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• VCASFU178

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU178 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• 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

• VCESU178

  Understand the dynamic nature of languages

  Elaborations

  • identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá! and ¡olé!
  • identifying the movement of language elements across and between times and contexts, such as words adopted into Spanish from indigenous languages and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
  • noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
  • collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta
  • analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence
  • investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner

  VCESU178 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRC110

  Participate in collaborative projects that make connections between French language and culture and other curriculum areas

  Elaborations

  • organising class displays that combine print and digital resources with demonstrations and performances around themes such as le 14 juillet, le voyage, la Fête de la Musique, la gastronomie francophone
  • finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular contributions or achievements
  • participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience
  • designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durable
  • using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet sites

  VCFRC110 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRU048

  Recognise and apply features of intonation, pronunciation and writing conventions used in different types of texts and contexts

  Elaborations

  • recognising and using liaisons when appropriate, for example, les élèves, les petits enfants, joyeux anniversaire
  • understanding that the letter h is never pronounced and is referred to as a silent letter, for example, l’hôtel, l’herbe, heureux, habiter, le héros, la hache
  • understanding that the aigu -é at the end of a word is pronounced, unlike -e without an accent (for example, le passé, je passe; le soufflé, je souffle), and that other accents also change the sound of a letter, for example, the cédille (ç) softens the c sound (le garçon, la façon, le français)
  • recognising how pitch, stress and rhythm help to convey meaning even if individual words are unfamiliar, for example, J’ai eu très, très peur! D-o-u-c-e-m-e-n-t…
  • applying phonic and grammatical knowledge to spelling and writing unfamiliar words, for example, letter combinations such as -eau, -eur or -ette, and words involving two or more distinct vowel sounds, such as la voiture, important, le pompier, l’aspirateur, la ceinture

  VCFRU048 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCGRCE003

  Listen to and read Classical Greek texts, such as stories, myths and plays; share reactions and make connections with characters, events, actions, settings and key emotions

  Elaborations

  • listening to and reading texts, such as stories about life in the city/country, legends or myths, for example, Theseus and the Minotaur, and responding to questions in English relating to content and context
  • recognising recurring characters, settings and themes in texts, drawing on previous knowledge and experiences to make connections with the narrative
  • discussing how scenes and characters are depicted in texts, such as through imagery or conversations, for example, in short plays, dialogues, retelling of well-known myths and legends
  • discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition (πόλεμος αἴρεται, πόλεμος οὐ φατὸς πρὸς ἐμὲ καὶ θεούς), alliteration (τυφλὸς τά τ᾽ ὦτα τόν τε νοῦν τά τ᾽ ὄμματ᾽ εἶ), assonance (κατῆγεν ἦγεν ἐς μέλαν πέδον), onomatopoeia (αἰάζω, σίζω, δοῦπος, κλαγγή)
  • recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension
  • identifying and discussing the techniques writers use to achieve specific effects, such as the use of antithesis to create humour or surprise, for example, ὁ μὲν διδάσκαλος πονεῖ, οἱ δὲ μαθηταὶ καθεύδουσιν

  VCGRCE003 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCHIU031

  Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, 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 and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCIDC074

  Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects

  Elaborations

  • listening to, viewing and reading a range of texts such as video clips, computer games, comics, television drama or game shows, and expressing personal opinions about key aspects, for example, pada pendapat saya cerita ini…, saya lebih suka/kurang suka tema fantasi, karakter utamanya menarik sekali
  • reading texts such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in song lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • analysing language and techniques used in contemporary drama, television programs, poetry and film, such as hyperbole, imagery, humour, music and camera angles, for example, adegan, plesetan
  • identifying and responding to key messages and values in traditional texts such as dongeng, wayang and pantun, and considering their relevance in modern times
  • re-creating texts such as fairy tales, legends or myths from a different cultural perspective
  • discussing how texts such as films, plays and songs convey social issues (such as conflict in relationships or poverty) and values such as piety and humility

  VCIDC074 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC030

  Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian

  Elaborations

  • reflecting on cultural differences between everyday life in Italy and Australia, for example, asking how their school day would change if they went to primary school in Italy or what they would find interesting about sharing a lunch with an Italian family, and why; and considering what they would tell a visiting Italian child about how their own family celebrates Christmas, and explaining their choices
  • noticing the influence of important events such as religious celebrations on childhood experiences (for example, le lezioni settimanali di catechismo, la Prima Comunione, andare alla Scuola Media) and connecting these to their own experiences
  • recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for cultural reasons
  • noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of la sorpresa dentro all’uovo di cioccolata at Easter
  • noticing how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, for example, la macchina rossa = the red car
  • discussing distinctive social and cultural practices such as celebrations, for example, Santo Stefano, Ferragosto, Carnevale or Pasquetta
  • considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?
  • considering own and others’ cultural assumptions about home, school and leisure, and how these may be different in an Italian context

  VCITC030 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAC024

  Listen to, read and view a range of imaginative texts in multimodal formats, such as anime, manga or J-pop, describe settings, identify key ideas and events, give opinions and analyse cultural content

  Elaborations

  • engaging with a range of contemporary Japanese texts, including songs, memes, manga, television programs, YouTube video clips or subtitled film excerpts, identifying and interpreting cultural elements such as values, for example, せんぱい and こうはい
  • comparing ideas and values represented in Japanese folk stories with similar Western folk stories/fables, for example, comparing いっすんぼうしand ‘Cinderella’
  • reviewing a video clip, anime or film excerpt popular with Japanese students of the same age, identifying aspects that they enjoyed or disliked, for example, おもしろかったです。だから、また見(み)たいです。おもしろかったです。でも、ながかったです。
  • adapting an imaginative text such as a story or computer game, for example, by resequencing events, adding a new element or changing the location or era
  • identifying and describing characters, settings and events and identifying key ideas or themes in texts that they have particularly enjoyed, giving reasons for their choice
  • selecting favourite elements of performance texts, for example, humour in manzai skits, and comparing them with humorous texts popular among their Australian peer group
  • comparing expression and imagery typical of contemporary Japanese and Australian music, for example, by comparing video clips of popular songs or television song contests in Japan and Australia

  VCJAC024 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC006

  Listen to, read and view texts such as folk stories, video clips and television commercials, share reactions and describe aspects such as characters and contexts

  Elaborations

  • reading and viewing texts such as anime, manga, video clips or lyrics of J-pop, responding to questions about characters, lyrics or events, for example, だれ　ですか。名(な)まえは　何(なん)　ですか。何(なん)の　イベント　ですか。どこ　ですか。、 or re-creating elements by means of a storyboard, timeline or original performance
  • responding to structured stimulus questions about characters, places, events or effects in imaginative texts such as stories, films and anime, using modelled language and formulaic expressions to express reactions, for example, やさしい 人(ひと)せが　たかい　です。おもしろい　はなし　ですね。ちょっと　こわい　です。かなしい　です。たのしかった　です。びっくり　しました。どきどき　しました。
  • comparing and reflecting on ideas, values and key messages in Japanese texts, such as the moral of a story or folk tale, identifying ideas and themes that may be similar or different across cultures, for example, Japanese concepts of おんがえし、 working hard, consideration of others and humility
  • discussing which animals often feature in Japanese folk tales and what characteristics are attributed to them, for example, つる in つるのおんがえし、さる and かに in さるかにがっせん、 and comparing with animals that feature in folk stories from other languages and cultures from the Asia-Pacific region, such as Australian Aboriginal and Torres Strait Islander stories
  • exploring the idea of changing values and behaviours as represented in contemporary imaginative and creative texts such as television shows and/or commercials, video clips, jingles and computer games

  VCJAC006 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCTRC038

  Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds

  Elaborations

  • gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, Allah izin verirse, Hayırlı olsun
  • conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk
  • gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts
  • surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
  • researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
  • viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world, such as Kuzey Kıbrıs Türk Cumhuriyeti,Türkmenistan, recording key facts and unfamiliar vocabulary or expressions
    
  • gathering information about well-known people in fields such as sport, entertainment, pop culture, the arts or history, to create a profile to present to their peers

  VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCTRU029

  Understand and apply the principle of vowel harmony, experiment with Turkish pronunciation, intonation and spelling patterns

  Elaborations

  • learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
  • matching root words to suffixes to apply the rule of vowel harmony and to learn about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem, which have changed their original forms
  • learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words
  • learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes
  • understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?
  • understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
  • learning about the devoicing and doubling of final consonants, as in kitap – kitabı, kanat–kanadı, sokak-sokağa and git-gittim, sır-sırrım

  VCTRU029 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• 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

• VCVIC023

  Respond to a range of traditional and contemporary forms of art and entertainment, and imaginative and creative texts, including digital texts, describing and discussing themes, values, plot and representations of characters and events, and expressing preferences

