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• VCASFC007

  Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action

  Elaborations

  • changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action
  • interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement
  • using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as YOU THINK PRO1 SHY
  • experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon
  • experimenting with facial expressions to match different emotional expressions, such as HAPPY, SCARED, TIRED
  • changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences
  • representing objects using combined bodies and hands in amusing or creative ways
  • exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
  • making their own handshape creations
  • assuming the role of a character from a story and responding to signed questions from classmates, such as:
    YOUR NOSE DS:long-nose WHY?
    Why is your nose so long, Pinocchio?
    

  VCASFC007 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• VCHIC111

  Participate in structured discussions, reflections and learning activities by managing contributions, asking and responding respectfully to questions, clarifying statements, elaborating opinions and expressing agreement or disagreement in culturally-appropriate ways

  Elaborations

  • using elaborated sentences and interactional cues to support debate and maintain cohesion and focus of discussion, for example, तो, उदाहरण के लिए, तदनुसार, आम तौर पर, दूसरे शब्दों में, विशेष रूप से, इस प्रकार, इसलिये, आप इस विषय में क्या सोचते हैं? क्या आप इसे विस्तार में समझाने की कृपा करेँगे? तुम समझ रहे हो न मैं क्या कह रहा हूँ l मेरी राय में…… मेरे कहने का अर्थ है ... आपको नहीं लगता कि… मेरा सुझाव तो यही है कि…
  • observing conversational protocols such as signalling the end of a contribution, listening without interrupting, using pauses or silence to indicate consideration of what has been said and responding respectfully to different views, for example, मेरे विचार में…..; ऐसा लगता है कि…; गौर तलब है कि…; हमें ध्यान रखना चाहिए…; यह विवादास्पद है; लेकिन वास्तव में; मेरा विश्वास है…; मैं आश्वस्त हूँ ….
  • using evaluative language to acknowledge strengths in others’ arguments and to justify or challenge views in a courteous manner, for example, आप का कहना एकदम स्पष्ट और उचित है। वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँ l आप ठीक कह रहे हैं ... लेकिन मेरा मत यह है कि...
  • using reflective language to evaluate the usefulness of learning experiences and to compare their language and literacy development in Hindi and English, for example, ध्यान से विचार करने के बाद मेरी राय है कि......; मुझे लगता है कि … मुझे एहसास हुआ....; मुझे यही समझ आया कि … मेरा मानना है....l
  • exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।

  VCHIC111 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU091

  Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning

  Elaborations

  • learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
  • comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
  • learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to a compound character, for example, 人 in 他、认、从
  • decoding characters by analysing their structure and the number of components, and recognising familiar components
  • applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
  • identifying contextual meanings of key morphemes in diverse contexts, for example, 天，日，二/两，你好 versus 好玩
  • identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
  • explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
  • understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客

  VCZHU091 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU156

  Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

  Elaborations

  • recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
  • discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
  • recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
  • explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
  • exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
  • recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
  • understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
  • differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
  • recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…

  VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC058

  Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • summarising ideas and information included in presentations by deaf visitors
  • collecting and summarising information on a selected topic sourced from different contexts, considering how context affects presentation of data
  • viewing Auslan texts that present different views on an issue of relevance to their age group, such as cochlear implants or social inclusion, considering how context and culture shape perspectives
  • researching information relating to deaf political movements at different times and in different contexts, drawing comparisons with current deaf organisations, such as the Deaf President Now movement and recruitment of Deaf CEOs
  • surveying peers or members of their family/community on topics related to deafness and the use of Auslan, discussing how commentaries they collect reflect different viewpoints and cultural perspectives
  • collecting information from texts such as interviews, documentaries or presentations to use in new forms, for example, to create a profile of notable Deaf Australians, such as Alastair McEwin, Nola Colefax, Colin Allen or Drisana Levitzke-Gray
  • paraphrasing and evaluating segments of recorded interviews with deaf artists on social media talking about their experience and artistic practice, for example, Deaf Arts Network

  VCASFC058 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC239

  Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action

  Elaborations

  • presenting a biographical report on a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
  • contributing an item of information for a collaborative e-book to describe views on different aspects of Deaf culture, such as community and protocols associated with signing
  • explaining to each other a selected procedure or practice, for example, a recipe, the rules of a sport or board game, or instructions on caring for animals
  • researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue, such as a Deaf political matter
  • using visual props and signed explanation to describe a biological or mechanical process to the class, such as how the ear or a cochlear implant works
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People activities
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
  • providing instructions in an engaging or entertaining style to create interest in a group activity, such as a maths game or signing choir

