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• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• Hindi - 7–10 Sequence: Levels 9 and 10 description

  Students consolidate their understanding of the conventions of written script, applying these to their own language production in increasingly complex ways. They recognise the role of prefixes and suffixes and how these change the meaning of words, जीव, सजीव, जीवंत, and they understand the impact...

  Level description | Languages | Hindi | 7–10 Sequence

• Arabic - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They sustain interactions by asking and responding...

  Level description | Languages | Arabic | 7–10 Sequence | Levels 9 and 10

• Chinese - First Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students learn how to write objectively in simplified and traditional characters and substantiate their ideas and perspectives in appropriate ways. They learn to transcribe complex spoken texts and develop skills in listening to diverse speakers of Chinese who vary in rhythm and pitch. Students...

  Level description | Languages | Chinese | First Language Learner | 7–10 Sequence

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

  By the end of Level 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of

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

• Chinese - Background Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… They apply knowledge of rhythm...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10

• French - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They use words with more complex syllable combinations and become more fluent and accurate in both spoken and written language production. They gain more control...

  Level description | Languages | French | 7–10 Sequence

• Italian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenz...

  Level description | Languages | Italian | 7–10 Sequence | Levels 9 and 10

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use the written and spoken language being studied to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice, contribute ideas...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration, vocabulary expansion and experimentation. As students develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use the language being studied to communicate...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10

• VCELY469

  Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

  Elaborations

  • identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

  VCELY469 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• German - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

  Level description | Languages | German | 7–10 Sequence | Levels 9 and 10

• Drama: Levels 9 and 10 description

  In Levels 9 and 10, students develop more sophisticated approaches to making and responding to drama independently, in small groups, and with their teachers and communities. They continue to explore drama as an art form through improvisation, scripted drama, rehearsal and performance.

  Students...

  Level description | The Arts | Drama

• Latin: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for...

  Level description | Languages | Latin | Levels 9 and 10

• Media Arts: Levels 9 and 10 description

  In Levels 9 and 10, students refine and extend their understanding and use of structure, intent, character, settings, viewpoints and genre conventions in their compositions. As they use media technologies they extend the use of media elements such as time, space, sound, movement and lighting....

  Level description | The Arts | Media Arts

• VCTRU118

  Investigate changes to Turkish over time and across contexts, reflecting on changes in their personal use of the language

  Elaborations

  • identifying changes in their ways of communicating in Turkish due to the influence of factors such as technology, social media, peer influence and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ and abbreviations in text messaging such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (allaha emanet ol)
  • finding evidence of cross-cultural influences in Turkish and Australian English, for example, the use of words such as Anzaklar, bumerang, bay bay and Aborijini in Turkish and ‘Gallipoli’, ‘young Turks’, ‘doner’, ‘coffee’, ‘kebab’ and ‘kiosk’ in Australian English
  • analysing texts such as the Turkish national anthem, istiklal marşı, investigating the origins of loan words such as şafak, istiklal, çehre
  • investigating changes in communication styles due to influences from other languages and cultures in contemporary forms of Turkish expression, for example, the use of words such as, enteresan, genetik, avantaj, çare, and otoban, identifying existing equivalent terms such as ilginç, kalıtımsal, fayda/üstünlük, çözüm and otoyol
  • collecting examples of words, expressions or gestures used by their grandparents or parents but less frequently used among people in their age group, for example, nâfile, derya, zat-ı ali, sultanım, hazretleri, cihanda sulh, reflecting on reasons for such changes
  • investigating how Turkish uses word derivation tools to create new words that reflect social or cultural change or innovation, for example, the use of gün- in günce, the use of yaz- to create yazgı, yazılım, yazıcı, yazışma and yazdırım
  • comparing variations in language forms and modes of expression in different Turkish-speaking regions and countries, such as Azerbaijan or Cyprus
  • identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish script firstly to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk

  VCTRU118 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Japanese - 7–10 Sequence: Levels 9 and 10 description

  Students become more fluent and accurate in spoken and written language production. They gain greater control of grammatical and textual elements. They use expressive and descriptive language as appropriate for different purposes and demonstrate understanding of language variation and change....

  Level description | Languages | Japanese | 7–10 Sequence

• Modern Greek - F–10 Sequence: Levels 9 and 10 description

  Students communicate with greater fluency, and use their knowledge of grammar and orthographic systems, such as understanding of primary tenses and declensions, to self-correct more readily. They investigate texts through more critical analysis, identifying how language choices reflect perspectives...

  Level description | Languages | Modern Greek | F–10 Sequence