  Elaborations

  • recognising and discussing different forms of Vietnamese art and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre, television and cinema
  • comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu, dân ca with nhạc trẻ, kịch with phim, or trò chơi dân gianwith trò chơi điện tử, to identify how social and cultural practices may have changed or been maintained over time, for example, wedding ceremonies or birthday/New Year celebrations
  • listening to, viewing or reading texts such as novels, memoirs, songs, films and performances, discussing the main characters and events, and the key messages and beliefs, and examining how language is used to help reveal the characters’ attitudes or views
  • responding to events and characters in imaginative texts by, for example, writing a diary entry or blog reflecting on an event in a story or film, or conducting an imaginary interview with a character in a story or film
  • describing key messages, values and beliefs in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the English version Cinderella, and discussing the reasons behind similar and different moral values, practices and beliefs
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships, making connections with personal experiences

  VCVIC023 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIU154

  Understand that language is used differently in different contexts and situations, for example, at home, at school, at the market or at the doctor’s surgery

  Elaborations

  • discussing with peers how they vary language use when communicating with people in different contexts, such as talking to a teacher, chatting with friends or going shopping, for example, Thưa cô, cho em nộp bài trễ một ngày được không ạ? Lan này, chừng nào có bài kiểm tra tiếng Việt? Chào cô, ở đây có bán từ điển tiếng Việt không?
  • identifying ways in which tone and body language vary in daily interactions depending on context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the setting (serious/interactive in the classroom, casual/friendly in the playground, relaxed at home/careful in the street)
  • explaining variations in aspects of language use such as tone, gestures, word choice or sentence structure in various situations and contexts, for example, interactions between customer and salesperson, doctor and patient, tour guide and tourist
  • identifying specialised language used in specific contexts, for example, at the market (giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu) or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
  • recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?

  VCVIU154 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCVIU190

  Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs

  Elaborations

  • exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact when interacting with others, and not expressing differing personal views to elderly people, and how these may be misinterpreted by English speakers as lack of engagement or initiative
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, the practice of using family terms (chú, bác) to indicate informality when addressing an unrelated person reflects the value and importance placed on family in Vietnamese culture
  • identifying ways to enhance mutual cultural understanding, such as using cultural behaviours appropriately according to audience and context of communication, for example, making eye contact when talking to Australians but not when talking to elderly Vietnamese people
  • comparing how the same practice, concept or value is represented differently in different contexts and types of texts due to changes in attitudes and views, for example, how the concept of filial piety (chữ hiếu) is reflected in Vietnamese opera (cải lương) and in contemporary Vietnamese films, and in folk and contemporary literature
  • exploring significant values, practices and beliefs of other cultures, including those from other Asian cultures, that are reflected in different forms of media such as the internet, arts and entertainment, and stories
  • exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

  VCVIU190 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCVIU032

  Identify and analyse linguistic features of Vietnamese that vary according to purpose and relationships

  Elaborations

  • recognising how language use, such as level of politeness, reflects the relationship between participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày) while new acquaintances use more formal language (tôi, bạn)
  • identifying and analysing variations in language use, such as choice of vocabulary and structures, between diverse participants (for example, older people and teenagers, males and females, educated and uneducated people) in a range of different interactions
  • recognising and explaining changes in purpose, attitude or relationship that are revealed through variations in language use such as tone or communicative practices, for example, parents addressing children as con, con cưng, con yêu quý during harmonious times together but as mày during times of conflict
  • analysing how a writer or speaker may vary tone to create different effects on an audience, for example, Mẹ không được xem lén nhật ký của con! versus Mẹ không nên xem lén nhật ký của con như vậy, or Sao con dám nói chuyện với ba mẹ như vậy? versus Sao con có thể nói chuyện với ba mẹ như vậy?
  • comparing and discussing language use in a range of blogs, interviews or transcripts of speeches to determine the target age, gender, social status or educational level of the audience
  • recognising variations in language use in traditional and contemporary Vietnamese entertainment and texts (kịch, cải lương, truyện cổ tích versus phim, thơ, truyện ngắn), including vocabulary, structures, modes of expression and cultural elements

  VCVIU032 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIU134

  Experiment with pronunciation and spelling of Vietnamese vowels, consonants and tone markers

  Elaborations

  • identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other
  • exploring the Vietnamese sound system and making connections between letters, sounds and tone markers in words, for example, adding or changing tone markers to form new words (co, cò, có, cỏ, cọ)
  • recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới
  • analysing sounds such as diphthongs and triphthongs (nguyên âm đôi và nguyên âm ba) and rhyming patterns (vần điệu) when listening to Vietnamese songs, and grouping words according to their pronunciation and sounds, for example, uơi: cười, tươi, người and iên: liền, miền, điền, tiền
  • developing and applying spelling strategies when writing frequently used words and more difficult words, for example, ưa, mưa, đưa, chưa, and forming new words, for example, cái, mái, lái, thái, trái

  VCVIU134 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language