Search results

Result list

• VC2M8M02

  solve problems involving the volume and capacity of right prisms using appropriate units

  Elaborations

  • using models to demonstrate the number of cubic centimetres in a cubic metre and relating this to capacities of millilitres and litres, recognising that one millilitre is equivalent to one cm³
  • solving practical problems involving volume and capacity, for example, optimal packaging and production
  • choosing which measurements are useful to consider when solving practical problems in context; for example, when purchasing a new washing machine, the dimensions are useful when determining whether it will fit in the available space in the laundry and its capacity is useful when considering the maximum washing load it can carry
  • investigating, reasoning and finding solutions to measurement problems involving dimensions, rates, volume and capacity of objects; for example, given the dimensions of a pool and the rate of flow from a tap, determining how long it will take to fill the pool to its normal capacity

  VC2M8M02 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• 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

• VC2M8A02

  graph linear relations on the Cartesian plane using digital tools where appropriate; solve linear equations and one-variable inequalities using graphical and algebraic techniques; verify solutions by substitution

  Elaborations

  • recognising that in a table of values, if the first difference between consecutive values of the dependent variable is constant, then it is a linear relation
  • graphing linear functions and relations of the form x=a , y=a , x ≤a , x>a , y ≤a , y>a on the Cartesian plane for known values of a
  • completing a table of values, plotting the resulting points on the Cartesian plane and determining whether the relationship is linear
  • graphing the linear relationship ax+b=c for given values of a, b and c and identifying from the graph where ax+b <c or where ax+b >c
  • solving linear equations of the form ax+b=c and one-variable inequalities of the form ax+b <c or ax+b >c where a > 0 using inverse operations and digital tools, and checking solutions by substitution
  • solving linear equations such as 3x+7=6x-9 , representing these graphically, and verifying solutions by substitution

  VC2M8A02 | Mathematics | Mathematics Version 2.0 | Level 8 | Algebra

• 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

• VCASFC055

  Initiate and sustain interactions to share ideas and interests, report on experiences, offer opinions and connect with events in their school and local community

  Elaborations

  • exchanging opinions about topics such as food, sport, lifestyles, health, music or travel
  • participating in videoconferencing to compare and contrast aspects of their school experience, for example by communicating online with deaf students from different schools in another state/territory
  • discussing the relationship between events in their school or local community and interest groups they identify with by conducting an in-class survey
  • describing aspects of their school, community, home or social lives, for example:
    SCHOOL DS(5CLAW):located-at DS(C):l-shape…
    The school is located here, and then there’s a large L-shaped building on the right.
    WEEKEND, I VISIT HEARING FRIEND WE2 WATCH MOVIE OR DS:2-people-walk SHOPS OR SOMETIMES STAY HOME DS:press-console
    On the weekends, my hearing friend and I like to go to the movies or the shops, but sometimes we just play video games.
    
  • offering opinions about issues under consideration in their class or school community, such as their school policy on social media use
  • developing narrative and expressive skills by exchanging accounts of personally significant influences, experiences or milestones, identifying common experiences, such as describing their favourite holiday or their personal hero
  • comparing their experience of involvement in the Deaf community, and sharing their views on the importance of this experience in their lives by describing their relationships with deaf people outside of school

  VCASFC055 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU017

  Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia

  Elaborations

  • recognising that Spanish is an important world language spoken in a range of varieties dialects, and variable accents across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a map of the world
  • understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures have an important presence
  • recognising language variation across the Spanish-speaking world in terms of pronunciation, for example, the different pronunciation of the syllables ce and ci (gracias Cecilia)
  • exploring language variation in relation to vocabulary, for example, ‘a computer’ is un ordenador in Spain and una computadora in Latin America; ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, omnibus in Peru, camión in Mexico and guagua in Cuba
  • recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several countries in Latin America compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
  • recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
  • recognising that many Spanish speakers also speak one or more regional and/or local languages, for example, Catalan or Basque

  VCESU017 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIC055

  Initiate and sustain a range of spoken, written and online interactions, for example, exchanging views or experiences, offering opinions and making connections across different areas of interest

