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• VCTRU048

  Understand how different types of text in Turkish, including prose and verse, create effects to suit different audiences

  Elaborations

  • analysing and comparing language used in particular types of texts, for example, descriptive language in recounts or narratives, persuasive language in advertisements, humorous language in comic verse or puppet theatre plays, instructional language in recipes and manuals, expository language and factual statements in news reports
  • analysing characteristic features of texts that they use and interact with in their everyday lives, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in blogs and on websites
  • discussing the use of imagery in different kinds of creative or performative texts, identifying how this helps to convey meaning and engage/entertain the audience
  • understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, kukla oyunu and masal, the use of deyimler ve atasözleri in Turkish legends and short stories
  • discussing how poems or song lyrics, such as Arkadaşım Eşşek and Çanakkale Türküsü, create particular moods (özlem ve acıma) and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address

  VCTRU048 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCARC145

  Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning

  Elaborations

  • designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
  • using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
  • creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

  VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCESC152

  Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated

  Elaborations

  • identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
  • collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
  • translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
  • creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’

  VCESC152 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC160

  Translate simple texts identifying words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning

  Elaborations

  • creating Korean versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuckshop, the office
  • identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀(‘rice as raw grains’), 밥 (‘cooked rice/meals’)
  • interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of Korean language or culture

  VCKOC160 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCNRU049

  Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations

  Elaborations

  • using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults
  • reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for example by email or phone

  VCNRU049 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCADRR032

  Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including in the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
  • identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
  • talking and writing about drama from other places and times and how it may contribute to their own drama, and how cultural understandings shape meanings in drama
  • identify the features of drama from different times and places, for example, investigate ways that drama created by contemporary Aboriginal and Torres Strait Islander drama practitioners and drama created by contemporary drama practitioners based in a school’s/region’s sister city in Asia, communicate stories

  VCADRR032 | The Arts | Drama | Levels 5 and 6 | Respond and Interpret

• VCAMAR032

  Explain how the elements of media arts and story principles communicate meaning and viewpoints by comparing media artworks from different social, cultural and historical contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
  • researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks, for example, comparing TV representations of families
  • discussing the role of media artworks in sharing cultural information about a group of people, including Aboriginal and Torres Strait Islander peoples, and their spirituality using appropriate images and story principles
  • describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
  • discussing safety issues and cultural sensitivities in relation to acceptable and unacceptable use to personal and cultural images, sounds, and texts when making and publishing media artworks

  VCAMAR032 | The Arts | Media Arts | Levels 5 and 6 | Respond and Interpret

• VCELC144

  Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts from English into Greek and from Greek into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences into Greek, noticing that there is not always word-for-word equivalence when moving between English and Greek or vice versa because of word order or multiple meanings, for example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, Ο μπαμπάς μου δεν είναι ψηλός.
  • recognising that some Greek words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word, for example, το φιλότιμο
  • identifying and explaining expressions and idioms in Greek that do not make sense when translated word-for-word, for example, Χρόνια Πολλά, Και του χρόνου , Τα μάτια σου δεκατέσσερα, Καλό χειμώνα!
  • recognising that some words have many different meanings, for example, the multiple meanings of γεια σου (hello, goodbye, cheers, bless you) and είναι (he is, she is, it is, they are, is, are)

  VCELC144 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCELY318

  Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning

  Elaborations

  • bringing subject and technical vocabulary and concept knowledge to new reading tasks
  • selecting and using texts for their pertinence to the task and the accuracy of their information
  • using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to the topic and task
  • reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

  VCELY318 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCNRC042

  Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences, noticing that there is not always word-for-word equivalence
  • recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
  • identifying and explaining expressions and idioms that do not make sense when translated word-for-word
  • explaining to the teacher, peers and family how some words may have many different meanings

  VCNRC042 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Drama: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the elements of drama to shape character, voice and movement in improvisation, play-building and performances of devised and scripted drama for audiences.

  Students explain how dramatic action and meaning is communicated in drama they make, perform and view. They...

  Level description | The Arts | Drama | Levels 5 and 6

• English: Level 5 achievement standards - Writing

  Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and...

  Level description | English | Level 5 | Writing

• Ethical Capability: Levels 5 and 6 achievement standards

  By the end of Level 6, students evaluate the meaning of ethical concepts and analyse their value, identifying areas of contestability. They explain different ways to respond to ethical problems and identify issues related to these.

  Students identify different ethical issues associated with a particular...

  Level description | Capabilities | Ethical Capability | Levels 5 and 6

• Ethical Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking...

  Level description | Capabilities | Ethical Capability

• Intercultural Capability: Levels 5 and 6 achievement standards

  By the end of Level 6, students demonstrate an understanding of how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours.

  Students identify the barriers to and means of reaching understandings within and between culturally...

  Level description | Capabilities | Intercultural Capability | Levels 5 and 6

• VCESU159

  Recognise that language use varies according to the contexts of situation and culture

  Elaborations

  • finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and considering why these forms of language are used
  • understanding the importance of using appropriate forms of address when interacting with different people, for example, using tú when speaking with close friends, family members or other young people, and using usted for other less familiar adults
  • noticing that language use often reflects the mood, feelings or relationships of the people involved, such as the use of emotive or affectionate language between close friends and family members, or persuasive language used in advertisements

  VCESU159 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• Auslan - Second Language Learner - F–10 Sequence: Levels 5 and 6 description

  Students are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a narrative, modify indicating verbs for non-present referents with increasing accuracy across a text, and use more complex entity depicting signs....

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence...

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

• Civics and Citizenship: Levels 5 and 6 achievement standards

  By the end of Level 6, students identify the values that underpin Australia’s democracy and explain the importance of the electoral process. They describe the purpose of key institutions and levels of government in Australia’s democracy. They explain the role of different people in...

  Level description | The Humanities | Civics and Citizenship | Levels 5 and 6