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• VCDEU014

  Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips

  Elaborations

  • identifying and analysing the purpose, intended audience and key features of familiar texts in German, such as signs, instructions, postcards, advertisements, songs and conversations, and comparing these with texts in own language and culture
  • examining how texts are constructed, including textual features (greetings in correspondence), grammatical structures such as parts of speech (adjectives and prepositions), and visual cues (images in brochures)
  • transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type
  • understanding how to create textual cohesion by using elements such as coordinating conjunctions (und, aber, oder) to link ideas

  VCDEU014 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELC009

  Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts

  Elaborations

  • creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCELC009 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELU017

  Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words

  Elaborations

  • investigating own personal and community practices to identify connections with Greek language and culture, for example, in cooking, sport, music, dance or technology
  • discussing elements of culture in Greek language and their significance in reflecting values, attitudes and traditions, such as references to saints’ days
  • discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication and the sustainability of communities
  • examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages

  VCELU017 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCITC100

  Identify factual information from a range of spoken, written and multimodal texts, and process and represent meaning through, for example, classifying, sequencing and summarising

  Elaborations

  • identifying context, purpose and audience of modified authentic texts such as conversations, advertisements, weather reports, instructions, timetables, recipes and signs
  • listening/reading for key ideas across a range of familiar subject matter presented in different formats, for example, geography (Italy’s place in Europe), home, travel, leisure and sport
  • sequencing instructions or actions by using temporal markers such as Prima … poi … dopo … alla fine
  • sharing interpretations of a range of texts, considering their understanding of Italian cultural dimensions in texts, and comparing own interpretations with those of others

  VCITC100 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITU076

  Analyse the ways in which choices in everyday language use reflect cultural practices and values

  Elaborations

  • understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
  • observing the connection between some names and regional and family connections or religion
  • discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
  • analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

  VCITU076 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCLVC184

  Participate in intercultural interactions and consider own reactions when engaging with respected community members and resources

  Elaborations

  • reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience
  • reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown, displayed and expressed across different languages and cultures

  VCLVC184 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Reflecting

• VC2M8SP01

  identify the conditions for congruence and similarity of triangles and explain the conditions for other sets of common shapes to be congruent or similar, including those formed by transformations

  Elaborations

  • developing an understanding of what it means for shapes to be congruent or similar
  • using the enlargement transformation and digital tools to develop sets of similar shapes
  • investigating sufficient conditions to establish that 2 triangles are congruent
  • applying logical reasoning and tests for congruence and similarity, to problems and proofs involving plane shapes
  • comparing angle and side measurements of shapes under transformation to answer questions such as ‘What changes?’ and ‘What stays the same?’
  • establishing that 2 shapes are congruent if one lies exactly on top of the other after one or more transformations, including translations, reflections and rotations, and recognising that the matching sides and the matching angles are equal

  VC2M8SP01 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VCNRC055

  Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • collecting information from a range of texts, such as advertisements, signs, announcements and recipes, identifying context, purpose and audience
  • comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture specific terms and representations
  • using print and online resources such as dictionaries and grammar references to support understanding of texts
  • summarising information and viewpoints in a range of texts, using tools such as guided note taking
  • listening to, reading and viewing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them

  VCNRC055 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCNRC094

  Create bilingual texts and resources to support their own learning

  Elaborations

  • creating bilingual resources for language learning, such as word banks, glossaries, digital resources, charts or a personal translation dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that is appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a scene from a country where the language is spoken, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCNRC094 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC093

  Translate and interpret texts such as descriptions, emails, signs and notices, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from the language to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing a cricket match
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal

  VCRAC093 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC167

  Reflect on how and why being a learner of Vietnamese contributes to their sense of identity

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, recognising that identity includes culture as well as language
  • reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used and reflecting on whether their own identity changes when they use different languages
  • explaining to others how the Vietnamese language is part of their identity, and reflecting on when, how and why they use Vietnamese
  • sharing views of what their understanding of Vietnamese culture ‘is’, and how it relates to language, identity and experience, using statements such as ‘My culture is …’, ‘Culture can …’

  VCVIC167 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFU234

  Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how deaf people live in ways that may be different from how hearing people live and that they are primarily visual, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • exploring the nature of culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and identity
  • understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to users of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on ensuring inclusivity and sharing information with each other
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities
  • recognising the role of the Deaf community and its networks and significant places in maintaining, reflecting and strengthening Auslan and Deaf culture

  VCASFU234 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCTRU101

  Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other languages used in the Australian community

  Elaborations

  • understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
  • investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
  • understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
  • understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
  • recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri
  • identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
  • recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);
  • classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd

  VCTRU101 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHC195

  Locate and organise key points of information from a range of familiar sources

  Elaborations

  • applying knowledge of the world and their own experience to assist understanding of the meaning of texts, such as by discussing topics studied in other learning areas and exploring related Chinese texts, for example, understanding 黄山归来不看岳 by connecting knowledge or experience of visiting 黄山
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter headings of a book
  • listing possible resources before undertaking a research project and giving reasons for why these resources might be useful
  • listening for structural cues such as signposting, and considering images, music and voice to enhance understanding of key ideas conveyed, for example, identify changes in tone of voice and pacing to indicate potential danger or a sense of urgency
  • experimenting with different note-taking strategies when listening, for example, noting key words in Pinyin and recording numbers using Arabic numerals
  • listening to or viewing public information texts such as weather forecasts and announcements and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
  • viewing texts such as a cooking program and answering questions from classmates on key procedures and main ingredients, for example, 蚂蚁上树没有蚂蚁。树是粉丝，蚂蚁是猪肉
  • obtaining the gist or specific information when listening to a flow of words by focusing on familiar, predictable items, and identifying aspects of voice, gesture or language choice that convey varying degrees of enthusiasm or dislike, for example, 我一点儿也不喜欢… compared to 我不喜欢…
  • collating information and ideas to present to others using various tools and charts and with consideration of the relevance, organisation and sequencing of information, for example, considering: What is the best way to introduce the topic? What do they want the audience to remember? What is the main message being communicated?
  • representing information to others by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…

  VCZHC195 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU059

  Interpret texts by inferring meaning from common character components or position of components, and analyse how reliable this method is in translating

  Elaborations

  • estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts, for example, 鸡 鸭 鹅 莺； 但 担 旦 胆
  • analysing characters containing a common component or side, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
  • describing characters to classmates by naming their components or sides in sequence, for example, 亻 (‘standing man’) on the left, 言 (‘words’) on the right ＝ 信
  • exploring the use of diverse character-morphemes to express similar ideas (for example, identifying multiple characters for ‘food’ — 饭、菜、食、餐), and organising and classifying words containing these characters to understand their context of use, for example, 早饭、中国菜、食物、餐厅
  • recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习
  • exploring the nature of common idioms (成语) and inferring their meanings based on the meanings of individual morphemes and contexts of use, for example, 年年有余、人山人海

  VCZHU059 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• German - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to...

  Level description | Languages | German | F–10 Sequence | Levels 7 and 8

• Indonesian - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8

• Latin: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...

  Level description | Languages | Latin | Levels 7 and 8

• Modern Greek - F–10 Sequence: Levels 7 and 8 description

  By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features...

  Level description | Languages | Modern Greek | F–10 Sequence