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• VCASFC134

  Translate words used in everyday contexts from Auslan into English and vice versa

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • comparing and contrasting the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo, considering how this may help with translation between languages
  • explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

  VCASFC134 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDEU117

  Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people

  Elaborations

  • recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
  • recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
  • understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

  VCDEU117 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESU124

  Understand that the English and Spanish languages borrow words from each other

  Elaborations

  • recognising words in Spanish that are borrowed from English (email, chat, bacon) and words in English that are borrowed from Spanish (patio, siesta, taco, tango, burrito, mosquito)
  • comparing how Spanish words that are used in everyday life in Australia (poncho, chocolate, tapas, paella, chorizo) are pronounced by speakers of English and Spanish

  VCESU124 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCIDC009

  Create captions, labels and statements for the immediate learning environment in both Indonesian and English

  Elaborations

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

  VCIDC009 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCIDU016

  Develop awareness that Indonesian and English borrow from each other

  Elaborations

  • knowing that Indonesian and English use the same alphabet
  • recognising that Indonesian has some loan words from English, such as komputer and televisi, and that English has some from Indonesian, such as ‘orangutan’, ‘satay’ and ‘sarong’, with some changes in spelling
  • keeping a class record of words in Indonesian that are borrowed from other languages, including loan words from Aboriginal languages, Torres Strait Islander languages

  VCIDU016 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCITU017

  Recognise that Italian and English borrow words from each other

  Elaborations

  • noticing words in Italian that are the same as in English, for example, computer, sport
  • noticing Italian words and phrases used in everyday life in Australia, for example, in the world of food (gelato, spaghetti), music (opera, forte, piano) and the arts (fresco)
  • observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt

  VCITU017 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCZHC007

  Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English

  Elaborations

  • matching words and phrases spoken in Chinese to images, objects or words in English, such as classroom objects (书包， 笔), to develop vocabulary
  • stating the English equivalent of common expressions in Chinese (for example, phrases such as 对不起, 没关系; 谢谢，不谢) for the benefit of classmates
  • explaining the meaning of Chinese words to classmates

  VCZHC007 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC008

  Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book
  • translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, DOG, CAT, BIRD
  • comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, HOW-ARE-YOU? compared to How are you?

  VCASFC008 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCJAC116

  Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English

  Elaborations

  • explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます
  • using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)
  • finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
  • identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

  VCJAC116 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCTRC008

  Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages

  Elaborations

  • translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, tren, taksi
  • explaining the English meaning of Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when they are used
  • comparing and contrasting the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as ‘Old MacDonald’ and Ali Baba’nın Çiftliği, ‘Are you sleeping?’ and Tembel Çocuk Kalksana
  • demonstrating and explaining in Turkish gestures that are associated with cultural traditions, such as greeting elders by kissing their hand and placing it on the forehead to show respect
  • noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

  VCTRC008 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCARC111

  Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family

  Elaborations

  • creating a bilingual picture dictionary for classroom use
  • making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,

    ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

  • creating a bilingual personal profile containing information relating to self, family and friends
  • labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert

  VCARC111 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC009

  Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words

  Elaborations

  • labelling objects and classroom items in both English and Auslan, using posters, word cards and alphabet cards, pictures and images of Auslan signs and words, for example, ‘a is for apple’ with a fingerspelled letter for ‘a’
  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
  • developing a simple handshape dictionary with English captions
  • using photos of family members to create a family tree or similar representation of relationships, captioning and labelling in English with corresponding images of Auslan signs for each family member

  VCASFC009 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC135

  Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words

  Elaborations

  • using images of Auslan signs to name and label familiar objects and classroom items, using posters, word cards with pictures or alphabet cards with images, for example, A is for apple with fingerspelled letter for A
  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
  • making their own bilingual picture dictionaries with English labels, images of signs and simple descriptions of signs

  VCASFC135 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDEC111

  Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English

  Elaborations

  • collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse
  • making and displaying labels for common objects in the classroom and home
  • compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

  VCDEC111 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELC111

  Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCESC117

  Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries

  Elaborations

  • making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos
  • making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally appropriate
  • creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…
  • adding captions in Spanish and English for a photographic display of a class event or experience such as sports day or school camp, for example, ¡De excursión en la granja! Nuestros experimentos de ciencia. Aquí estamos comiendo ceviche

  VCESC117 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCESU126

  Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers

  Elaborations

  • exploring the meaning of culture: how it involves visible elements, such as ways of eating, or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; Lola García Martínez; mi yayo/a, tato/a)
  • noticing expressions and terms in Australian English that reflect Australian lifestyles and cultures, such as terms associated with food, the land, sports and leisure activities, for example, ‘backyard’ or ‘footy’

  VCESU126 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCFRC009

  Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards

  Elaborations

  • collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six
  • designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j’habite…, j’aime…
  • writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day
  • making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

  VCFRC009 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCHIC008

  Explain the meaning of simple Hindi words, phrases and gestures, noticing similarities or differences with English or other known languages

  Elaborations

  • recognising that every language has its own words, sounds and gestures that it uses to make meaning
  • translating and explaining the meaning of Hindi words and expressions often used by children of their age, for example, अच्छा!, comparing with expressions they use in similar situations in English
  • translating simple classroom texts, such as captions, signs, word lists, charts
  • demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things
  • explaining why particular forms of behaviour accompany interactions such as greetings in Hindi, for example, touching the feet of elders while saying प्रणाम to show respect, and receiving blessings

  VCHIC008 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Translating