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• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC154

  Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences

  Elaborations

  • discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluβ und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
  • communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?

  VCDEC154 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC112

  Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words

  Elaborations

  • recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!
  • noticing similarities and differences in cultural practices and stating own reactions to the language used, for example, Das ist anders/gleich when noticing such things as how a child beginning school is celebrated in a German-speaking country with a Schultüte or how a German speaker wishes others luck with Daumen drücken
  • describing how it feels to use German, such as when singing a song or hearing German spoken by others, and noticing differences in behaviour, voice or body language when speaking German
  • comparing aspects of Australian and German children’s lifestyles, for example, ways of playing games, buying or eating food, interacting with family members and participating in school life

  VCDEC112 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC123

  Obtain and process information from peers and texts related to personal, social and natural worlds

  Elaborations

  • gathering information about a fellow student or German speaker relating to family, home, interests and abilities, and compiling the information in a modelled format, such as Steckbrief
  • obtaining information about lifestyles in German-speaking countries (homes, schools, climate, pets, geography) from shared and independent reading of simple digital texts
  • collecting information about different animal species (Haustiere, Wildtiere, Waldtiere, australische Tiere), and creating a display with names and appropriate adjectives, for example, Der Löwe ist mutig und stark.
  • identifying points of information in short spoken texts with some unfamiliar language, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
  • 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

  VCDEC123 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEC158

  Convey information and ideas on different topics, issues and events, describing and comparing views, perspectives and experiences, and using modes of presentation to suit different audiences

  Elaborations

  • presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such as Kinderrechte, or rap rhythms and punchlines to engage with controversial ideas or provoke reactions
  • contrasting aspects of everyday life past and present, for example, Heute haben wir Twitter und Facebook. Damals gab es nur die Post.
  • organising and presenting information to raise awareness or invite action in relation to social or community issues, using multimodal forms of presentation such as sound and visual images or websites with hyperlinks
  • classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key vocabulary
  • combining modes of presentation such as displays, videos or music to compare social and cultural themes, for example, Australien und Asien/Deutschland und Europa im 21. Jahrhundert

  VCDEC158 | Languages | German | F–10 Sequence | Levels 7 and 8 | 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

• VCELC018

  Initiate and sustain interactions by sharing personal opinions and experiences, face-to-face or online, with peers, and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister-school friends, using expressions appropriate to context and audience, such as Tί έκανες χτες; Πάμε στο γλέντι;
  • sustaining face-to-face or online conversations on topics of mutual interest, for example, το πάρτυ, η μουσική, η φιλία, η μόδα, parties, music, friendship, fashion, through active listening strategies, turn-taking and verbal and non-verbal responses, for example, shrugging shoulders, head shaking
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions, for example,Τι νομίζεις; Πιστεύω ότι, Μ’ αρέσει καλύτερα η θάλασσα, Συμφωνείς;
  • using formulaic language to share and compare aspects of teenage life, for example, Το κινητό μου είναι μαύρο, Το δικό μου είναι μεγαλύτερο, and aspirations, for example, Θέλω να γίνω ...

  VCELC018 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC171

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further, for example, Συγγνώμη, δεν καταλαβαίνω. Τι είπατε; and responding appropriately, for example, όπως έλεγα πριν, σίγουρα ...
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge, for example, Τι γνώμη έχετε για τη σχολική στολή; Τι θέλεις να κάνεις όταν τελειώσεις το σχολείο; Ποιες είναι οι φιλοδοξίες σου για το μέλλον;
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation, for example, Ωραία! Σε/σας ευχαριστώ, Λυπάμαι / δυστυχώς, Δεν μπορώ, Σύμφωνοι
  • exchanging information with peers in Greece or Cyprus, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas, for example, Τι κάνεις τον ελεύθερο χρόνο σου; Πόσο διαρκούν οι διακοπές σας; Πιστεύεις ότι είναι καλύτερα να ... Πώς διασκεδάζουν οι νέοι;

  VCELC171 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC130

  Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests

  Elaborations

  • surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
  • collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blanca… La moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
  • comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
  • working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

  VCESC130 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESC181

  Discuss and compare young people’s interests, behaviours and values across cultural contexts

  Elaborations

  • exchanging emails and participating in online forums with peers in a Spanish-speaking context to share views about aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions
  • comparing responses to events or texts such as a concert or television program, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom (Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido!), and initiating and scaffolding conversation by introducing topics, inviting contributions or asking for clarification, for example, No he entendido bien… ¿Qué piensas? ¿Qué te parece si hablamos de…?
  • maintaining and extending conversations by following up on others’ contributions, elaborating on own comments and extending the topic, for example, Creo que tú tienes razón pero… Me gustaría agregar que…

