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• VCHIC094

  Access and identify specific points of information such as details about people, places or events from a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • collecting information from print and digital sources on social or environmentally related events, recording key facts and associated vocabulary for use in their own projects, for example, प्रदूषण एवं पर्यावरण; स्वच्छ भारत; गंगा नदी की सफ़ाई; स्वच्छ ऑस्ट्रेलिया दिवस
  • collecting information via surveys or face-to-face conversations with friends and family members on questions related to social behaviours or trends, such as preferred modes of communication, for example, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग, compiling a summary of findings in table or graph form
  • listening to recordings of phone conversations, announcements or radio interviews, transcribing key facts or details such as dates, times, events or locations in note form or through checklists or timelines
  • accessing information from videos, books and websites produced in different cultural contexts on topics such as family life, community living, housing or schooling, summarising and reporting back on key trends and cultural factors
  • collecting facts, figures and vocabulary from resources such as posters, websites and brochures, and using them to draft a position for an in-class discussion of a topic such as healthy lifestyles, benefits of travel or animal protection
  • presenting an oral summary of an action or event reported in the media, using appropriate register, language features and non-verbal language to capture key elements and engage audience interest

  VCHIC094 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCHIC064

  Consider differences and similarities in style and use of language when interacting in Hindi and in English, noticing when the choice is made to use either or both languages

  Elaborations

  • identifying ways in which they change their ways of communicating when switching from Hindi to English
  • providing examples of interactions which feel more natural in Hindi than they do in English or vice versa, for example, using Hindi to talk about family experiences, rituals or relationships, using English to talk about school work, music or films
  • using a reflective journal to record and compare when and why they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages
  • identifying instances when using both Hindi and English in the same interaction makes for easier communication
  • discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different perspectives and traditions
  • reflecting on choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for either practical or cultural reasons

  VCHIC064 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCHIU033

  Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents

  Elaborations

  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा when speaking with elders or strangers

  VCHIU033 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHIU105

  Understand that both spoken and written Hindi vary in form and function when used by different people in different contexts and situations

  Elaborations

  • understanding that there is a standard form of Hindi, मानक हिंदी used in writing and spoken by many people, and also a range of spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • creating a map that identifies regions of India, Fiji, Mauritius and other parts of the world which have communities of Hindi-speakers and of related languages/dialects represented in the classroom, such as तमिल, गुजराती, पंजाबी, मराठी
  • examining how language users vary modes of expression to reflect different feelings, relationships, intentions or attitudes, for example, by comparing the respectful tone of devotional texts such as भजन, दोहे, the exuberance, humour and colour of Bollywood scripts and the directive tone of rules and regulations in school rules or official documents
  • comparing the style, structure and register of informal and formal texts such as invitations or the expression of wishes, noticing elements such as vocabulary used, economy/elaboration of expression, and grammatical style (मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?
  • comparing the informal use of greetings and wishes between friends and family members with those used in more formal situations, for example, अरे राहुल! प्यारे माता पिता,, ढेर सारा प्यार

  VCHIU105 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU107

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi, and reflect on the diversity of language practices that characterise members of this multicultural community

  Elaborations

  • recognising the linguistic diversity of the global community, understanding that many people around the world speak more than one language, comparing with the multilingual character of Australian society, for example, by talking about the different languages represented in the classroom and local community
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, for example, by constructing a linguistic profile of their own class or school community
  • recognising that there are many different Indian languages and dialects spoken in India and other regions of the world, such as Hindi, Tamil, Gujarati, Panjabi, Marathi, involving variations in accents, vocabulary and syntax, and that most Hindi speakers also speak other languages
  • comparing their individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • reflecting on the impact on their personal lives and sense of identity of being bilingual or multilingual
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions that they use when communicating in English

  VCHIU107 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU122

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

  Elaborations

  • understanding the significance and cultural importance of features of different types of texts, such as forms of address or language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर , महोदय (formal) प्रिय मित्र (informal)
  • identifying key features and structures of familiar texts types to understand unfamiliar content, for example, recognising core words associated with time or place in airport announcements, ‘reading’ images as well as written language in advertisements
  • recognising the format of different Hindi texts and stylistic conventions such as the need for elaborated forms of address in formal invitations or congratulations, understanding how these vary according to the context, occasion and intended audience
  • composing and comparing examples of familiar texts such as emails, songs, slogans or public signs, noticing how choice of language and text structure positions the reader and indicates the text’s purpose
  • comparing language features of Hindi and English versions of genres such as news headlines or school reports, noticing differences that appear to be culturally significant
  • composing a formal and an informal version of a selected text genre, such as a written invitation or a text message, for example, मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?

  VCHIU122 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDC010

  Notice what may look or feel similar or different to own language and culture when interacting in Indonesian

  Elaborations

  • recognising ways in which Indonesian differs from English, for example, greetings depend on the strength/position of the sun; siblings are identified in relation to position in the family (for example, Kak (older sibling)); and ways of showing politeness may differ, for example, using first name for a teacher (Ibu Lynda)
  • noticing similarities and differences in language that relates to culture, such as the names of foods and animals particular to the climate and geography; and in cultural practices, such as extended families living together and attitudes towards pets, for example, that Muslims generally don’t keep dogs as pets
  • noticing and recalling information by responding to teacher prompts in Indonesian or English (for example, Kamu melihat apa? or ‘What do you notice about…?’) when viewing television programs, video clips of children’s stories, or pictures of families, homes and schools
  • developing language to discuss aspects of language and culture, for example, terms such as ‘country’, ‘groups of people’, sama/beda, or asking in English: ‘Why is…like that?’
  • describing how it feels to use Indonesian, for example, when singing a song or hearing Indonesian spoken by others

  VCIDC010 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCIDC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCIDC021 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VCITC025

  Give factual information about people, objects, places and events in texts supported by graphics or illustrations

  Elaborations

  • creating texts in oral, print or digital form to provide information about:
    
    • people, for example, Ha i capelli lunghi e ricci; ha gli occhi neri; fa il farmacista; abita a Napoli;
      
    • pets and animals, for example, Mi piace … perchè … . Mangia …, Vive …;
      
    • places, for example, describing pictures and creating brochures of Italian resorts and cities (questa è Firenze; vedo il Ponte Vecchio, il fiume Arno, la cupola. È molto bella!)
      
    • events, for example, describing a party or school celebration (C’è la Coca-Cola; c’è il regalo e c’è la torta)
  • creating posters to inform others of a special event
  • planning and giving short presentations on topics such as holidays, favourite computer games or favourite playground, using a combination of language and images (for example, photos, illustrations, captions, diagrams) to report information

  VCITC025 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCITC101

  Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources

  Elaborations

  • describing a person, place, object or event in their local environment using [article + subject + verb + adjective], including negative expressions, for example, è/non è simpatico/cattivo; di legno/di ceramica; è interessante/difficile
  • comparing aspects of daily life across cultures, for example, fare la passeggiata, eating habits, school life and routines and presenting results in class in oral presentations or written descriptive texts
  • surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti…)
  • collecting, collating and presenting data in Italian using online survey software

  VCITC101 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC002

  Engage in transactions and collaborative activities that involve planning and making arrangements, such as obtaining goods and organising performances

  Elaborations

  • working together to create displays, presentations or performances to showcase their Japanese learning for family, friends or school community
  • following instructions, for example, following a recipe to make やきそば, おこのみやき、まきずし or making origami
  • making arrangements using language related to place, time and activity, for example,　火(か)よう日(び)に　テニスを　しますか。火(か)よう日(び)は　ちょっと…。
  • participating in scenarios that involve ordering and purchasing goods such as food and drink, for example, すしを　ください。おちゃ、おねがいします。いくらですか。
  • participating in class activities such as word, board or electronic games, using set phrases in Japanese such as わたしの　ばん、みぎ、ひだ、かった！、まけた、ざんねん、だめだった、だいじょうぶ？、がんばって！、 つぎは　だれ？、いち、に、さん！

  VCJAC002 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC151

  Create and present or perform imaginative texts for a variety of purposes and audiences

  Elaborations

  • creating and performing a presentation for a particular audience, for example, a puppet show or play for a buddy class or a performance for the school or community
  • designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group
  • creating a rap or song that involves experimentation with rhyme and rhythm
  • teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
  • using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ　は　たからじま　です。大きい　とりい　と、小(ちい)さい　とりい　が 　あります。じてんしゃ　で、大きい　とりい　に　いきます。大きい　とりい　の 下(した)　にはこ　が　あります。はこ　の　中(なか)　に 金(きん)　が　あります。
  • producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

  VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCJAC172

  Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use

  Elaborations

  • recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
  • making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
  • experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting
  • making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members
  • reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye contact when talking to older people

  VCJAC172 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCKOC195

  Construct and present texts in different formats for different audiences, taking into account own perspectives and intended purpose

  Elaborations

  • producing texts for different types of audience (for example, classmates, parents, peers on social-networking websites, possible future employers) and for different purposes and in different contexts (for example, school, community, social clubs, part-time jobs) to convey own ideas and interpretation of particular texts,using oral, print, multimodal and digital media such as blogs, letters, instructions, articles, podcasts and speeches
  • creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others, for example, on global warming (지구온난화), attending to the audience and context, for example, 우리 모두 생각해 봅시다. 지구온난화를 막지 못하면지구가 죽습니다. 북극과 남극의 빙하가 녹고, 자연이 파괴됩니다. 그러므로 … 우리가 먼저 지구 온난화를 막아야 합니다 …
  • combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, 다문화사회

  VCKOC195 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC028

  Create bilingual texts for the wider community, such as notices, instructions, promotional material, performances or announcements, considering cultural aspects of each language

  Elaborations

  • providing bilingual captions for images of Korean or Australian scenes to explain cultural references, for example, bush, beach or city images
  • producing bilingual texts in different formats including digital texts such as captioned photos, notices, signs and instructions, for particular audiences in familiar contexts, for example, for intending international students to Korean or Australian schools, highlighting key terms and expressions associated with the context, such as 과목 (수학, 과학, 사회, 역사, …), 수업 시간, 과외 활동
  • conveying information and providing instructions to others in a range of bilingual texts including those in digital or online form, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert or fundraising food stall, a display for a local venue such as a library, youth club or flea market, for example, 힙합 동아리에 오세요!; 청바지를 팝니다; 이메일로 연락하세요

  VCKOC028 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOU209

  Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other

  Elaborations

  • recognising that language and culture are intertwined in texts and together convey cultural perspectives, concepts and values
  • analysing how the Korean language may reflect cultural perspectives and values such as collectivism, harmony, humility and the importance of ties between family members, for example, arange of kinship terms extending to remote relations, using kinship terms rather than first names to address members ofthe family and norms such as showing deference and saving face, for example, 네, 괜찮아요
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • reflecting on own experiences of moving between cultures in the school, local and virtual communities and on their different roles played in different intercultural exchanges as a learner and user of Korean
  • recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the early 19th century colonial period and how Korean culture and language lived it out, flourish and are recognised in the contemporary world

  VCKOU209 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture