳大利亚有…，人们生活…
- engaging with educational social media to document own experiences and achievements by posting a weekly journal or blog for others to read, for example, 本周XX俱乐部足球赛
- using mobile technologies to maintain contact, share thoughts and experiences, and plan activities with Chinese classmates
VCZHC161 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCZHC067

Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed

Elaborations
- discussing differences in the way events are reported in different media sources, such as local and national Chinese TV news programs
- collating and analysing data on life in Chinese communities (such as positive and negative experiences of adjustment to life in Australia, impressions of Australian education system, and perspectives on the Australian national character) by interviewing Chinese speakers and utilising a range of graphic organisers to collate and compare ideas from diverse sources and perspectives
- presenting or supporting a personal position or view by reconstructing information from diverse sources, summarising key points, and using quotes or supporting information, acknowledging diverse perspectives and sources of information and the views of others by using reported speech, and using forms of presentation appropriate to the subject matter, for example, using charts or images to support text
- gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
- extracting details and main ideas from texts, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
- comparing different perspectives on the same event or on a topical issue such as intergenerational relationships, the environment, or food choices
- making presentations on aspects of cultural practices and lifestyles in Chinese communities, providing a balanced perspective and avoiding stereotyping, for example, 很多中国人…；据报道，百分之三十的人口…
- creating and displaying posters to raise peers’ awareness and help promote the messages of charity organisations conducting work in China
- sharing own interest in people, places and events in the Chinese world by reading about places and historical figures (such as 秦始皇, 毛泽东) and writing articles for the school newsletter to inform others, recommending further reading and websites (Chinese and English)
VCZHC067 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCZHC101

Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes

Elaborations
- sharing opinions on language used in contemporary media for young people, including music videos and TV series, for example, 我很喜欢学这首歌，它的歌词很美
- explaining meaning of scripts and lyrics, and recognising how feelings/emotions are expressed in ‘subtle’ ways through the use of stylistic devices or symbolism, for example, 月亮代表我的心
- comparing how the theme of love is represented across different imaginative texts in both Chinese and English, and discussing personal responses, for example, 我觉得这个故事很像…。我不喜欢…因为他…,如果他像…一样，那么…
- identifying how media convey a sense of ‘right’ and purpose in the lives of young people and expressing own opinion (for example, 我觉得他是好人，因为他帮助老人) and reactions to the situations and contexts represented, for example, 如果我是她; 我觉得他最好…
- portraying a scene from a familiar narrative (for example, creating a skit or short play recounting an event from a well-known novel) and considering how the main characters represent their experiences and express their emotions through their interactions
- creating a Chinese voiceover for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment
- collaborating to create short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
- collaborating to develop an imaginative promotional video to post on a website to sell an innovative product or service, such as a Chinese-speaking toy panda or a peer tutoring service
VCZHC101 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCZHC055

Translate texts for different audiences varying the language to explain key points for these different audiences

Elaborations
- identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
- translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
- discussing reasons for producing different versions of texts for different audiences
- describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
- avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
- reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
- comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
- exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning
VCZHC055 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCZHC129

Interact and socialise with peers and teachers to exchange thoughts and feelings about home routines, leisure activities and community events

Elaborations
- participating in conversations about home and leisure activities, expressing opinions and comparing experiences relating to hobbies, interests and routines, for example, 你喜欢做什么？ , 我喜欢游泳。, 你几点放学？, 我三点放学，比较早
- discussing topics beyond the immediate home context, including subjects from other learning areas, for example, 乘法口诀, 名人 and 地理
- asking questions to seek permission from the teacher, for example, 我可以上厕所吗？ / 老师，我们明天有没有汉语课？/ 老师，我可以用铅笔写字吗？
- repeating the teacher’s instructions to help clarify and maintain class activities, for example, 老师说我们先看这个DVD，再做题
- initiating and maintaining communication by taking turns (for example, making suggestions such as 我们要不要一起去 or 我们一起去吧) and responding to the suggestions of others in an appropriate manner, such as 好的, or through gesture
- creating short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
- producing short texts such as descriptions of a place or feature or the rules of behaviour for different events, situations or activities
- participating in shared blogs, exchanging information with students from sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
- using emoticons such as >_<||| in digital communication to enhance meaning
VCZHC129 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC127

Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

Elaborations
- using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
- asking and answering questions that require an affirmative or negative response, for example:
  WANT PLAY HIDE-AND-SEEK?
  Do you want to play hide and seek?
  PRO2 ALIGHT?
  Are you alright?
- asking and answering simple questions about family, friends and pets, such as:
  PRO2 BIRD HAVE PRO2?
  Do you have a bird?
  PRO1 DON’T-HAVE
  I don’t have one.
  SISTER-BROTHER HOW MANY?
  How many brothers and sisters do you have?
  2 BROTHER 1 SISTER
  Two brothers and one sister.
- describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
  PRO3 HAVE DS:curly-hair
  He has curly hair.
  THAT HORSE BIG
  The horse is big.
- expressing likes and dislikes using simple statements such as:
  PRO1 LIKE SCHOOL
  I like school.
  FLOWER DON’T-LIKE
  I don’t like flowers.
  PRO1 HATE APPLES
  I hate apples.
- expressing feelings using lexical signs and affective NMFs, for example:
  PRO1 HAPPY
  I’m happy.
  PRO3 GRUMPY
  She’s grumpy.
- expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
- making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
- referring to family members and classmates by fingerspelling a name or using a sign name
- describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ
VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCASFC145

Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

Elaborations
- asking each other about their daily routines, interests or pastimes, for example:
  PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
  How do you get to school?
  PRO2 REGULAR GO-TO-BED WHAT TIME?
  What time do you go to bed?
  WEEKEND OR HOLIDAYS, WHAT D-O?
  What do you do in your free time?
- recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example:
  LONG-TIME-AGO PRO1 FLY NEW ZEALAND
  A long time ago I went on a plane to New Zealand.
- recounting classroom events using some indicating, plain and depicting verbs
- describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example:
  PRO1 WORK LITTLE, LATER WORK-REALLY HARD
  I worked on it a little bit, then later I worked really hard on it.
  PRO1 SWIM-_fast SWIM-_slow
  I swam really fast till I got tired and slowed down.
- expressing preferences in relation to people, places or things, for example:
  PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
  I like that one, and that one, but that one is the best book.
- interacting with members of the Deaf community to share details of their personal worlds
- identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example:
  PRINCIPAL YOU-KNOW LONG-HAIR GLASSES?
  You know the principal? She has long hair and wears glasses.
  POSS1 BROTHER OLD++ TALL REAL FUNNY
  My brother is older; he’s tall and really funny.
VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCASFC183

Participate in extended interactions by explaining and clarifying answers, responding to others’ contributions, asking follow-up questions and observing protocols in and beyond the classroom

Elaborations
- contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, such as:
  NEVER THOUGHT YEAH-RIGHT
  Oh yeah, I hadn’t thought of that before.
- responding to signed class and school announcements with more elaborated responses, for example:
  YES I CAN COME-TO-YOU HELP BUT CAN-NOT THURS
  Yes, I can help you with that, but not on Thursday.
- commenting on information provided by others to indicate or to clarify understanding, for example:
  NOD INTERESTING
  Mmm, interesting.
  TRUE WHAT ABOUT…?
  True, but what about …?
- extending discussion or debate by asking follow-up questions, clarifying their own contributions or suggesting relevant comparisons
- organising standing or seated positions and ‘signing space’ when talking to one or more people, and adjusting the physical environment to be well-lit and without glare to enable effective communication
- adjusting styles of communication according to situation, for example, getting someone’s attention for a non-urgent matter versus an emergency situation
- investigating appropriate ways to join or take leave of a group interacting in Auslan and following appropriate protocols in interpreting situations outside the classroom, for example in the playground
- sharing responsibility for providing information and context for a new participant joining a conversation
VCASFC183 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCASFC118

Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces

Elaborations
- using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
- identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
- comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
- exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity
- investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning
- discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture
- identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes
- using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing
- engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses
- using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information
- documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
- responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
- describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family
- exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants
- discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community
VCASFC118 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity
VCASFU089

Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

Elaborations
- identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
- researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
- analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
- analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
- appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
- analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
- investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
- considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
- investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
- appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
- recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
- considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
- researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
- discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)
VCASFU089 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness
VCASFU179

Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

Elaborations
- describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
- discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
- investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
- exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
- mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
- finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
- investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
- understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
- recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less well-documented and robust
- recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
- recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
- understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some Deaf people learn Auslan later in early adulthood
- describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
- using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages
- exploring how different technologies are used by deaf people to support social networks and strengthen their community and language
- explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf history and significant sites, for example by sharing stories about school days in the past
- identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
VCASFU179 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

Result list

VCTRU031

Elaborations

VCTRU099

Elaborations

VCTRU066

Elaborations

VCVIC002

Elaborations

VCVIC010

Elaborations

VCVIC157

Elaborations

VCVIC160

Elaborations

VCVIU118

Elaborations

VCVIU187

Elaborations

VCZHC161

Elaborations

VCZHC067

Elaborations

VCZHC101

Elaborations

VCZHC055

Elaborations

VCZHC129

Elaborations

VCASFC127

Elaborations

VCASFC145

Elaborations

VCASFC183

Elaborations

VCASFC118

Elaborations

VCASFU089

Elaborations

VCASFU179

Elaborations

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