  VCESC181 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC073

  Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers

  Elaborations

  • using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
  • initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, je n’ai pas bien compris … si on parlait de…? qu’est-ce que vous en pensez?
  • focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, les droits, les responsabilités

  VCFRC073 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC093

  Participate in classroom routines and interactions by following instructions, asking and answering questions, and requesting help or permission

  Elaborations

  • asking and answering questions (for example, qu’est-ce que c’est? c’est… ce sont…), and requesting clarification or permission, for example, j’ai une question, comment dit-on…? comment ça s’écrit…?
  • requesting information, explanation or help, for example, pouvez-vous répéter plus lentement s’il vous plaît? qu’est-ce que cela veut dire? je peux recommencer?
  • responding to directions or requests, for example, cliquez sur l’image du chȃteau, choisissez la forme négative
  • discussing aspects of school and social life and responding to each other’s contributions, for example, c’est génial! c’est une bonne idée; ah non, je ne suis pas d’accord
  • using active-listening and turn-taking strategies, for example, et toi, tu es d’accord?… à moi maintenant!

  VCFRC093 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC055

  Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating

  Elaborations

  • using the appropriate register when exchanging greetings, introductions, apologies or health enquiries, for example, Salut mon pote! Ça roule? Bonjour, Mademoiselle Charpent, comment allez-vous? Enchanté! Je m’excuse, Monsieur, vous vous appellez comment? Ciao, Pierre, à tout de suite!
  • using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut redoubler…!
  • communicating in face-to-face or online discussion and debate with peers and French-speaking contacts about social and environmental issues, such as l’influence de la musique, l’environnement digital or le recyclage, referencing community attitudes and changing practices
  • composing formal and informal versions of invitations and/or replies to invitations, taking account of the context and the relationship with the recipient of the text

  VCFRC055 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC109

  Socialise and exchange views on local and global issues

  Elaborations

  • using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps
  • initiating and sustaining conversation through active-listening strategies, turn-taking cues and verbal and non-verbal responses, for example, ah bon? pas vrai! et si on…?
  • using descriptive and expressive language to exchange views on global issues such as les médias sociaux, l’avenir des jeunes and la pollution, building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au contraire! à mon avis…, je ne suis pas d’accord, après tout…, il faut le dire…, encore une fois..
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, l’étude des langues

  VCFRC109 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIC040

  Collect, classify and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • collecting facts, figures and vocabulary from resources such as posters, books and websites, and using them to prepare for in-class discussions about topics such as healthy eating or animal protection
  • collecting information from each other and from family members to create an overview of selected trends or social behaviours, for example, preferred modes of communication, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग
  • interviewing older members of their families or communities about different cultural traditions, comparing what they say with their own thoughts on similar issues, for example, जब आप छोटे थे तब लोग कैसे कपड़े पहनते थे? आपके और हमारे स्कूल में क्या अंतर है? कम्प्यूटर के बिना आप अपने दोस्तों से कैसे बात करते थे?
  • comparing information accessed via videos, books and websites produced in different cultural contexts on topics such as family life, housing or schooling
  • viewing documentaries that reflect lifestyles in Hindi-speaking communities in different regions of the world, for example, Fiji, Mauritius or Trinidad, recording key facts and noting unfamiliar vocabulary or expressions
  • researching media texts produced for teen markets in Hindi- and English-speaking communities, comparing representations of young people’s values and lifestyles in different contexts

  VCHIC040 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHIC022

  Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information
  • collecting information from print or digital resources about selected topics, such as animal species, famous places, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in Australia
  • finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

  VCHIC022 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VCIDC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure, for example, Saya rasa guru ideal pandai, rajin dan humoris, Saya pikir menonton kriket di televisi membosankan, Sudah pernah ke pulau Lombok
  • comparing aspects of personal world such as school or home life, for example, Tugas saya memelihara anjng, Setiap hari kami berdoa
  • recounting significant events, special occasions and milestones, for example, tahun lalu saya berlibur ke Bali dengan keluarga
  • interacting in class activities and (electronic) games, for example, playing sepak bola/takraw using menang, ke sini, curang
  • socialising with friends and family at events, including chatting about school or holidays, for example, Bersekolah di mana? Suka bermain olah raga?

  VCIDC052 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising