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Result list

• VCHIU016

  Recognise that all languages change over time and borrow words and expressions from each other

  Elaborations

  • recognising that languages borrow words and expressions from each other and that Hindi includes many words that originated in languages such as Persian, Arabic and English
  • identifying loan words and expressions from English used in Hindi, understanding that they may be pronounced differently in the two languages, for example, phone is pronounced as फ़ोन, dollar is pronounced as डालर
  • finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)
  • noticing words that they use in their everyday lives that come from different languages

  VCHIU016 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCIDU101

  Understand that Indonesian is a national language that has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in Indonesian and English, such as ‘cockatoo’ (kakaktua), ‘bamboo’ (bambu), ‘orangutan’, ‘satay’ (sate), ‘rattan’ (rotan), komputer, apartemen, televisi, pilot and modern, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages
  • understanding the importance of Indonesian as a national language, for example, by discussing its origins and observing when and why it is used in contemporary society, such as by comparing versions of the national anthem

  VCIDU101 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU067

  Understand that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru (Sanskrit); mahal (Arabic), raja (Hindi)
  • recording a range of borrowed words and examining their structure and rules of use, for example, meng-upload, ber-AC
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rupiah)

  VCIDU067 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU074

  Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication

  Elaborations

  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)

  VCITU074 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU197

  Investigate changes to Japanese and other languages and cultures, identifying factors such as education, media and new technologies, popular culture and intercultural exchange

  Elaborations

  • finding examples of ways in which social and cultural influences impact on languages, for example, the abbreviation of borrowed words in Japanese, such as リモコン or スマホ, or the combination of borrowed words with る、ググる and サボる to make verbs
  • reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such changes on kanji acquisition in Japanese and spelling in English
  • exploring the influence of Japanese popular culture in Australia, the Asia region and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay
  • investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

  VCJAU197 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU179

  Understand that the Japanese language has evolved and developed through different periods of influence and change

  Elaborations

  • recognising words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, パン、ズボン、and noting how these words are pronounced by Japanese speakers
  • recognising that all languages carry histories of contact with other cultures, such as the adoption of kanji from Chinese into Japanese
  • understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications, design and technology; and considering why some types of words and expressions are most frequently borrowed, such as グローバル、パワーアップ、カラー
  • identifying words that have similar meanings and pronunciation across different languages, reflecting on the origins and associated cultures of such words, and how they came to be part of Japanese and other languages, for example, パスタ、エネルギー
  • discussing reasons for changes in the Japanese language, such as globalisation, exposure to other languages and cultures through media, travel, and digital communication forms and representations

  VCJAU179 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU035

  Understand that the Japanese language has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • understanding that each region of Japan has its own dialect and accents, and that Japan, like Australia, also has some indigenous languages
  • finding examples of ways in which social and cultural influences impact on language, for example, the abbreviation of borrowed words in Japanese, such as スマホ、 パソコン、 the combination of borrowed words + する、 オーガナイズ する、 and メル友 for e-pal
  • considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages
  • discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication
  • exploring the influence of Japanese popular culture in Australia and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay

  VCJAU035 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU150

  Understand that languages change over time and influence each other through contact and cultural exchanges

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, •, ᅙ, ᅀ
  • reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time, for example,Chinese, Japanese, English, French and Italian

  VCKOU150 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCRAU101

  Understand that the language has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in the language and English, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages

  VCRAU101 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU050

  Understand that the Turkish language has evolved and developed through different periods of influence from other languages, cultures and changes

  Elaborations

  • identifying loan words and phrases used in particular domains, such as food, music or social media, discussing how the Turkish language and associated behaviours reflect contemporary and global influences, for example, the use of web sitesi, rap yapmak, fast food, part time, single
  • understanding causes and effects of historical developments and reforms to the Turkish language, such as changes implemented under the leadership of Atatürk and changing the script from Arabic to Latin in 1928
  • understanding that languages constantly expand to include new words and expressions, due to influences such as changing technologies, digital media and intercultural exchange, for example, e-posta, yazıcı, tarayıcı, çevrimiçi; and that they sometimes lose terms or expressions which have no relevance to current contexts, such as karatahta, telgraf, arzuhalci
  • identifying how loan words are incorporated into Turkish by changing the spelling to fit Turkish pronunciation and the principles of great vowel harmony, for example, mektup, kalem, sandalye, polis

  VCTRU050 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCTRU033

  Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

  Elaborations

  • understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa
  • recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
  • finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
  • identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

  VCTRU033 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCVIU016

  Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

  Elaborations

  • recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
  • identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.

  VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU078

  Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures

  Elaborations

  • recognising traditional characters encountered in the local Chinese community and making note of the simplified character version
  • exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
  • exploring the role of code-switching by Chinese speakers, including the use of acronyms and English words, and how Chinese authorities are trying to limit the use of these terms in the media

  VCZHU078 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU095

  Identify traditional phrases and contemporary terms in everyday language use and the role of technology in changing the way people communicate

  Elaborations

  • discussing contexts where 繁体字 and 简体字 are used in Chinese-speaking communities today and exploring the use of these scripts as an expression of local identity, for example, in Hong Kong and Taiwan, or in local temples, signs and newspapers
  • understanding the nature of and reasons for the simplification process by analysing and comparing characters in both systems (简体字 and 繁体字), for example, 门-門;国-國;这-這
  • appreciating the role of myths, legends and 成语 in contemporary language use, for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事, and discussing their intended meaning, and the cultural importance of classical language employed in contemporary contexts
  • discussing how languages influence each other, for example, how foreign concepts are represented in Chinese; interpreting the meanings of transliterations such as 可口可乐, translations such as 热狗, and hybrid forms such as 因特网
  • noticing the use of English phrases and sentences in Chinese interactions (for example, 拜拜, or a few lines of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

  VCZHU095 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Japanese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...

  Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6

• VCDEC146

  Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or uncomfortable, and discussing own reactions and adjustments

  Elaborations

  • observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives (-chen, -lein)
  • noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ by rapping knuckles on the table
  • reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, nodding one’s head)
  • noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions
  • recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events

  VCDEC146 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCLVU145

  Recognise that different words and language forms are used to address and communicate with people according to relationship and context

  Elaborations

  • noticing that different forms of address and kinship terms are used depending on the relationship between participants
  • recognising that the way someone is related to others affects how he or she speaks to them
  • recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team and with visiting respected community members
  • recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language

  VCLVU145 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Hindi - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त...

  Level description | Languages | Hindi | F–10 Sequence | Levels 9 and 10