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• VCHIU048

  Understand how the conventions of written script determine the structure and organisation of written language, and understand the relationship between word formation and pronunciation

  Elaborations

  • understanding that the Hindi language varies from region to region as it is influenced by local culture, practices and customs, and that this variation impacts on pronunciation but is not represented in written Hindi; for example, the word for ‘much/many’ is pronounced by many speakers as बहौत but is spelled according to its standard spelling as बहुत
  • recognising the Hindi pronunciation and Devanagari spelling of old loan words from English into Hindi, such as -अस्पताल/हस्पताल; अफ़सर; पलस्तर
  • understanding the conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds, as in डॉलर versus डालर
  • recognising and practising the spelling of words in Devanagari script that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word such as उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb stem is not represented in Devanagari, for example, सुनना/सुनता

  VCHIU048 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• French - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (Est-ce que je peux … ? Tu peux..… ?), using app...

  Level description | Languages | French | F–10 Sequence | Levels 5 and 6

• German - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

  Level description | Languages | German | F–10 Sequence | Levels 5 and 6

• VCDEC145

  Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
  • creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
  • creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest

  VCDEC145 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEU152

  Understand why language is important and recognise that languages and cultures change over time and influence one another

  Elaborations

  • exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
  • discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness

  VCDEU152 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAC153

  Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus

  Elaborations

  • creating shared bilingual learning resources such as print or digital word banks or glossaries of Japanese and English expressions used in formal and informal everyday interactions
  • performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations
  • using dictionaries and electronic translation tools to compose bilingual texts such as captions, menus, posters or invitations, comparing results and identifying how bilingual texts support intercultural communication
  • creating bilingual texts for the classroom or school community, for example, invitations to attend class or school assembly performances, posters advertising Languages Day

  VCJAC153 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCVIC148

  Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms

  Elaborations

  • creating parallel lists of informal Vietnamese and English expressions for everyday interactions with teachers, friends and family in print and digital modes
  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements
  • composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day), a translation of the school canteen menu into Vietnamese, or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, Thư viện (Library), Hội trường (Hall), Hãy giữ im lặng! (Be quiet!), Xin vui lòng bỏ rác đúng chỗ! (Please do the right thing!)
  • creating subtitles for short video clips or slideshow presentations of intercultural experiences to share with the school community, such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events

  VCVIC148 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCESU160

  Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies

  Elaborations

  • investigating how media, digital technologies and popular culture have influenced the Spanish language, for example, tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un , un selfie
  • discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
  • identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
  • understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian
  • understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

  VCESU160 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘love’
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCITC049

  Compare everyday social experiences and related language use and consider own responses and reactions and those of others

  Elaborations

  • comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto
  • exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others, for example, fare il bidet
  • learning the appropriate phrases to mark respect for age, gender, or social authority
  • reflecting on experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio)

  VCITC049 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• 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

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCARU153

  Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures

  Elaborations

  • describing own and others’ ways of communicating, and identifying aspects that reflect traditions, values and practices in Arabic-speaking communities
  • exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’
  • noticing similarities and differences between own ways of communicating and interactions between young Arabic and English speakers in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting on the influence of culture on language use

  VCARU153 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCESC154

  Compare ways of communicating in particular Australian and Spanish-speaking contexts

  Elaborations

  • identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences
  • planning a virtual or actual visit to a school in a Spanish-language environment, deciding on strategies for successful communication, for example, how to interpret cultural information and how to be flexible in own ways of communicating
  • reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case

  VCESC154 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCFRU054

  Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others

  Elaborations

  • reflecting on how different languages and cultures represented in the classroom influence ways of talking about and relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’
  • comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed

  VCFRU054 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCKOU167

  Identify and use distinctive features of different types of spoken and written texts in Korean such as salutations in different contexts

  Elaborations

  • identifying the functions of parts of simple discourse such as letters/cards of invitation, for example, … 에게/께 (‘to’ in salutation) and …(으)로부터/올림 (‘from’ in closing), and comparing them with English
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

  VCKOU167 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCLVC160

  Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories

  Elaborations

  • creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas
  • performing bilingual versions of familiar songs, for example by alternating lines/verses between the two languages
  • creating bilingual texts such as posters and songs, and discussing how to represent meaning in different languages for different audiences
  • creating bilingual texts such as brochures, posters or invitations to inform others about upcoming events

  VCLVC160 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCASFC047

  Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community

  Elaborations

  • reflecting on and providing possible explanations for assumptions that hearing people might make about deaf people or about signed languages
  • examining some misconceptions about hearing people and culture held by members of the Deaf community, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • identifying how various emotions and attitudes, such as respect, shyness, exuberance or embarrassment, are expressed and may be perceived across different languages and cultures, comparing their experience of such differences in their own interactions with speakers of English or other spoken languages
  • explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning
  • reflecting on language and cultural differences in forms of address in signed and spoken languages that need to be taken into account when interacting interculturally, for example, the frequent use of a person’s name when addressing them directly in Australian English but not in Auslan
  • reflecting on the role of personal storytelling in teaching and supporting deaf children to navigate a hearing world

  VCASFC047 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• 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