  Elaborations

  • initiating and sustaining conversations with peers and adults on topics of mutual interest such as sport, games, music, for example, यू ट्यूब पर मैंने हनी सिंह का नया गाना देखा। मुझे वह बहुत पसंद आया। तुमने देखा क्या?
  • using face-to-face, written and online forms of communication to compare experiences and offer opinions on concepts such as family, education, friendship, interests and travel, for example, तुम्हारी भारत यात्रा कैसी रही?; तुम कौन कौन से स्थान पर घूमने गए?
  • using descriptive and expressive language to encourage feedback and to express empathy or indicate agreement, for example, बड़े दुःख की बात है; मुझे आप से सहानुभूति हैl आप बिलकुल सही कह रहे हैं। मैं आप से सौ प्रतिशत सहमत हूँ l
  • participating in informal conversations and more structured discussions to share and compare attitudes to social and cultural issues, for example, स्वस्थ जीवनशैली; पारिवारिक रिश्ते; संयुक्त परिवार या एकल परिवार; बहुसांस्कृतिक समाज
  • developing narrative and descriptive skills by exchanging accounts of significant events, influences or milestones, for example, पिछले साल मैं अपने माता पिता के साथ राष्ट्रीय संग्रहालय देखने गया और वहाँ स्वदेशी कलाकृतिओं को देख कर बहुत प्रभावित हुआ l कल एक कवि सम्मेलन का सफल मंचन करने के लिए मेरी काफ़ी सराहना की गई।

  VCHIC055 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDC061

  Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding

  Elaborations

  • experimenting with Indonesian gestures and body language, and considering which will or will not be incorporated into own interactions, for example, not putting hands on hips, use of ‘soft’ handshakes, pointing with the thumb, beckoning downwards, not always queuing
  • noticing the use of Indonesian expressions such as fillers (anu) and exclamations (Aduh!, Astaga!) and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by Indonesian speakers, for example, using Pak not kamu when communicating with an older male to show respect, or seldom using terima kasih
  • recognising how others’ perceptions will influence the language used in an interaction, for example, being a ‘foreigner’ means language is often slowed and Bahasa baku is used, and people may invite them to their home or ask to correspond with them
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with Indonesians, for example, noticing own body language and modifying gestures such as pointing, shouting, laughing with mouth open
  • developing language for monitoring, describing and reflecting on using Indonesian in intercultural experiences such as in journals, portfolios, blogs and correspondence, for example, Saya merasa bingung karena belum tahu kata itu…; Saya kaget karena dia tidak setuju…; Dia tertawa waktu saya…

  VCIDC061 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

• VCTRU066

  Understand the nature of regional and national variations in language use and that language varies according to context, mode of delivery and relationship between participants

  Elaborations

  • recognising the diversity of Turkish speakers around the world and of regional and national variations that involve accents, dialects and vocabulary, for example, the word geliyorum is gelirem (Azerbaijan), gelikene (Western Thrace), celiyrum/geliyem/geliyom (Black Sea/South East Anatolian Region/North Cyprus)
  • recognising features of language used in different texts which identify the purpose for which it is intended and the audience it is aimed at, for example, beğenmiyorum, hiç beğenmedim, bana yaramaz, iğrenç bir şey!
  • explaining differences in style and register between different texts, for example, futbol maçındaki tezahürat: En büyük Fener başka büyük yok! Şampiyon Galatasaray! Beşiktaş sen çok yaşa! compared to Okul karnesi: Murat bütün ödevlerini zamanında tamamladı, Değerli misafirler, bugünkü toplantımızda gençlerimizin sorunları hakkında konuşacağız
  • analysing samples of language from different media texts, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to demonstrate the influence of factors such as age, gender, social position and regional variation on language use and text composition
  • collecting and comparing language samples that show how people vary their language based on their relationships with others, different situations, social status and ethnic background, for example, language used by teachers and students at school, politicians’ speeches
  • analysing how Turkish proverbs and idioms are used differently in different text types and modes of delivery, for example, fıkralar, hikayeler, mektuplar or resmi konuşmalar
  • noticing variations in language use according to context and relationship, for example, by identifying differences in exchanges in English, such as ‘apologies for any convenience caused’, ‘not at all’, ‘sorry mate’, ‘no worries’ and Turkish, Kusurumuza bakmayın lütfen, Çok özür dilerim anneciğim, Rica ederim, Lafı mı olur? Ne olur affedin beni! Sürç-i lisan ettiysek affola! Yemin ederim

  VCTRU066 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIU169

  Understand and use elements of Vietnamese grammar to organise and elaborate on ideas and opinions, such as direct/indirect speech and verbs to express modality

  Elaborations

  • differentiating interrogative forms with tag questions and using them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a tag question to confirm that the other person likes fried rice)
  • recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have you?’) would be Dạ phải. Em chưa làm (‘YES, I haven’t’), while in English it would be ‘NO, I haven’t’
  • recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement Hôm nay Lan đi học sớm simply states that Lan came to school early today, while the exclamatory sentence Hôm nay Lan đi học sớm thế/vậy! may suggest surprise or irony
  • constructing a range of sentences in affirmative, negative, interrogative and imperative forms for different purposes
  • understanding the use of được and bị for positive and negative meaning, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh. Em bị ba mẹ la
  • understanding and using verbs to express modality such as nên (‘should’), cần (‘need to’) and phải (‘must’), for example, Các em nên chăm học. Chúng ta cần không khí để thở, thức ăn để ăn và nhà để ở. Học sinh phải mặc đồng phục khi đi học
  • using direct speech, for example, Ba mẹ nói với tôi: ‘Con nên chăm học’, and indirect speech, for example, Ba mẹ bảo tôi nên chăm học, to relate ideas, opinions, actions and events
  • using a range of expressions for indefinite quantities, for example, hàng ngàn, triệu triệu, vô số, hàng hà sa số, biết bao nhiêu là …
  • exploring homonyms encountered in texts, for example, bò (‘cow’ or ‘to crawl’), ăn (‘eat’ or ‘win’), đỗ/đậu (‘pass the exam’ or ‘bean’), bàn (‘table’ or ‘discuss’), lợi (‘benefit’ or ‘gum’), đen (‘black’ or ‘unlucky’)
  • recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, and using them in own spoken and written texts
  • explaining to peers the meaning of common idioms and proverbs, for example, tiền rừng bạc biển, mò kim đáy biển<; đói cho sạch, rách cho thơm

  VCVIU169 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC193

  Interact with peers and familiar adults, exchanging opinions and feelings and establishing friendships

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing the appropriate greeting to suit age or position (for example, 您好，老师好) or time of day, for example, 你早，晚安
  • responding to invitations to participate in personal celebrations, including accepting and declining in appropriate ways, for example, 谢谢你的邀请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴
  • sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences, and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
  • exchanging information and opinions in class dialogue, responding to questions (for example, 你喜欢运动吗？), expressing agreement or disagreement with others’ opinions (for example, 对，我也很喜欢运动。) and ensuring that other participants are included in interaction, for example, 我去过法国，你呢？
  • comparing own experiences to the lives of young people in other Chinese-speaking communities, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
  • using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
  • following teacher’s instructions such as 站起来 or 我们看书 and restating teacher’s instructions to peers when needed (for example, 老师说我们...再…); responding to teacher’s questions with actions or answers, for example, 懂了吗？
  • responding to teacher’s praise (for example, 非常好， 太棒了) or suggestions, for example, 明天做，今天休息
  • participating in a shared blog and exchanging personal information such as name, age, school, year level and nationality with readers from a sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
  • responding to correspondence, such as letters from pen pals, including by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • maintaining contact with classmates and recording events in everyday life by keeping a weekly or daily online journal or blog, recording highlights of school or home life and leisure activity (for example, 今天我的足球队又输了，真没劲！ ) or a holiday experience, for example, 袋鼠岛游记
  • composing messages in an appropriate format for text messages, emails and letters, and using appropriate terms of address, for example, 敬爱的王老师 (for a formal letter) or 嘿，小王，最近好吗 (for a casual letter or message)

  VCZHC193 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC098

  Translate and interpret short texts such as public signs, proverbs or menus from Hindi to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • translating short community texts such as public signs, menu items or public announcements from Hindi to English and vice versa, comparing choices they each made to arrive at the closest equivalent meaning
  • translating and explaining proverbs or colloquial expressions used in their families, for example, दूर के ढोल सुहावने; पेट में चूहे दौड़ रहे हैं, discussing how they would explain them to non-Hindi speaking friends
  • translating short media texts such as appeals or slogans from Hindi to English or vice versa, noticing how the two languages convey meaning in similar or different ways, for example, by using imperative verb moods or emotive language: ‘Never refuse to re-use!’; ‘Don’t be trashy - recycle!’; सारी धरती की यह पुकार, पर्यावरण का करो सुधार
  • translating excerpts from traditional fables and legends, identifying words and expressions that reference cultural values, history and beliefs and are difficult to translate into English
  • evaluating the effectiveness of print and digital dictionaries and electronic translators, for example, by comparing each other’s translations of a text, back-translating or swapping references, considering issues such as alternative or multiple meanings of words and the importance of context to meaning
  • considering the significance of naming practices in Hindi, for example, by translating popular names such as पवन, माला, दीपक, आशा, comparing with naming practices in Australian English
  • classifying commonly used informal expressions in Hindi, including colloquialisms and proverbs, into those that are easily understood when translated into English and those that require interpretation and explanation

  VCHIC098 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDC095

  Interact with Indonesian peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture

  Elaborations

  • participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or ‘strange’, for example, use of left hand for ‘unclean’ tasks, ‘soft’ handshake, how to say ‘please’
  • corresponding with peers in Indonesia, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
  • observing interactions between Indonesian speakers, noticing similarities and differences in politeness and etiquette, for example, use of permisi dulu; mandi dulu; mari; minta maaf
  • recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values, for example, bersama, kita (to show community); jam karet (showing fluidity of time); elision of pronouns (not foregrounding self; Mau ikut?, Mau ke mana?); and use of gender-neutral terms (dia, pacar)
  • developing a language for describing personal reactions to and feelings about intercultural experiences, for example, suka/kurang suka/tidak suka, heran, bingung, benci, ikut/tidak ikut, sopan/tidak sopan

  VCIDC095 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAC004

  Locate key points of information in a range of texts and resources and use the information in new ways

  Elaborations

  • identifying key information such as names of people and places, times and activities in familiar types of texts such as conversations, profiles, emails and announcements
  • gathering, classifying and summarising results of class surveys on topics such as students’ likes and interests, family, neighbourhood, activities or habits, and presenting findings to others, for example, ひるごはんに 何(なに)を　食(た)べますか。日(にち)よう日(び)に　何(なに)を　しますか。しゅうまつに　どこに　行(い)きますか。
  • listening to and reading texts and reorganising information to present in new ways, for example, by sequencing activities chronologically by completing a timetable or timeline, chart, table or itinerary
  • reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography
  • locating, interpreting, classifying and listing factual information from modified texts such as notices, timetables, announcements, advertisements or signs
  • identifying cultural values reflected in a range of texts, such as the use of symbols, signs or images in advertising
    

  VCJAC004 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAU180

  Understand that Japanese language and culture, like all languages and cultures, are interrelated, both shaping and reflecting each other

  Elaborations

  • explaining language associated with familiar routines that reflects cultural values, for example, きりつ、れい and しつれいします。
  • interpreting the significance of differences in family kinship terms when referring to one’s own or others’ family, for example, 父(ちち)/お父(とう)さん、あね/おねえさん
  • reflecting on the cultural significance of the presentation of information in simple Japanese texts, for example, じこしょうかい, how the ordering of information on business cards (company, title, surname, given name) reflects the relative importance of company/collective, family and individual status
  • explaining language used in Japanese interactions that reflects humility or deference, for example, expressions used to refuse or deflect praise of self or family, or to defer to others
  • considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし　がんばりましょう。
  • comparing core cultural concepts reflected in Japanese language, such as 和(わ) (‘harmony’), with similarly significant cultural concepts reflected in some Australian terms or expressions, for example, mateship

  VCJAU180 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCTRC093

  Translate and interpret familiar texts such as public signs, song titles or menus from Turkish to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • translating public signs and notices, comparing each other’s versions and considering reasons for differences in how they transferred meaning from one language to the other
  • recognising when literal translation is not possible and discussing reasons for equivalence or non-equivalence in the case of idiomatic expressions such as samanlıkta iğne aramak, kulak misafiri olmak, davulun sesi uzaktan hoş gelir, armut dalının dibine düşer
  • identifying and translating words and expressions that reference cultural values or histories and are difficult to translate into English, for example, başınız sağ olsun, sıhhatler olsun, imece, hayırlı olsun, nazar değmesin
  • evaluating the effectiveness of bilingual dictionaries and electronic translation tools, identifying issues such as alternative or multiple meanings of words and the importance of context to meaning
  • translating and interpreting familiar social interactions, such as emails, phone conversations or greetings on special occasions, noticing similarities and differences between Turkish and English language versions
  • interpreting words and expressions from popular Turkish language poems or song titles/lyrics that do not translate easily into English and that reflect aspects of Turkish culture
  • examining literal translations of everyday interactions in different domains of language use, such as school, home or special interest activities, identifying culturally significant concepts reflected in expressions such as ellerinize sağlık, afiyet olsun, used after meals, yine bekleriz, in a restaurant, or in language used for apologising or excusing, kusura bakma, yazıklar olsun

  VCTRC093 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating