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• VCTRC062

  Consider how their personal biography, including family origins, traditions, interests and experiences, shapes their sense of identity and influences their ways of communicating

  Elaborations

  • creating written, spoken and multimodal texts, such as digital profiles, identity maps, timelines or journals, to describe significant milestones in their lives, and influential people, events or experiences that have helped shape their sense of identity
  • analysing elements of their individual identity which reflect bicultural or multicultural experience and influences, for example, arabesk/pop/özgün/türkü, halay, moda, giyim tarzı, kitap zevki, eğlence tarzı, yemek çeşitleri, futbol takımları
  • reflecting on their ways of communicating and expressing identity across home, school and social contexts, considering reasons for variations they notice
  • reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language
  • talking about what they mean by identity, comparing their own and others’ understandings of the concept

  VCTRC062 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC164

  Plan and convey key points of information and opinions based on information drawn from a range of sources

  Elaborations

  • engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their life, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
  • discussing perspectives and comparing experiences and opinions relating to issues such as 独生子女政策, noting how some people focus on positive effects on society while others focus on their own personal experiences of being a 独生子女
  • collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as international students in Australia
  • collating information from personal research and writing reports on issues relevant to young people across cultures, for example, pressure to follow fashions and trends, bullying in schools, and inspirational people

  VCZHC164 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU171

  Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

  Elaborations

  • using knowledge of components to select a character from options when inputting Chinese in a digital text
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 (情感、情趣、情形) and 性（性能、性别、性格）
  • discriminating between the functions of morphemes with related meanings, for example, 餐，饭; 做，作
  • exploring influences on word formation, for example, the school subject ‘Language’ is called 语文 in China not 汉语 or 中文

  VCZHU171 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHHK117

  Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power

  Elaborations

  • Vikings
    • mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
    • describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
    • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
    • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
  • Medieval Europe
    • explaining the changing relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
    • describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
    • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
  • Ottoman Empire
    • mapping the expanding power and influence of the Ottoman Empire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
    • outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
    • describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
  • Angkor/Khmer Empire
    • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
    • investigating the significance of the archaeological site of Angkor Wat
  • Mongol Expansion
    • outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
    • analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
    • mapping the expansion of the Mongol empire across Asia and Europe
  • Japan under the Shoguns
    • discussing the role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
    • explain reasons why the Shogun controlled trade
    • explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
    • explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
    • investigating the demand for available land and the patterns of land use in the period
    • outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
    • analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
  • Polynesian Expansion
    • locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
    • outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
    • investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
    • investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
  • Renaissance Italy
    • analysing the effects of the Black Death in causing the Renaissance
    • organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
    • describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
    • describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
    • describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
    • investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
    • investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
  • Spanish Conquest
    • analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
    • explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
    • explaining the siege of Tenochtitlan

  VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCELC155

  Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • participating in decision-making scenarios, for example, planning to go to a celebration of Apokries, or making arrangements to attend a Greek film festival, agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ παλιάτσος, Να βρεθούμε έξω από το κινηματογράφο στις εφτά, Θα φάμε έξω.
  • participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, Τι θα πρέπει να πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; Τι θα πρέπει να ψωνίσουμε για τη γιορτή; or arranging an online meeting with sister-school students in Greece or Cyprus and discussing how the interaction will be organised, for example, Να επικοινωνήσουμε αύριο με το σχολείο μας στην Ελλάδα με το διαδίκτυο;
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο;/ Πάμε για ποδόσφαιρο; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
  • transacting and negotiating in real or simulated situations, such as comparing similar offers for goods on online Greek language internet sites and discussing preferences and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα γαι το ταξίδι μας

  VCELC155 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLVU195

  Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language

  Elaborations

  • identifying and discussing the main areas of the language that could be served by language building
  • analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these
  • investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
  • understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages
  • discussing techniques used to build language, such as analysing historical sources, interviewing/recording existing speakers
  • understanding the orthographic and grammatical choices of the contemporary community
  • considering domains of use where the language may grow in the future
  • trying out ways of making new words under the guidance of an Aboriginal languages specialist or a respected community member where appropriate
  • working with local Aboriginal communities in language-related projects, and contributing to local language records and resources through structured and research-based projects
  • understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
  • developing a variety of resources for younger and future students of the language
  • investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
  • exploring the importance of advocacy in supporting the maintenance and development of language and culture

  VCLVU195 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCTRC086

  Interact with peers and teacher to socialise, exchange information and opinions, talk about personal worlds

  Elaborations

  • using simple greetings relevant to the time of day, context or relationship, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!, noticing differences between how they greet different people, such as teachers or family members, for example, Merhaba Ayşe! Nasılsın? Günaydın öğretmenim! Siz nasılsınız?
  • offering and responding to general wishes such as Afiyet olsun! Elinize sağlık! Teşekkür ederim. Bir şey deği! Çok yaşa! Sen de gör! and to wishes associated with significant events in their community such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun!
  • composing written or digital texts, such as emails, cards, letters or text messages, 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 accounts of social activities or special community celebrations or events, for example, Cumhuriyet Bayraminda ben şiir okudum, Ramazan Bayramında dedem bana harçlık verdi
  • talking about themselves and their families and expressing likes, dislikes and preferences, for example, Arkadaşlarımla sinemaya gitmeyi severim, Suyu gazoza tercih ederim
  • participating in online exchanges with sister schools in Turkey or other Turkish-speaking contexts, asking and answering questions about studies, interests and daily routines, for example, Kaçıncı sınıftasın? En sevdiğin ders hangisi? Okuldan sonra futbol oynuyorum, Akşamları saat onda yatıyorum, Cumartesileri bağlama kursuna gidiyorum
  • describing and comparing with others aspects of their cultural and communicative worlds, including the use of different languages at home, at school and in their social lives, and their involvement in different activities, for example, aile yaşamı, düğünler, spor, bayramlar, misafirperverlik

  VCTRC086 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCVIC158

  Engage in collaborative tasks and transactions in real or simulated contexts that involve solving problems and making decisions

  Elaborations

  • responding to invitations by accepting, declining or apologising, for example, Cám ơn bạn. Được, tôi sẽ đến dự sinh nhật của bạn. Xin lỗi, tôi không đến được vì bận đi đám cưới với gia đình
  • collaborating with peers to plan individual, family, class or school events such as a birthday party, housewarming, class excursion or school performance, taking the initiative, discussing alternatives and making decisions, for example, Tuần tới chúng mình sẽ tổ chức sinh nhật cho Minh ở trường nhưng Trang bận quá. Vậy Hùng email mời các bạn giùm, còn Lan và Hương sẽ mua bánh và quà cho Minh
  • commenting on the organisation of local community events and making suggestions for improvements, for example, Tết Trung Thu năm nay vui quá. Các cửa tiệm nên bán thêm nhiều lồng đèn hơn
  • participating in transactions in authentic, simulated or online situations, such as purchasing goods or services, for example, Cái áo này bao nhiêu tiền? Vé xe lửa/ xe buýt khứ hồi đi đến trung tâm thành phố bao nhiêu tiền? Có số nhỏ/lớn hơn cho cái quần này không?

  VCVIC158 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCARC008

  Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language

  Elaborations

  • demonstrating and explaining hand gestures and facial expressions that can be used without language to convey meaning
  • using a picture or digital dictionary to find the meanings of words and expressions used in class, comparing English and Arabic versions of each word
  • comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities that reflect cultural associations or nuances, for example,

    مرحبا؛ كيف حالك؟ السلام عليكم؛ سلام ونعمة؛ صباح الخير؛ صباح النور

  • interpreting Arabic expressions in dialogues and speeches and discussing how these expressions reflect aspects of Arabic language and culture, for example,

    لا؛ حقاً؟ يا إلهي! كلامك عجيب! لا لا قل لي الحقيقة؛ صدقني يا سامي!؛ مع السلامة؛ الله معك؛ الرب معك

  • translating texts such as labels, public signs and messages from Arabic into English and vice versa to identify differences in elements of language structure and vocabulary use, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, ‘insert card’
  • creating Arabic versions of school signs, notices, timetables and class rules, and considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’

  VCARC008 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC065

  Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people

  Elaborations

  • comparing their experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their perceptions, understandings or attitudes
  • reflecting on how differences between signed and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
  • reflecting on their own and others’ social attitudes and responses to differences in behaviours or communicative styles, for example on how they feel when hearing people do not make eye contact during an interaction
  • reflecting on how their own ways of communicating may be interpreted by hearing people, and on how they need to modify or consider other communication strategies and behaviour, such as the use of eye contact, facial expression or body language
  • comparing strategies used by deaf and hearing adults to negotiate the physical environment, for example, different behaviours that reflect different perceptual perspectives in contexts such as travelling in a lift

  VCASFC065 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC101

  Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression

  Elaborations

  • comparing aspects of their lives as young deaf people with those of young hearing people as represented in digital images, video clips and narratives, for example, ways of engaging in different games and activities, exchanging stories and interacting socially at school, at home and in the community
  • discussing changes or adaptations they make to their communicative style when communicating with non-signers
  • reflecting on similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment
  • reflecting on language differences in forms of address in signed and spoken language, for example, using a person’s name when addressing them directly in Australian English but not in Auslan
  • examining general misconceptions that deaf people may have about hearing people and culture, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • reflecting on and providing possible explanations for assumptions hearing people might have about deaf people or about signed languages

  VCASFC101 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEC154

  Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences

  Elaborations

  • discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluβ und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
  • communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?

  VCDEC154 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELU013

  Recognise and use vocabulary and grammatical elements such as articles, pronouns and gender forms, and a limited range of common verbs in the present tense to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order, for example, Η μαμά μου είναι ...
  • understanding and applying the concept of verb conjugation by using appropriate verb endings
  • indicating quantity using plural forms, for example, ο, η, το, οι, οι, τα
  • using negative expressions such as δεν, μη
  • conjugating the present tense
  • using common verbs such as γράφω, θέλω, τρέχω to describe simple actions
  • using definite and indefinite articles, for example, ο, η, το,ένας, μία, ένα
  • applying appropriate gender to nouns
  • using singular and plural pronouns εγώ, εσύ, αυτός/η/ο, εμείς, εσείς, αυτοί/ες/α
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCELU013 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC170

  Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

  Elaborations

  • comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version
  • commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language or images in terms of cultural associations
  • translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring meaning from one language to another
  • assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
  • selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado

  VCESC170 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC171

  Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Spanish-speaking cultures, for example, El Carnaval de Barranquilla, Festival de Viña del Mar
  • producing bilingual community texts such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English
  • corresponding with Spanish-speaking peers using both Spanish and English, conveying aspects of Australian culture such as places or events of interest, leisure and sports activities, wildlife and environment
  • creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
  • providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to Australian viewers

  VCESC171 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC093

  Participate in classroom routines and interactions by following instructions, asking and answering questions, and requesting help or permission

  Elaborations

  • asking and answering questions (for example, qu’est-ce que c’est? c’est… ce sont…), and requesting clarification or permission, for example, j’ai une question, comment dit-on…? comment ça s’écrit…?
  • requesting information, explanation or help, for example, pouvez-vous répéter plus lentement s’il vous plaît? qu’est-ce que cela veut dire? je peux recommencer?
  • responding to directions or requests, for example, cliquez sur l’image du chȃteau, choisissez la forme négative
  • discussing aspects of school and social life and responding to each other’s contributions, for example, c’est génial! c’est une bonne idée; ah non, je ne suis pas d’accord
  • using active-listening and turn-taking strategies, for example, et toi, tu es d’accord?… à moi maintenant!

  VCFRC093 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• 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