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• VCKOC029

  Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • interacting with Koreans, noticing social norms and practices such as the use of personal space, gender roles, respect for older people, boyfriend or girlfriend relationships, same-sex hand-holding, and acceptable topics of conversation (for example, 몇 살이에요?), and considering own reactions
  • describing their experience of authentic or virtual interaction involving Korean language and culture, for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, or other forms of social networking
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for such feelings of comfort/discomfort
  • recognising that social values such as politeness can be expressed differently indifferent cultures, and understanding features of Korean etiquette such as avoiding direct refusal, aiming to please by answering a question even if they don’t know the answer, expressing gratitude through actions and not necessarily language (for example, limited use of 고맙습니다, 감사합니다) and waiting to be invited to eat or drink

  VCKOC029 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCZHC104

  Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures

  Elaborations

  • analysing Chinese texts alongside their English translations to identify the challenges of translating culture, and developing strategies to overcome these challenges, by asking: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites, and determining the effectiveness of the English translations and possible reasons for such interpretations
  • exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions, such as 面子, and experimenting with how to give 面子 in interactions with others
  • translating information about life in Australia to Chinese readers overseas, considering the audience’s cultural experiences in order to determine what concepts they would find difficult to understand, exploring ways to elaborate on ideas to ensure clarity of meaning, and focusing on nuances of word formation and context, for example, 澳洲肥牛 (‘bushwalking’)
  • preparing a voiceover text for a video presentation on the Chinese language program or the school environment, discussing possible interpretations of the text from the viewers’ perspective and adjusting anything that is unclear before voice recording
  • considering the different terms used in the Chinese-speaking world to represent ‘Chinese person’ (中国人，华人，华侨，华裔)

  VCZHC104 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFU215

  Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

  Elaborations

  • identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
  • researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
  • exploring how deaf people around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
  • analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
  • analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
  • appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
  • analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
  • exploring the role of the Deaf ecosystem in language and cultural maintenance
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
  • considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
  • investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
  • appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
  • recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
  • considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
  • identifying the changing status of sites of significance in different international Deaf communities, for example, the loss of Deaf clubs or closure of deaf schools in some countries, comparing this to the Australian context, and reflecting on the implications of these changes over time for the Deaf community and for the status of Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
  • discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

  VCASFU215 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• 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

• 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

• 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

• 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

• 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

• VCTRU081

  Analyse how grammatical elements, such as rules of agglutination and cohesive devices, impact on more complex elements of text construction and word formation, such as mood, register and tense variation

  Elaborations

  • analysing functions of affixation through the identification of adverbial, adjectival and noun phrases in Turkish idioms and proverbs
  • using compounds in different cases, for example, cep telefonları, Türkiye Cumhuriyeti’ni, Ağrı Dağı’na, Osmanlı İmparatorluğu’nun
  • learning about nominalisation to form complex words such as iş deneyimleri in a range of sentence structures
  • identifying how adverbs/determiners are used for describing people, places and objects in texts, for example, Çamaşırlar kar gibi beyaz oldu, turp gibi bir çocuk, Çocuk gibi ağladı, Buz gibi su içtim, İnci gibi dişleri var, saray gibi bir ev, pamuk gibi bulutlar
  • analysing how some adverbs derived from verbs and adverbial phrases can modify time and manner of action, for example, the adverb /-arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, for example, Koşarak geldi, gülerek gitti; adding the suffix –ce/-ca to the adjective as in dikkatlice and hızlıca
  • distinguishing the two different uses of de/-de as a suffix and as a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de İstanbul’da kaldı and Arabada ve evde sigara içmek yasaktır have totally different meanings
  • explaining different uses of the suffix -ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki, for idiomatic use as in halbuki, mademki, oysaki; and as a conjunction meaning ‘who’, ‘which’ and ‘that’ as in görüyorum ki, biliyorum ki, tabii ki
  • analysing the use of optative endings -(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
  • distinguishing between the use of the simple past perfect -di, as in, geldi, gitti and the evidential past perfect tense -miş, as in gelmiş and gitmiş and uyuyormuş
  • comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i) of verbs that describe actions
  • understanding when to use formal and informal registers ın dıfferent contexts
  • using a range of complex and complex-compound sentences in different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıktı, Ali yola çıkmadan önce eşalarını topladı ve odasını temizledi
  • analysing how a range of noun, verb and adjective endings, such as -daş, -lik and –cı,-li can be used to form new words, for example, tarayıcı, yoldaş, demlik, kirli

  VCTRU081 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDC112

  Engage with Indonesian peers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with Indonesians, noticing social norms and practices such as personal space, gender roles, having a boyfriend or girlfriend, same-sex hand-holding, religious artefacts (jilbab and kerudung for women, taqiyah (skullcap) and peci/kopiah for men), and acceptable topics of conversation (for example, Kamu sudah mandi?), and considering own reactions to these
  • sharing experiences with Indonesian peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, canang sari (Balinese daily offerings) or ‘outback’
  • recognising that social values such as politeness can be expressed differently in different cultures, and understanding features of Indonesian etiquette such as avoiding direct refusal; aiming to please by answering a question even if they don’t know the answer; expressing gratitude through actions, not necessarily language (for example, limited use of terima kasih); and waiting to be invited to eat or drink, for example, silakan makan/minum
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCIDC112 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCJAC026

  Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating glossaries to explain concepts encountered in Japanese social texts and interactions that reflect cultural values or experiences, for example, よろしくおねがいします。いらっしゃいませ。ただいま。おかえりなさい。
  • explaining why some terms cannot be used interchangeably in Japanese as they can in English, for example, すみません/ごめんなさい。ください/おねがいします。こんにちは/もしもし。
  • examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing
  • evaluating the effectiveness of electronic translators, for example, by comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation
  • using print, electronic and online dictionaries effectively by taking context into account when interpreting the meaning of words or phrases, for example, ただいま、おかえり、ねます (go to bed), あし (foot/leg)
  • considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい 。
  • finding and using Japanese equivalents for conversation fillers such as ‘um’ and ‘yes’, for example, ええとあのうはいうん
  • translating texts such as public signs, notices or advertisements from Japanese into English and vice versa, comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean (きれいにしましょう)’ translates into ‘Do not litter’ in English

  VCJAC026 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAC028

  Participate in intercultural interactions, recognising how their own cultural norms impact on language use and that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • recognising that social values and reactions such as respect or displeasure can be expressed differently in different cultures, for example, noting the Japanese avoidance of direct refusal or eye contact, the desire to please by answering a question even if they do not know the answer, waiting to be invited to eat or drink, and the practice of smiling for different reasons in different contexts
  • noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by using それは　ちょっと…。、 and avoiding foregrounding the self with phrases such as (お先(さき)に) どうぞ。がんばります。
  • recognising the importance of active listening skills to conversational etiquette in Japanese, such as showing interest and attentiveness by using あいづち and nodding, repeating information heard, and confirming details at the end of a conversation
  • discussing incidences in Japanese-language exchanges when miscommunication has occurred, and reflecting on why or how this happened
  • reflecting on how their own language and communication style might be perceived by Japanese speakers, considering concepts such as culture, attitudes, assumptions and values
  • discussing Japanese cultural concepts such as 恩(おん) (owing a kindness), 義理(ぎり) (a sense of duty) and 和(わ) (harmony), and considering how the expression of these concepts in Japanese language and behaviour compares with the expression of similarly significant concepts in their own language(s) and culture(s)

  VCJAC028 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCJAU036

  Recognise and explain how the Japanese language carries embedded cultural information, such as the prioritising of collective well-being, respect and harmony

  Elaborations

  • discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, such asあしたはちょっと...。
  • considering the cultural significance of language associated with interactions such as issuing, accepting or declining invitations, leave-taking at social events, offering thanks, or giving and receiving gifts, for example, どうぞ。あまり…。どうもありがとうございます。、 and reflecting on how they react and adjust to such expressions of cultural values when interacting with Japanese speakers
  • exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai in their advertisements and which use more contemporary images
  • investigating language associated with events such as national holidays, for example, お正月(しょうがつ) and ゴールデンウィーク、 and identifying how it reflects associations between holidays and family values
  • understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family relationships
  • identifying Australian ways of communicating and behaving that may appear unusual or inappropriate to Japanese speakers, for example, eating in public places, sitting on the floor or desk, speaking loudly and using direct eye contact

  VCJAU036 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVU186

  Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language

  Elaborations

  • understanding case and case marking on nouns, pronouns and adjectives
  • explaining how verbs can be derived from nouns and vice versa, comparing with similar processes in English and other known languages
  • composing and varying messages according to the available resources of the language, such as:
    • suffixes, including ‘having’, ‘for want of’, ‘similar to’, ‘like’
    • verbless sentences, for example, equative, descriptive, possessive
    • verb categories, including intransitive, transitive, causative, inchoative, reflexive–reciprocal
    • verb aspect, including continuous, transitory, perfective, imperfective
    • verb-stem morphology, including compound verbs, reduplicated verbs, habitual/characteristic, derivation (nouns into verbs)
  • expressing time, manner, attitude and place, according to the available language resources, such as:
    • elaborations of past tense
    • temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’
    • expressions of frequency, immediacy and duration, for example, ‘persistently’, ‘at once’, ‘a few times’, ‘for a while’
    • attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
    • locational cases as used in locative phrases, and extensions of these, for example, expressing origin or causation
  • structuring and linking clauses, focusing on issues of agreement with transitive and intransitive verbs, using verb-linking devices, for example, serialisation and embedding
  • discussing lexical and grammatical relationships between the language and other languages of the region, for example, common words and structures
  • discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

  VCLVU186 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCTRC076

  Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other

  Elaborations

  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
  • comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities and differences that reflect cultural context and communicative styles
  • evaluating the effectiveness and accuracy of subtitles used in English or Turkish films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
  • providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
  • comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
  • translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, researching stories behind the references and discussing how their meaning can be conveyed in English
  • critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

  VCTRC076 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFU251

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with other spoken and signed languages used around the world

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • exploring how Auslan is used by deafblind people and their role in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • considering ways that Auslan is evolving due to various influences, including the capacity for new technologies to store, record and share sign languages internationally
  • exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality, for example, the use of ELAN for capturing and documenting Auslan
  • understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
  • responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, and identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
  • considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history and stories
  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
  • identifying the changing status of significant sites in different international Deaf communities, for example, the loss of Deaf clubs or the closure of deaf schools in some countries, comparing this to the Australian context and reflecting on how such changes impact over time on Deaf communities and on Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society

  VCASFU251 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCVIC019

  Participate in planning and decision making for social and cultural events, negotiating options, explaining, justifying, solving problems and completing transactions

  Elaborations

  • participating in collaborative planning and decision making to organise actions and events such as group research, class excursions, school performances or social events, and negotiating options to reach agreement, for example, Lớp mình muốn đi tham quan viện bảo tàng hay sở thú? Chúng mình nên tham gia biểu diễn văn nghệ cho trường bằng cách hát hay múa? múa quạt hay múa nón? mặc áo dài hay áo bà ba? Bài hát này chậm quá, mình nên đổi qua bài hát ‘Mừng Xuân’ nghe vui hơn
  • raising an issue relating to the organisation of an event, such as not having enough space or doing too much cooking for parties at home, and negotiating a solution such as having a barbecue in the backyard, for example, Sao mẹ không làm sinh nhật cho ba ở nhà? Mẹ sợ nhà mình chật chội và mẹ không có thời gian nấu nướng. Vậy thì mẹ làm BBQ ở vườn sau đi, vừa có chỗ rộng rãi, vừa đỡ mất công nấu nhiều món
  • making transactions in authentic, simulated or online situations, such as purchasing clothing items or electronic devices or selecting electrical appliances with regard to energy efficiency, using rehearsed language for persuading, negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá không? Tôi lỡ làm mất biên nhận rồi, có thể trả lại đồ được không? Tôi không thích màu đen, cô làm ơn đổi lại cái Ipad màu trắng cho tôi
  • participating in virtual scenarios related to travelling to Vietnam, such as booking, changing or confirming a flight, booking tours or accommodation, or exchanging currency, for example, Mỗi tuần có mấy chuyến bay đi Việt Nam? Tôi muốn đặt vé đi Việt Nam ngày 20 tháng 12. Xin hỏi tôi cần đặt cọc trước bao nhiêu tiền? Khi nào thì cần trả hết tiền? Khách sạn Quê Hương đây, xin hỏi quý khách cần gì ạ? Gia đình tôi muốn đặt hai phòng đôi cho bốn người, từ ngày 20 đến 27 tháng 12. Một trăm đô Úc đổi được bao nhiêu tiền Việt Nam?

  VCVIC019 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAU032

  Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

  Elaborations

  • further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
  • understanding and using a range of particles such as:
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means such as ペンで、 日本語で)
  • understanding and using いand な adjectives in the present and past tense
  • using verb stems with grammatical features such as ～たい、 ～ たくない、 ～ かった、 ～ やすい／にくいです
  • understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 verbてform, だから、 しかし、 それに、 けれども
  • expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、 ～とおもいます、 ～たり～たりします
  • asking and responding to questions using 何で? どうして/なぜ？ どのぐらい? いくつ？
  • building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
  • elaborating ideas or statements using expressions such as 今(こん)しゅう、 先(せん)しゅう、 来年(らいねん)、 いつも、 ぜんぜん、 あまり
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
  • extending the use of counter classifiers to include ～円(えん)、 ～分、 ～まい、 ～本、 ～つ、 ～日 (date)
  • expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
  • expressing the location of items by using prepositions such as 右(みぎ)、 左(ひだり)、 前(まえ)、 後(うし)ろ、 上(うえ)、 下(した)、 となり、 そば　
  • understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

  VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language