  VCASFC239 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC021

  Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts

  Elaborations

  • listening to and viewing short informative texts such as television news items (Deutsche Welle), promotional videos or documentaries, and using tools such as guided note-taking or a concept map to extract key information to reuse in own texts
  • gathering information from appropriate sources about a topic of interest, for example, use of technology, healthy lifestyles, or aspects of life in German-speaking countries (sporting clubs, travel and holiday destinations)
  • compiling and comparing information and views/opinions from a range of spoken or written reports, for example, from interviews and evaluation forms related to a Schüleraustausch or Arbeitspraktikum
  • listening to, reading or viewing interviews with ordinary people, sports stars, musicians, environmentalists or politicians, and summarising and recording information and opinions, for example, writing a journal entry or blog describing a typical day and working conditions in a particular profession
  • using print and digital resources such as dictionaries, grammar references and encyclopaedias to support comprehension and research

  VCDEC021 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCELC141

  Convey and present information about aspects of personal world through prepared texts such as digital presentations, diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as flyers, newsletters, advertisements and brochures
  • preparing and giving simple presentations on personal world, for example, a timeline of growth and change Εδώ είμαι δύο χρονών. Εδώ είμαι πέντε χρονών. Πάω στο σχολείο, family celebrations of birthdays/name days and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in Greece or Cyprus, or a food item such as olive oil or mastiha gum
  • preparing a dialogue with a partner about self, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram) or to highlight frequency (graph)
  • reporting information, for example, about city and village life, based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCELC141 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCESC184

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

  Elaborations

  • gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives
  • presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia de la música en los jóvenes, classifying issues according to viewpoints and perspectives
  • researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding on an appropriate time of year to visit a particular Spanish-speaking country or region
  • analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

  VCESC184 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC166

  Analyse and summarise key ideas and information from a variety of texts on a range of topics

  Elaborations

  • engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person
  • using a range of tools such as charts, tables, mind maps and graphs to organise and present information accessed from sources such as television programs, reports, interviews, video clips, documentaries and social networks on topics of relevance to their age group, for example, El trabajo infantil no debe continuar. La importancia del reciclaje para el medio ambiente
  • summarising key points in different types of informative texts, deducing the meaning of unknown words and expressions, and noticing and explaining cultural references
  • researching young people’s lifestyles across Spanish-speaking cultures and contexts, comparing information from different cultural contexts to identify factors such as geography, climate, and social and community environment
  • comparing details from a range of texts on topics such as education or cultural occasions and ceremonies across the Spanish-speaking world, identifying culture-specific terms and representations, for example, año 8 or primero de básico

  VCESC166 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC022

  Analyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present these in new forms

  Elaborations

  • analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and summarising and presenting information to peers in conversation or on a shared website
  • synthesising and summarising a variety of texts such as announcements, reports, interviews and conversations on topical issues such as Las corridas de toros or La influencia del internet en la música, classifying and cross-referencing key ideas and associated language for use in own texts
  • identifying perspectives and context in texts such as articles and reports by distinguishing between facts and opinion, for example, by identifying the author, intended audience and purpose of a text
  • researching and classifying social, historical and cultural aspects of Spanish-speaking communities by gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults

  VCESC022 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIC112

  Organise information from different sources and in different modes of presentation for re-presentation in formats suitable for specific audiences and purposes

  Elaborations

  • identifying different perspectives on selected issues presented in different media outlets, such as news sites or specialty magazines such as प्रदूषण, जनसँख्या, भेदभाव, and using the material as stimulus for in-class or online debates or opinion pieces
  • listening to interviews with celebrities from fields such as sport, the arts, entertainment or politics, identifying and classifying words, expressions or cultural references that convey information about culture or context
  • presenting information collected from print and digital sources on a topic such as regional food specialities, for example, by creating a glossary of terms by categories, for example, herbs and spices मसाले, हल्दी, धनिया, फल, सब्जियाँ, सूखे
  • evaluating information retrieved from online discussion forums and social media outlets on issues relevant to their peer group, for example, family relationships, youth identity or generational change, selecting and editing content to include in a summary statement or report
  • analysing coverage of issues relating to Hindi-speaking communities from a range of news media, classifying and recording in a shared data base the most commonly addressed issues or perspectives
  • researching aspects of a selected activity or business operating in their community, for example, restaurants, boutiques, youth centres, presenting their findings in the form of digital displays or posters for a community information evening

  VCHIC112 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIC077

  Present information related to social and cultural issues of interest to their peer group using different modes and formats to take positions and to capture different perspectives

  Elaborations

  • writing a review or creating a commentary of an event such as an India-Australia cricket match, music festival or street fashion show, incorporating expressions and style that characterise these text genres and reflect the writer’s perspective
  • creating texts such as blog posts or items in school newsletters that address social and environmental issues such as पर्यावरण परिवर्तन; बेरोजगारी
  • producing a segment for a local radio station to report on a charity fund raising activity
  • presenting information in the form of promotional or persuasive letters or speeches for audiences such as peers, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, पौष्टिक आहार और स्वास्थ्य़
  • using data collected via online research or recorded/published interviews to create a digital profile of a significant member of their local community or of the wider Hindi-speaking world, such as a musician, chef, artist or sporting figure
  • presenting an overview of traditional games and sports played in different Hindi-speaking regions, such as कबड्डी or खो-खो, for example, by watching video clips and then writing up the rules

  VCHIC077 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIC113

  Convey information on selected people, issues, places or interests, using appropriate modes of presentation to represent different perspectives and contexts

  Elaborations

  • presenting information in the form of promotional or persuasive texts for audiences such as peers, younger children, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, पौष्टिक आहार और स्वास्थ्य
  • creating a digital profile of a significant member of their community, for example, by featuring achievements and challenges of an older migrant to Australia, or by recording commentaries and impressions of a celebrity visitor to the country
  • presenting an overview of traditional games and sports played in different Hindi-speaking regions, such as कबड्डी or खो-खो, for example, by watching video clips and writing up rules for the game
  • reporting on survey data collected from each other in relation to preferred leisure activities or favourite foods, using PowerPoint presentations to represent key findings
  • creating a multimodal resource to introduce prospective overseas visitors to different features of Australia, for example, its cultural diversity, city attractions and outback exploration
  • creating a portfolio representation of a particular group or community, for example, a collection of mini-biographies of class members, family or friendship groups, including details such as personal achievements and music/food/sports preferences
  • using data collected via online research or personal or published interviews to create a digital profile of a significant member of their local community or of the wider Hindi-speaking world, for example, a musician, chef, artist or sporting figure

  VCHIC113 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC043

  Listen to, view and read texts and gather information from a range of sources, including concepts drawn from other learning areas

  Elaborations

  • surveying classmates on specific topics and presenting the findings using tables, concept maps, graphs and digital presentations, making comparisons with children’s lifestyles in Italy, for example, Chi? Dove? Quando? Perché? Che cosa?
  • gathering information by interpreting a range of texts, including signs, instructions, directions and diagrams, and then participating in class discussions on this information or presenting information independently in a variety of forms, for example, using a flowcart to explain the life cycle of a butterfly, or reporting (Metà della classe … La maggior parte … Pochi …. Tanti …. Alcuni … quasi tutti …)
  • researching topics such as leisure, recycling, the water cycle, the solar system, or geographical features of Italy, in a range of sources, including magazine articles, books and websites, and ordering and sharing the information in print or digital format
  • reordering information, for example, using tables or concept maps and retrieval charts
  • viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers

  VCITC043 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC146

  Take action, resolve issues, make shared decisions and organise shared experiences

  Elaborations

  • collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个
  • locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
  • listening to or viewing community media such as local Chinese radio or television, and participating in advertised activities, for example, a singing competition or locally organised events
  • researching and arranging a visit by an expert (such as a calligrapher or a taiji master) to visit class and share knowledge to promote Chinese learning in school community
  • captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
  • creating posters and fliers to promote cultural events to the local Chinese community, such as 悉尼艺术节，XXX音乐剧
  • producing a paragraph in the school newsletter to promote an upcoming event

  VCZHC146 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC154

  Consider how their ways of communicating and responding to each other shape and reflect their sense of identity

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they identify with, such as friends, family, sporting, interest and community groups
  • creating a profile to capture their sense of self, for example through creating an avatar or montage, using key signs, fingerspelled letters or simple Auslan expressions in a digital file to identify significant characteristics, traits or experiences
  • comparing their own and each other’s ways of communicating, identifying elements that reflect cultural differences or influences of other languages
  • identifying markers of identity that may be important across all cultures and communities, for example, family membership, environment, language background, age or gender

  VCASFC154 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity