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• VCITC050

  Share aspects of own identity such as appearance, character, background, family, preferences and experiences, including own role as a learner of Italian, and consider how these aspects contribute to identity formation

  Elaborations

  • connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an Italian restaurant and being able to read some of the signs and/or the menu
  • connecting various experiences and reflecting on self in interaction with others and how each person is perceived by others, for example, Sono fiero perché … Gli italiani in Australia amano.. Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto …. Sono sorpreso di scoprire...

  VCITC050 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAC155

  Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self

  Elaborations

  • identifying elements of identity that are important across all cultures, for example, family, community, location
  • creating multimodal texts that represent elements of their own identity, such as personal emblems/mottos, self-profile, photo journal, or caricature/self-portrait, and considering how Japanese children of the same age might respond to these
  • exploring the idea of stereotypes and how people think about others from different cultural backgrounds
  • practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges
  • considering whether learning and using Japanese impacts on their sense of identity or influences their behaviour in or out of the classroom, for example, when playing Japanese games online, eating in Japanese restaurants and reading signs or menus

  VCJAC155 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCKOC154

  Collaborate in group tasks and shared experiences that involve making collective arrangements, such as making decisions or suggestions in group games, or creating and performing a role- play that involves simple transactional exchanges

  Elaborations

  • making collaborative decisions and arrangements using Korean in traditional Korean games either in online or offline mode, for example, playing 윷놀이(yunnori) counting (하나, 둘, …), ordering (첫 번째, 두 번째, …), numbering (일, 이, 삼, …) and using other expressions in Korean to decide on the movement of markers
  • creating and performing role-plays such as simulating simple transactions that involve asking for or giving prices or asking for goods or services, for example, 얼마예요?; 오천 원이에요; 아이스크림 한 개 주세요
  • allocating and swapping roles in group games or simulated transactional exchanges

  VCKOC154 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCARC146

  Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages

  Elaborations

  • explaining changes they make when moving between English- and Arabic-speaking contexts, for example, adjusting the way they communicate to adults and authority figures in Arabic by using لو سمحت؛ من فضلك؛ أرجوك, or how they use different introductions depending on the audience, such as using بالإذن يا أبي ؛ هذا سليم صديقي من المدرسة to introduce friends to their parents and عادل؛ تعال؛ هذا ماهر صديقنا الجديد to introduce friends to each other
  • identifying changes they make when interacting in an Australian-English context, for example, using different forms of address, or different ways of showing politeness, and discussing why these adjustments are appropriate
  • reflecting on instances when moving between Arabic- and English-speaking contexts has felt comfortable, awkward or difficult and explaining why this might be the case, for example, translating to parents what the teacher is saying, helping an elderly person who cannot speak English find the bus stop
  • discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate with English speakers

  VCARC146 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCASFC173

  Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan

  Elaborations

  • examining misconceptions held by some hearing people about deaf people, Auslan and Deaf culture, such as the idea that all deaf people can hear with hearing aids, or that deaf people may not drive
  • considering possible explanations for assumptions deaf people might make about hearing people or about spoken languages
  • observing and documenting their development as learners of Auslan, for example, by recording learning experiences and reflections in blogs, learning logs or journals, considering whether their sense of identity changes when communicating in this language
  • reflecting on similarities and differences between spoken language and signed language users, for example, behaviours when joining interactions, taking turns, using name signs, or passing between people who are communicating with each other
  • identifying and comparing how various emotions and different attitudes, such as respect, shyness, exuberance or embarrassment, are expressed in and responded to by different languages and cultures
  • exploring ideas about identity in journal writing, for example by documenting challenges and rewards relating to second language learning and any changes in relation to their sense of identity

  VCASFC173 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDTCD034

  Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs

  Elaborations

  • using sustainability criteria to explain how well a student-developed solution meets its requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
  • explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
  • imagining how the functioning of one type of information system could be applied in a new way to meet a community need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
  • comparing past and present information systems in terms of economic, environmental and social sustainability, for example comparing energy levels required to store data and purchase devices
  • exploring the ethics and impact of management practices on the use of communication networks, for example internet censorship from a local, national and global perspective and the impact on freedom of access and expression
  • considering practices to save energy and other resources when using information systems, for example switching off when not in use, ensuring electronic devices are in energy-saving mode

  VCDTCD034 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCLVU172

  Identify available resources and protocols to be followed when building language

  Elaborations

  • identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material
  • identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres
  • understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use
  • discussing potential limits and constraints of school language programs in relation to building language
  • learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class
  • identifying language revival programs in other regions and reporting on processes used and resources developed
  • finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building
  • understanding how language revival serves to enrich Australia’s linguistic and cultural resources

  VCLVU172 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCTRC039

  Convey information about aspects of their own language(s), culture(s) and communities in suitable formats for different audiences and contexts

  Elaborations

  • presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel yaşam, hamam, Türk kahvesi, el sanatları, halk dansları to present to students in the school who are not learning Turkish
  • creating a multimodal profile of their local community for newly arriving migrants from Turkish-speaking regions of the world
  • creating a website for a contact group of Turkish-speaking students, posting information on their interests and experiences and using sound, visual or graphic resources to feature elements which may be unfamiliar to the intended audience
  • writing a post on a website for young people that flags upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
  • assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu
  • creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language

  VCTRC039 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC150

  Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

  Elaborations

  • discussing how having a Vietnamese background influences who they are and how they interact and behave in different contexts
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese-speaking contexts
  • identifying key influences on their sense of identity, such as their family origins, traditions and beliefs and significant events, for example, Ra ngoài đường con phải lễ phép để người ta đừng cười ba mẹ không biết dạy con. Người lịch sự/có văn hóa/có giáo dục không bao giờ chửi thề hay nói bậy
  • exploring how they communicate with one another, their teachers and families, noticing whether they see themselves differently in different contexts, for example, Khi nói chuyện ở nhà tôi cảm thấy mình là người Việt. Khi nói chuyện ở trường tôi cảm thấy mình là người Úc

  VCVIC150 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDEC138

  Participate in guided tasks such as planning and organising events and completing transactions

  Elaborations

  • organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!; Recycelt eure Dosen!)
  • participating in real or simulated transactions such as buying food, for example, Ich nehme ein Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
  • participating in sourcing goods and services, such as budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, Dieses Handy ist zu teuer. Der Hut passt dir gut.
  • exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars

  VCDEC138 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC153

  Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment

  Elaborations

  • composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta
  • using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation
  • creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’
  • creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants
  • creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!

  VCESC153 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC038

  Participate in guided tasks such as organising displays, developing projects or budgeting for events

  Elaborations

  • designing and completing collaborative projects such as building a model of the place du marché in a French village or designing an environmentally friendly cour de récréation, and composing spoken, written or digital instructions and specifications, using, for example, devant, à côté de, 500 mètres, trois étages
  • planning and organising activities such as outings or performances, using expressions related to place, time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, je vais acheter…, j’espère trouver…qu’est-ce que tu cherches?
  • creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
  • allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs

  VCFRC038 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC146

  Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance

  Elaborations

  • planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん
  • creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift
  • participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ　を　ください 。いくら　です　か 。3000 円　です。はい、どうぞ。
  • becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
  • budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus, comparing prices and values, and discussing intended purchases, using formulaic expressions such as ちょっと 高(たか)い　です。でも、おいしそう　です。

  VCJAC146 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC035

  Participate in spoken, written and digital interactions to share ideas and experiences, showing interest and respect for others

  Elaborations

  • expressing own views and preferences and asking about those of others, for example, Ne tercih edersiniz? Ne içersiniz?, using appropriate language to agree or disagree, for example, Bence Atilla çok iyi bir sporcu. Bence de. Haklısın aynı fikirdeyim. Bence öyle değil. Ben sana katılmıyorum. Ben senin gibi düşünmüyorum.
  • composing written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • describing and comparing experiences of social activities, special community celebrations or events, for example, 29 Ekim Cumhuriyet Bayramında ben şiir okudum. Ramazan bayramında dedem bana harçlık verdi
  • participating in online exchanges such as video blogs with sister schools in Turkey or other Turkish-speaking contexts, comparing interests, routines and social activities
  • sustaining interactions with others by asking questions, using active listening skills and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?

  VCTRC035 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC036

  Plan shared activities or events, such as a display or presentation, an interview, awareness campaign or virtual shopping expedition

  Elaborations

  • preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, piyesler, marşlar, Ramazan manileri, to present to younger students at a community event or school assembly
  • planning and creating displays or resources such as timelines, schedules, posters or appeals for a fundraiser
  • planning for a Turkish-speaking guest by developing an interview schedule using questions such as Kendinizi tanıtır mısınız? Ne tür müzikten hoşlanırsınız?
  • creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains
  • budgeting for hypothetical shopping expeditions, for example, by consulting online catalogues and websites, comparing prices and values and discussing intended purchases, for example, Bu çok pahalı, İndirimli satışlar varmış, Ay, bu en son çıkan, Bu kelepir!
  • planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or by making presentations to school council/board

  VCTRC036 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC143

  Locate, classify and compare information relating to personal, social and natural worlds from a range of spoken, written, digital and visual texts

  Elaborations

  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, using memory tools such as tables, charts and concept maps to organise and sequence information
  • collecting information from sources such as class surveys, online forums or blog posts about aspects of Vietnamese culture at home, for example, ngày giỗ) and in the local community, for example, Tết Nguyên đán, lễ Vu lan, giỗ tổ Hùng Vương
  • investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
  • collecting and comparing information from a range of print and digital texts on topics related to personal and social worlds, for example, how to balance schoolwork, hobbies and time with friends
  • locating information about geographical features in Vietnam and classifying them as natural (động Hương Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)

  VCVIC143 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC147

  Locate and compare factual information from different sources about different communities and lifestyles

  Elaborations

  • viewing TV programs, documentaries or interviews with young people such as 《智慧树》, discussing the participants’ experiences and comparing with own life experiences
  • investigating aspects of life of Chinese communities overseas, for example, web-chatting with relatives overseas to find out more about own family origins, history or circumstances
  • identifying and selecting visual sources (for example, 优酷, and comparing and contrasting different perspectives on issues, such as how children in different locations in China describe their school experience
  • following an instructional video in order to complete an action collaboratively, for example, watching 如何画中国画, or preparing for a cultural celebration by following video procedures on how to 包粽子 for 端午节
  • representing information in a new format, for example, watching a TV cooking show then converting each step into a written recipe with essential information including ingredients and quantities, and amount of time required
  • selecting appropriate resources to research a topic of interest such as a major place, person or event in Chinese history, and identifying key information to share with others
  • researching a topic by analysing what information is needed, employing Chinese search engines to access a range of sources of information online, and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC147 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCASFC046

  Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place

  Elaborations

  • identifying markers of social and cultural identity that may be important across cultures as well as in the Deaf community, for example, elements of language or behaviours associated with family, community, location, age or gender
  • building a basic understanding of the concept of Deafhood and of how individual journeys of identity contribute to social relationships and community, for example, by describing their own journey of identity development, including elements such as family, the influence of Deaf role models, significant life events or personal connections with the local Deaf community
  • working with elders to map relationships and connections within their community, for example by identifying links between notable deaf families, and by considering how personal connections with the community contribute to their sense of identity
  • investigating the historical origins of signs linked to identities, for example, the signs for LIBRARY and ADELAIDE were derived from original name signs for people
  • considering how the relationship between language and identity plays a role in contributing to individual, peer group and community wellbeing
  • exploring how different technologies are used by deaf people to support social networks and strengthen their sense of shared identity
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
  • exploring the role of personal narratives in teaching and supporting deaf children to develop strategies to navigate a hearing world, such as carrying paper and pen or smart phone to type notes
  • learning from Deaf elders about roles and responsibilities with respect to caring for their culture’s places and spaces and preserving a sense of shared identity, for example, by maintaining and passing on artefacts, images and stories, creating new uses for Deaf places or participating in Deaf festivals, fair days and National Week of Deaf People activities
  • recognising that their first language is a birthright that contributes to their identification with the Deaf community and its traditions
  • identifying examples of deaf people who have been recognised for different reasons in the wider society, for example, Alastair McEwin, and discussing whether such recognition contributes to their own sense of identity and belonging
  • interviewing local Deaf elders about their experiences in Deaf schools and other Deaf places and discussing how their experiences create a collective sense of identity
  • discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual language and being able to communicate from a distance

  VCASFC046 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity