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• VCZHC054

  Create written imaginative texts to describe experiences involving imagined people and places

  Elaborations

  • collaboratively creating stories with imagined characters and settings, capturing the characters’ experiences in different cultures, for example, 《James在上海》
  • writing a creative account of an imagined experience with Chinese visitors in the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
  • writing a recount of an adventure, for example, 《xxx历险记》
  • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
  • exploring how alternative words can be used to convey varying attitudes and degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!

  VCZHC054 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC167

  Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points

  Elaborations

  • identifying the challenges of translating some concepts (for example, 龙的传人: ‘descendant of dragon’), and developing strategies to overcome these; asking, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for creating different translations for different audiences
  • comparing alternative ways of translating to identify ‘normality’ in one’s linguistic and cultural context, for example, using the term 软饮料 instead of 无酒精饮料 assumes the reader/audience has a degree of connection to English to understand meaning of 软
  • considering ways to convey culture-specific terms (for example, 中药和食疗, 上火，大补) in English

  VCZHC167 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEU012

  Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German

  Elaborations

  • noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
  • applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
  • learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
  • practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
  • recognising differences in intonation and rhythm between statements, questions and commands

  VCDEU012 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC008

  Translate and compare simple texts such as public signs, menus and advertisements in Spanish and English, noticing that it is not always possible to translate word for word

  Elaborations

  • translating short texts such as public signs or community notices from Spanish to English and vice versa, identifying problems encountered and noticing similarities and differences in how the messages are formed, for example, the Spanish use of infinitive forms in signs compared to the English use of imperatives
  • using print and electronic dictionaries to assist in the translation of simple texts, noticing that single words can have different meanings, for example, ‘cricket’ (sport or insect) and the six possible translations of ‘you’ in Spanish (tú, usted, ustedes, vosotros, vosotras, vos)
  • collecting examples of ‘false friends’ encountered when translating between English and Spanish, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • identifying cognates in Spanish texts that can be used to predict meaning (alto, stop, chocolate, patata), and considering reasons for the similarities
  • understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, costar un ojo de la cara, dar la lata, ‘she’ll be right’, ‘fair dinkum’, ‘a piece of cake’, ‘to cost an arm and a leg’
  • comparing and translating language used in Spanish and English text messages, for example, a2 (adiós), xq? (¿por qué?), kntm (cuéntame), tqi (tengo que irme), CU (‘See you’), LOL (‘Laughing out loud’), and considering the use and effects of abbreviations

  VCESC008 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC223

  Express imaginative ideas and visual thinking through the use of familiar modelled signs, mime, gestures, drawing and visual supports, with a focus on emotions, appearance and actions

  Elaborations

  • participating in games and imaginative activities that involve representation of the appearance, characteristics and relationships between different people, animals or objects
  • working collaboratively to create and present signed skits or poems to entertain younger learners
  • re-enacting short stories or wordless animations that include two characters and their interactions through the use of constructed action
  • reinterpreting creative texts for specific effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to create and enact a short scenario about an imaginary character and a particular object, using SASS, entity and handling depicting signs and constructed action
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’:
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    

  VCASFC223 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEC157

  Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest

  Elaborations

  • accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts
  • analysing and summarising information and viewpoints on a range of issues, such as information from a television news report about social media, a documentary on early German settlement in Australia, or an interview with an older German speaker on the topic of her/his Kindheit und Jugend, using tools such as guided note-taking, timelines and/or concept maps
  • accessing, collating and summarising information on youth-related issues such as Musik, Schulsport or Fernsehen from sources such as the internet, magazines and personal communications
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
  • researching young people’s lifestyles across German-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, Wintersport, Reiseziele

  VCDEC157 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC011

  Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange

  Elaborations

  • sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do I feel now?’
  • preparing a class profile to exchange with German-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped identity
  • participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
  • comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

  VCDEC011 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEU016

  Recognise that German and English are related languages and that German is an important European and global language

  Elaborations

  • noticing that German and English share many words, for example, Computer, Bus, Taxi and Auto, and understanding that this is a result of historical events as well as the dynamic nature of languages
  • recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, recognising the link between the Middle English ‘What thinkest thou?’ and Was denkst du?
  • recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!
  • recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland and Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol

  VCDEU016 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRC100

  Engage with French speakers and resources, noticing how interaction involves culture as well as language

  Elaborations

  • reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?)
  • interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
  • sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication
  • observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages

  VCFRC100 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC055

  Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating

  Elaborations

  • using the appropriate register when exchanging greetings, introductions, apologies or health enquiries, for example, Salut mon pote! Ça roule? Bonjour, Mademoiselle Charpent, comment allez-vous? Enchanté! Je m’excuse, Monsieur, vous vous appellez comment? Ciao, Pierre, à tout de suite!
  • using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut redoubler…!
  • communicating in face-to-face or online discussion and debate with peers and French-speaking contacts about social and environmental issues, such as l’influence de la musique, l’environnement digital or le recyclage, referencing community attitudes and changing practices
  • composing formal and informal versions of invitations and/or replies to invitations, taking account of the context and the relationship with the recipient of the text

  VCFRC055 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC058

  Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues

  Elaborations

  • accessing, collating and analysing information on youth-related issues (for example, la musique, la télévision, les sports) from sources such as the internet, magazines and personal communications, and classifying findings into themes, for example, la jeunesse urbaine, l’environnement, le fast food
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Gitane - vous apporte, sans réserves, le plaisir de fumer, 1957: sans tabac, prenons la vie à pleins poumons, 2014
  • listening to or viewing informative texts such as television news reports or feature articles, and noting key words, specialised terms or points of information to be reused in own newsflash or roman photo, for example, en direct, les dernières nouvelles, l’information continue, la météo
  • researching young people’s lifestyles across French-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, les colonies de vacances, les boulots, les sports aquatiques, les jeux vidéos

  VCFRC058 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRC101

  Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity

  Elaborations

  • talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’équipe…
  • preparing a class profile to exchange with French-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted
  • sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?
  • observing others’ ways of communicating, identifying elements of language or behaviour that might be unfamiliar to people from different cultures or communities, for example, ways of addressing people and expressing wishes, rituals associated with school sports, and the use of body language

  VCFRC101 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRU106

  Understand the dynamic nature of French and other languages

  Elaborations

  • understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)
  • recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami
  • recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) and considering possible reasons for this
  • collecting French words used in English (for example, le restaurant, le menu, le chauffeur, le ballet, la pirouette), and comparing how they are pronounced by French or English speakers
  • understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

  VCFRU106 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU100

  Understand that Indonesian, like all languages, varies according to participants, roles and relationships, situations and cultures

  Elaborations

  • recognising that register shifts according to familiarity and social position, for example, using kamu and aku for friends, and Anda, Ibu/Bapak for teachers and adults
  • examining how language varies according to ethnicity and age, for example, Indonesian professionals may use Bahasa baku or English with each other, Javanese neighbours may use Bahasa Jawa, and young people may use Bahasa gaul
  • understanding that language may change according to people’s roles and situation and that people may choose to use different languages to show, for example, familiarity or superiority, such as a politician or movie star using some English to show sophistication, or someone using a regional language to show membership of a particular ethnic group

  VCIDU100 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCLAE003

  Listen to and read Latin texts, such as stories, myths and plays; share reactions and make connections with characters, events, actions, settings and key emotions

  Elaborations

  • listening to and reading texts, such as stories about daily life in the city/country or public entertainment, and responding to questions in English relating to content and context
  • recognising recurring characters, settings and themes in texts, drawing on previous knowledge and experiences to make connections with the narrative, for example, the domineering master or the insolent slave; Pompeii; Vesuvius
  • discussing how scenes and characters are depicted in texts, for example, in short plays, dialogues, retelling of well-known myths and legends, through devices such as imagery or conversations
  • discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition, alliteration, assonance, onomatopoeia
  • recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension
  • identifying and discussing the techniques writers use to achieve specific effects, such as the use of antithesis to create humour or surprise, for example, omnes pueri rident sed Publius non ridet.

  VCLAE003 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCLVU191

  Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform and multilingualism

  Elaborations

  • investigating the social, cultural and linguistic effects of language change and/or language loss in the region
  • understanding terms used in the discussion of language revival, for example, revitalisation, reclamation, renewal
  • investigating the geographical extent of use of the language in earlier times
  • considering the future prospects of the language in the context of its current linguistic ecology
  • exploring Indigenous multilingualism in various communities, including regional varieties, Aboriginal Englishes and creoles
  • researching the impact on Aboriginal and Torres Strait Islander languages in general, and on the target language in particular, of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and advocacy
  • identifying social and government policies and practices that have impacted positively on language acquisition, for example, the performing of Welcome to Country and the Acknowledgement of Country at events, on television programs, in films, and efforts to raise the profile of Aboriginal and Torres Strait Islander languages in the wider Australian community and in particular geographical regions
  • investigating the situation of indigenous languages in other countries, for example, New Zealand, Hawaii, North America, Japan, Latin America, considering issues such as language rights, language endangerment, revival and reclamation, drawing comparisons with the situation of Aboriginal languages and Torres Strait Islander languages in Australia
  • researching current media debates in relation to Aboriginal languages
  • comparing word lists of languages and dialects of the region, to understand similarities and differences and identify potential opportunities for reconstruction

  VCLVU191 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VC2M7N10

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts such as ‘best buys’; formulate problems, choosing representations and efficient calculation strategies, designing algorithms and using digital tools as appropriate; interpret...

  Elaborations

  • modelling additive situations involving positive and negative quantities; for example, a lift travelling up and down floors in a high-rise apartment where the ground floor is interpreted as zero, or in geography when determining altitude above and below sea level
  • modelling contexts involving proportion, such as the proportion of students attending the school disco, proportion of the bottle cost to the recycling refund, proportion of the school site that is green space, 55% of Year 7 students attended the end of term function or 23% of the school population voted ‘yes’ to a change of school uniform; and interpreting and communicating answers in terms of the context of the situation
  • modelling financial problems involving profit and loss, credits and debits, gains and losses; for example, holding a fundraising sausage sizzle and determining whether the event made a percentage profit or loss
  • finding the sum of a set of consecutive numbers using a loop structure
  • constructing geometric patterns such as a honeycomb, using dynamic geometry functionality
  • using mathematical modelling to investigate the proportion of land mass/area of Aboriginal Peoples’ traditional grain belt compared with Australia’s current grain belt

  VC2M7N10 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCTRC057

  Interpret and compare representations of values, characters and events in a range of traditional and contemporary imaginative texts

  Elaborations

  • comparing representations, values and social commentary represented in current TV programs or song lyrics with those conveyed in traditional short stories such as Kaşağı or Eskici, and novels such as Çalıkuşu or Hababam Sınıfı
  • discussing television series or songs, such as Türk dizileri, Türkçe pop, şarkılar ve türküler, identifying either shifts in social or cultural attitudes from those reflected in traditional texts, such as efsane, or evidence of continuing values across time
  • identifying concepts such as courage, loyalty or social justice portrayed in traditional texts through characters such as Köroğlu, Çakırcalı Efe, Karacaoğlan, discussing their relevance to today’s society
  • assuming the persona of a character from a favourite contemporary novel or film and then adapting it to an earlier time or context, noticing changes required to language forms and expression
  • comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing several living traditions present in Australia, including those associated with cultural and artistic expression of Aboriginal and Torres Strait Islander Peoples

  VCTRC057 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIU015

  Recognise some of the common variations in Vietnamese language used in different settings and contexts, for example, at home, at school, at the market or in the bank

  Elaborations

  • identifying ways in which tone and body language vary in daily interactions according to setting and context, for example, the same sentence may be spoken in a different tone (friendly/unfriendly, respectful/impolite) and body language may change according to the setting (serious/interactive in the classroom, casual/friendly in the playground, relaxed at home/careful in the street)
  • recognising and explaining variations in language use, such as tone, gestures, word choice and sentence structure, as they relate to different settings and contexts, for example, interactions between customer and salesperson, doctor and patient, tour guide and tourist
  • identifying technical language used in specific contexts, for example, at the market (giá bao nhiêu, trả giá, mắc, rẻ, giảm giá, hàng tốt/xấu), or at the doctor’s surgery (bị cảm, ho, nhức đầu, chóng mặt)
  • recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?

  VCVIU015 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change