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• VCHIU072

  Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives

  Elaborations

  • sharing understandings of what culture is and how it relates to language and to identity, using prompt statements such as ‘संस्कृति में …’
  • identifying Hindi words or expressions that carry cultural connotations and values, for example, terms such as सुहागन and विधवा in relation to auspicious or inauspicious roles at occasions such as नामकरण or गृहप्रवेश
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, for example, references to gods and legendary heroes such as अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुंचेगा फाइनल में
  • identifying cultural distinctions expressed through language, for example, forms of address such as नमस्कार, नमस्ते, आप कैसे हैं?, तुम कैसे हो? the addition of श्री, श्रीमती for married women and कुमारी for unmarried women, considering whether English makes similar distinctions
  • exploring the cultural significance of concepts expressed in a single word in Hindi or English which are difficult to translate, for example, the term जूठा in Hindi or mateship in Australian English
  • exploring how cultural values and ideals such as truth, duty or filial respect are embedded in traditional fables and legends, such as brotherly love or the concept of the obedient/dutiful child in the stories राम और लक्ष्मण, श्रवण कुमार
  • discussing commonly used words and expressions that reflect family/community values, for example, the practice of using the English terms ‘Auntie’ or ‘Uncle’ when addressing older people even when they are strangers

  VCHIU072 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCIDU101

  Understand that Indonesian is a national language that has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in Indonesian and English, such as ‘cockatoo’ (kakaktua), ‘bamboo’ (bambu), ‘orangutan’, ‘satay’ (sate), ‘rattan’ (rotan), komputer, apartemen, televisi, pilot and modern, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages
  • understanding the importance of Indonesian as a national language, for example, by discussing its origins and observing when and why it is used in contemporary society, such as by comparing versions of the national anthem

  VCIDU101 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU067

  Understand that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru (Sanskrit); mahal (Arabic), raja (Hindi)
  • recording a range of borrowed words and examining their structure and rules of use, for example, meng-upload, ber-AC
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rupiah)

  VCIDU067 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU100

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

  Elaborations

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

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

• VCIDU097

  Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, noticing Indonesian spelling and pronunciation conventions

  Elaborations

  • recognising that Indonesian is written using the Roman alphabet but with distinctive sounds and sound combinations, for example, a, e, i, o, u, c, r, ng, ngg, ny, au, aa, ai
  • noticing raised penultimate syllable in words, for example, membosankan, berbelanja and silakan
  • recognising intonation for questions (with or without question words), statements, commands and interjections, for example, wah, aduh

  VCIDU097 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU075

  Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

  Elaborations

  • discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
  • understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
  • reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
  • analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence

  VCITU075 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU179

  Understand that the Japanese language has evolved and developed through different periods of influence and change

  Elaborations

  • recognising words ‘borrowed’ by Japanese from other languages such as English, French or Portuguese, for example, パン、ズボン、and noting how these words are pronounced by Japanese speakers
  • recognising that all languages carry histories of contact with other cultures, such as the adoption of kanji from Chinese into Japanese
  • understanding that languages and cultures change continuously due to contact with one another and in response to new needs, ideas and developments in communications, design and technology; and considering why some types of words and expressions are most frequently borrowed, such as グローバル、パワーアップ、カラー
  • identifying words that have similar meanings and pronunciation across different languages, reflecting on the origins and associated cultures of such words, and how they came to be part of Japanese and other languages, for example, パスタ、エネルギー
  • discussing reasons for changes in the Japanese language, such as globalisation, exposure to other languages and cultures through media, travel, and digital communication forms and representations

  VCJAU179 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU175

  Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji

  Elaborations

  • reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
  • understanding that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 木 means something to do with ‘wood’
  • noticing that kanji can clearly differentiate the meanings of words that are pronounced identically, such as 火 and 日
  • learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木
  • using furigana to support the reading of unfamiliar kanji

  VCJAU175 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU174

  Understand that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds

  Elaborations

  • accurately pronouncing all combinations of kana, including voiced and unvoiced elements, and all combined sounds (contractions and blends)
  • recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech
  • using available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
  • understanding that some new combinations of sounds have been devised to allow for pronunciation of loan words, for example, ティ

  VCJAU174 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCJAU177

  Understand how and why different scripts are used in different types of texts, such as announcements, tickets, advertisements, public signs or manga

  Elaborations

  • recognising key features and structures of familiar texts in Japanese, such as lost child announcements, spoken commercials or print advertisements, for example, by identifying formulaic expressions, and comparing with expressions in similar texts in English
  • recognising the format of different Japanese texts and punctuation conventions in either たてがき or よこがき, and understanding how this varies according to the context, purpose and intended audience
  • understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, だから、それで、それに
  • comparing and contrasting the structures of a variety of authentic community texts in Japanese and English, exploring how the audience, purpose and context influence each language version

  VCJAU177 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU016

  Understand that Japanese language use varies according to the context and situation of the interaction and the relationship between participants

  Elaborations

  • understanding and explaining variation in language use based on the age, relationship, and level of familiarity between participants, for example, 母(はは)/お母(かあ)さん and ～先生(せんせい)/～さん、 avoiding あなた when showing politeness
  • identifying language use associated with gender, age, social status or the purpose of interaction, for example, ぼく、 わたし、 はい、 うん、 こんにちは、 ハロー、 さようなら、 バイバイ、 and recognising the importance of using appropriate forms of address when interacting with different people, for example, using ～くん/～さんwhen communicating with close friends, family members or other young people, and using ～さん、 ～先生(せんせい) for adults

  VCJAU016 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCLAU011

  Understand that Latin spread with the expansion of the Roman empire, developed over time into the Romance languages, and influenced English vocabulary

  Elaborations

  • recognising that Latin is a member of the Indo-European family of languages, related to other ancient languages, such as Classical Greek, Sanskrit and Old Persian
  • recognising that Latin was influenced by languages of other ancient peoples, such as Greek
  • locating on a map the places where Latin was spoken across the area of Roman influence, from Britain to West Asia
  • researching how Latin evolved into its modern descendants, the Romance languages, and comparing words, such as numbers, duo (Latin) – deux (French) – due (Italian) – dos (Spanish) – doi (Romanian) – dois (Portuguese), or words such as ‘hand’ or ‘friend’ across languages
  • applying knowledge of Latin to understand words and expressions in Romance languages, for example, tempo; liberté, égalité, fraternité; amigo; la dolce vita
  • identifying and using Latin derivatives to expand own English vocabulary, for example, maternal/paternal, nominate, puerile
  • recognising connections between spelling of Latin and English words and applying understanding to improve own spelling in English, for example, first conjugation verb such as portat – English ‘portable’, compared with fourth conjugation verb audit – audible
  • identifying expressions and abbreviations in Latin that are commonly used in English, for example, post mortem, in loco parentis; e.g., i.e., am, pm, etc.
  • identifying words of Latin origin that are used in subjects across the school curriculum, for example, data, agriculture, commerce, equilateral, formula, mesa, tablet
  • identifying and collecting word families in which the same Latin root is used with different prefixes or suffixes, for example, reduce, introduce, deduce, conduct, produce
  • exploring and discussing the meaning of simple Latin mottoes used by modern institutions, such as the Olympic motto citius, altius, fortius

  VCLAU011 | Languages | Latin | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• 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

• VCLVU186

  Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language

  Elaborations

  • understanding case and case marking on nouns, pronouns and adjectives
  • explaining how verbs can be derived from nouns and vice versa, comparing with similar processes in English and other known languages
  • composing and varying messages according to the available resources of the language, such as:
    • suffixes, including ‘having’, ‘for want of’, ‘similar to’, ‘like’
    • verbless sentences, for example, equative, descriptive, possessive
    • verb categories, including intransitive, transitive, causative, inchoative, reflexive–reciprocal
    • verb aspect, including continuous, transitory, perfective, imperfective
    • verb-stem morphology, including compound verbs, reduplicated verbs, habitual/characteristic, derivation (nouns into verbs)
  • expressing time, manner, attitude and place, according to the available language resources, such as:
    • elaborations of past tense
    • temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’
    • expressions of frequency, immediacy and duration, for example, ‘persistently’, ‘at once’, ‘a few times’, ‘for a while’
    • attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
    • locational cases as used in locative phrases, and extensions of these, for example, expressing origin or causation
  • structuring and linking clauses, focusing on issues of agreement with transitive and intransitive verbs, using verb-linking devices, for example, serialisation and embedding
  • discussing lexical and grammatical relationships between the language and other languages of the region, for example, common words and structures
  • discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

  VCLVU186 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCLVU192

  Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal languages

  Elaborations

  • using culturally appropriate protocols when engaging with and learning from Aboriginal peoples and communities
  • acknowledging cultural and intellectual property rights and copyright over language work, including song holders, story keepers, language informers, composers and choreographers

  VCLVU192 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCNRU101

  Understand that the language being studied continues both to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that the language is a language of a particular country and is also spoken in language-speaking communities
  • exploring and discussing the influence of the language on English using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages
  • recognising loan words from English that are used in the language and other words used in the language that have been borrowed from other languages and discussing why these words have been borrowed

  VCNRU101 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCNRU099

  Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English

  Elaborations

  • comparing texts in the language with English versions and identifying similarities and differences, for example, postcards, diary entries, emails or a note to a friend
  • identifying characteristic features of familiar text types such as signs, instructions, songs, advertisements and invitations, and noting differences in expression and levels of formality, for example, a wedding invitation or a clothing sale at a store
  • transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English

  VCNRU099 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCNRU100

  Understand that the language being studied, like all languages, varies according to participants, roles and relationships, context and culture

  Elaborations

  • examining differences between formal and informal language in social interactions such as greetings, introductions and farewells
  • recognising that language use varies according to context and situation, and variables such as gender, age and the relationship of participants, for example, language used with friends compared to language used in formal situations such as meeting a friend’s family for the first time
  • observing and noticing cultural differences in informal and formal situations and interactions, for example, at a celebration such as a festival

  VCNRU100 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change