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• VCNRC069

  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
  • 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
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation
  • exchanging information with peers in countries where the language is spoken, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas

  VCNRC069 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCNRC070

  Participate in and contribute ideas and opinions to collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • contributing opinions and suggestions during shared problem-solving tasks, for example, in resolving a disagreement about a planned activity
  • organising and participating in activities, such as developing a classroom journal to document examples of language used in particular contexts
  • expressing agreement or disagreement when accepting or declining offers, requests and invitations, for example, inviting peers to attend a celebration or party
  • planning events and making decisions with peers, for example, choosing a venue for an event, expressing preferences and asking questions to clarify intentions
  • participating in role-plays to complain about something, such as returning damaged or unsuitable goods

  VCNRC070 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCRAU115

  Develop knowledge of vocabulary and grammatical structures to extend meanings, such as cohesive devices and sentence construction

  Elaborations

  • identifying people by pronouns or titles and nicknames
  • describing the qualities of people using adjectives of character
  • indicating possibility
  • specifying what is being referred to
  • understanding embedded clauses
  • indicating equivalence
  • indicating action
  • relating position
  • comparing things using comparatives and superlatives
  • seeking information using interrogatives and question forms
  • requesting that others do something
  • excusing and apologising
  • giving advice
  • showing empathy and well-wishing
  • giving opinions
  • contrasting two ideas using conjunctions
  • referring to abstract ideas
  • referring to events and time using frequency markers and time indicators

  VCRAU115 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC180

  Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others

  Elaborations

  • substantiating their position with examples from texts, quotes or statistical data and by using 成语 or 谚语, for example, 养不教，父之过, 父母当然要对孩子的教育负责
  • presenting opinions using strategies suited to audience/readers’ expectations, such as 欲扬先抑 (to criticise before praising)
  • evaluating the credibility of sources by analysing accuracy of evidence, references to other sources, and appropriate use of formal language
  • designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making

  VCZHC180 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC112

  Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms

  Elaborations

  • retelling key points of multistep information used in classroom interactions, such as announcements or directions for a task
  • watching signed texts that show people expressing likes and dislikes and recording and organising their observations in table form
  • watching a presentation by a teacher or peer, identifying specific points of information, such as where they went for a holiday or what activities they did
  • surveying peers in relation to their interests and preferences, categorising and comparing findings in charts or graphs
  • following the steps of a signed demonstration of procedures, such as how to cook something or play a new game
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors, teachers and mentors, recording the new language in personal sign dictionaries
  • viewing live or recorded interviews or informal conversations between deaf people in different situations and contexts, identifying key points and topics covered
  • viewing different types of signed texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions

  VCASFC112 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCELU029

  Recognise and reproduce Greek sound–letter relationships and combinations in spoken and written forms and key features of pronunciation, rhythm and stress, including some irregularities

  Elaborations

  • recognising the differences in tone and rhythm between questions, exclamations and commands, for example, Σοβαρά, Αμέσως, Ετοιμάσου Γρήγορα! Τι λες!
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal emphasis
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations, for example, in the song ‘Καλημέρα, τι κάνεις;’
  • identifying differences in sounds, such as γγ, γκ, τζ, τσ, μπ, ντ, αϊ, άι, -ασμα (διάβασμα) and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers, for example, αυ, ευ, τσ, τζ, αι, ββ, λλ, ρρ, ττ, ιου, ιο/ιό, ειο/ειου

  VCELU029 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC117

  Create bilingual texts such as glossaries, footnotes or captions to interpret cultural aspects of texts

  Elaborations

  • providing bilingual captions for images of French or Australian scenes to explain cultural references, for example, bush, beach or city images
  • creating websites or printed guides for intending international students to French or Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines
  • providing vocabulary lists and annotated cultural explanations for French-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining elements such as abbreviated language or team barracking
  • creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English
  • creating parallel bilingual captions for a display or exhibition, and comparing how meanings are conveyed in each language

  VCFRC117 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAU030

  Understand the intonation and phrasing patterns of spoken Japanese; and recognise that most kanji have more than one ‘reading’ and that the pronunciation changes according to kanji compounds

  Elaborations

  • understanding that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、 ヴィ、 ヴ
  • recognising and applying the basic pattern of intonation in Japanese, marked by the formation of a downturning curve
  • identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
  • understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日

  VCJAU030 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU038

  Analyse and comment on cultural and linguistic practices indifferent contexts and reflect on own and others’ communicative practices

  Elaborations

  • examining cultural backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages
  • reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, for example, possible interpretations of such expressions as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions, depending on the context
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations, such as 오빠/형, 언니/누나, 이모, 삼촌
  • recognising that language use can reflect and express cultural identity; that multiple languages exist in both Korea and Australia, including indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCKOU038 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVC180

  Create a range of spoken, written and multimodal texts to entertain others, involving real or imagined contexts and characters

  Elaborations

  • creating a rap or skit to entertain others, including digital or performative elements,
  • creating own visual and performative art work, using symbols and techniques appropriate to Country/Place to convey a message or emotion
  • taking on the role of a character from a story and responding to questions in-role
  • creating and performing real or imagined experiences, using expressive language, gestures and supporting materials to create dramatic effect
  • creating animations, short plays or stories to present in class or to share with a wider virtual audience
  • composing simple songs, sporting chants, jingles, posters or advertisements for real or imagined situations or products
  • telling the story of a real or imagined journey, involving a variety of characters, places and events
  • collaborating with community to tell stories

  VCLVC180 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Creating

• VCNRC111

  Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
  • creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts
  • creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
  • creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in the language with footnotes in English about the ingredients

  VCNRC111 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIU185

  Understand the role of pronunciation, pauses, pace, intonation, fluency and appropriate writing conventions in effective communication and apply this knowledge to own interactions

  Elaborations

  • recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
  • recognising the challenges of communication associated with clarity and pace in audio texts in certain situations, for example, station or airport announcements or recorded phone messages
  • recognising that tone of voice can indicate the relationship between the speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
  • applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, for example, asking questions or expressing emotions such as happiness, sadness, surprise or excitement
  • identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films

  VCVIU185 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU079

  Explain how language defines people’s roles as outsiders or insiders in groups and cultures

  Elaborations

  • experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
  • considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHU079 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAC021

  Develop classroom language to participate in interactions such as clarifying, apologising, showing appreciation, complimenting, and reflecting on their learning experiences

  Elaborations

  • interacting in classroom routines using appropriate language to apologise, for example, すみません、しゅくだいをわすれました。、 to request clarification, for example, テストは何日(なんにち)ですか。ゆっくり言ってください。、 and to ask and respond to questions, for example, ～は英語(えいご)で何ですか。この漢(かん)字(じ)はどう読(よ)みますか。
  • further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)
  • enquiring about and describing the location of classroom items and materials by using appropriate prepositions, for example, げんこうようしはどこにありますか。テーブルの上(うえ)にあります。学校の左(ひだり)にあります 。
  • participating in class discussion by eliciting or offering opinions, for example, どうおもいますか。つまらないです 。、 and by asking questions or making suggestions, for example, つぎはだれですか。 いっしょにしましょうか。
  • discussing their language-learning experience, for example, 日本語はやさしいですね。かんじはむずかしいです。でも、おもしろいです。
  • showing appreciation and complimenting one another, for example, よくできました。うたがじょうずですね。

  VCJAC021 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC203

  Contribute to presentations, reports, reviews, discussions and debates that focus on selected social and cultural issues

  Elaborations

  • working in groups to create multimedia texts that invite consideration of social or cultural questions, such as the medical versus cultural view of deafness
  • creating persuasive texts such as vlogs or advertisements to convince others of the value and relevance of learning Auslan
  • creating a video report of a significant event in Deaf history, such as the ratification of the Convention on the Rights of Persons with Disabilities to contribute to an e-book resource for other learners of Auslan
  • providing appropriate explanations for a younger audience of concepts associated with other curriculum areas, such as global warming or social justice
  • contributing to discussions that consider critically different perspectives on selected issues, for example, differences in views on Deaf education or the influence of social media on their lives
  • creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media representation, for example by analysing media profiles of respected/high-profile members of the Deaf community
  • presenting a summary of information on a selected topic, for example, by interpreting graphs and statistics relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC203 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC236

  Engage in various collaborative tasks that involve making decisions, solving problems and evaluating progress

  Elaborations

  • participating in visits to a Deaf club or organisation and sharing responsibility for individual elements of a report that highlights key features of the experience
  • working with peers to solve problems, such as how to use video editing and/or captioning programs
  • working with a team to plan a fundraising event or a promotional display for Auslan at an open day/night and evaluating the experience to improve subsequent planning and organisation
  • assuming the role of a chairperson managing a small group discussion and conducting decision-making processes
  • contributing to the solving of hypothetical scenarios using conditionals, for example designing questions for a job interview such as:
    PRETEND SOMEONE DS:one-person-approach-other BLAST, PRO2 D-O WHAT?
    Pretend someone approaches you and tells you off; what will you do?
    I-F PRO2 BOSS PRO2 WILL CHANGE WHAT?
    What would you change if you were boss?

  VCASFC236 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC202

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

  Elaborations

  • summarising key ideas/information provided by a guest speaker and identifying how context and culture shape opinions and perspectives
  • reviewing signed texts about a social or cultural issue of relevance to their peer group, and creating questions to prompt evaluative responses from their peers
  • finding information from a variety of signed sources to inform class discussions on issues of current debate within the Deaf community, such as the medical versus cultural view of deafness
  • researching and comparing signed information about significant movements associated with deaf rights across different times and contexts, such as the Milan Congress and Deaf President Now
  • identifying excerpts of signed documentaries or signed interviews or speeches that demonstrate how culture and context affect the presentation of information
  • critically analysing information contained in different signed texts produced by or about the Deaf community, identifying examples of bias and distinguishing between fact and opinion
  • researching information related to topical events or issues that affect the Deaf community, for example the provision of captions across different media

  VCASFC202 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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