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• VCELT407

  Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities

  Elaborations

  • exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
  • examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
  • writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
  • discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
  • discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise

  VCELT407 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELT405

  Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

  Elaborations

  • recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context

  VCELT405 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELU170

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use, for example, Γεια μας!, Nα΄σαι καλά, Σιδερένιος, Να ζήσετε, Πάντα άξιος, considering assumptions and perspectives
  • analysing the meaning and use of proverbs, idioms and sayings, for example, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, discussing how they reflect culture and traditions
  • reflect on ways cultural ideas embedded in language influence places occupied by Greek diaspora and the sustainability of those places

  VCELU170 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCESU175

  Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts

  Elaborations

  • conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
  • using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
  • using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
  • using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
  • using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
  • expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
  • joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
  • using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
  • indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

  VCESU175 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU103

  Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU015

  Reflect on self as a language learner, considering how learning Classical Greek influences ways of learning and enhances understanding of own heritage, values and culture

  Elaborations

  • exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes
  • considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Classical Greek, noting personal reactions and reflections over time
  • considering how learning Classical Greek has impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking
  • reflecting on the experience of learning Classical Greek, considering how it might add a further dimension to own sense of identity
  • reflecting and reporting on how learning Classical Greek gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

  VCGRCU015 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCHIU108

  Understand the relationship between language and culture, reflecting on how languages reflect values, belief systems and perspectives that may be differently interpreted by speakers of other languages

  Elaborations

  • identifying elements of Hindi that reflect cultural traditions and values, such as the use of forms of address that reflect status, age and relationship, for example, using the suffix ji when referring to elders or people who merit respect, forms of address such as नमस्कार, नमस्ते; आप कैसे हैं, तुम कैसे हो; the addition of श्री, श्रीमती for married women and the formal honorific कुमारी attached to forms of address to unmarried women
  • exploring how culturally defined concepts such as family, responsibility or hospitality influence forms of expression and patterns of interaction in Hindi, considering whether changes in cultural and social practices over time are translated into changes in language use
  • recognising Hindi words and expressions that reflect traditions, values and cultural priorities, such as forms of address like स्वामी जी for a religious leader, गुरु जी for a male teacher, बाबा जी for an older male person and राम राम as a mode of greeting in villages
  • reflecting on the dynamic nature of culture and on the relationship between language and culture, identifying visible and invisible elements of culture expressed in language that may be differently interpreted by speakers of other languages
  • discussing the cultural significance of expressions in Hindi that characterise more indirect forms of language compared to English, for example, by saying कोई बात नहीं, चलो जाने दो.
  • reflecting on how cultures influence ways of thinking about or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed in Hindi, as in कल – ‘yesterday/tomorrow’; परसों – ‘day before yesterday/day after tomorrow’; the concepts of अहिंसा and कर्म
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, such as references to gods and legendary heroes, for example, अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुँचेगा फाइनल में
  • finding examples of language and behaviours associated with Indian culture that are part of everyday life in Australia and around the world, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport

  VCHIU108 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• 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

• VCITU113

  Analyse and understand the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia

  Elaborations

  • understanding that differences exist between Standard Italian, regional varieties and dialects, for example, by noticing lexical differences and comparing gestures and accents
  • recognising that Standard Italian is used in diverse communities throughout the world and that many speakers of Italian may also speak a regional and/or local dialect
  • examining the presence of Italian in the Australian linguistic landscape, for example, through signage, the culture of coffee, food, art and music, and in newspapers, television and radio, and the interpreter service
  • exploring the changing profile of languages in Australia by, for example, comparing maps of languages over time, developing a class language tree, examining the Australian Languages map, conducting a survey about languages spoken at home or in the community, or examining census data
  • presenting connections between languages and dialects

  VCITU113 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAU176

  Understand how to control elements of the Japanese grammatical system to express a range of ideas and experiences in written and spoken forms, and recognise the systematic nature of verb conjugation

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements, such as noun modifiers or speech styles
  • creating learning resources such as verb and adjective charts and lists of vocabulary and sentence structures
  • understanding the different functions of a range of particles, such as:
    • が (topic marker)
    • を (object marker)
    • に (time, date, place, destination, for)
    • と (and, with)
    • で (location, action, means)
    • へ (direction, destination)
    • ～から ～まで (from,～as far as, distances)
  • describing daily routines and schedules for a week, using a range of particles to form sentences, for example, 六時(ろくじ)に　うちで　兄(あに)と　ごはんを　食(た)べます。
  • using い and な adjectives in the present tense, for example, おいしい、たのしい、しずかな、 and negative forms, for example, 高(たか)くない
  • using adverbs as formulaic expressions, for example, 早(はや)く、おそく
  • understanding that the exact word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding the role of sentence-ending particles in conversation, such as ね for confirming or expecting a response and よ for emphasis
  • using both affirmative and negative forms of particular grammatical elements in different tenses
  • creating cohesion and flow by using conjunctions, for example, だから、それで、それに
  • understanding how to indicate politeness using ご and お prefixes, for example, お名(な)前(まえ)、先生の　ごかぞく
  • using counter classifiers: ～時、～分、～つ、～まい、～本
  • using superlatives, for example, 一ばん　好きです

  VCJAU176 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU014

  Develop understanding of the systematic nature of grammatical structures and features of Japanese used to perform particular functions, such as describing people, objects and places, and indicating quantity

  Elaborations

  • developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech
  • understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb:
    • subject は noun　です。
    • subjectは adjective　です。
    • subject は　objectを　verb ます。
  • understanding that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example:
    • は (subject, topic marker)
    • が (subject, topic marker: ～が好(す)きです、 ～がいます/あります)
    • を (object)
    • に (time, destination)
    • へ (direction)
    • で (transport)
    • の (possession)
    • と (and, with)
    • も (also)
  • understanding the role of sentence-ending particles such as かand ね
  • understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
  • understanding the rules of verb conjugation, for example, ～ます、 ～ましょう、 ～ました、 ～ません、 ～ませんでした
  • understanding different question words such as 何(なに), どこ、 何(なん)よう日(び)、 どんな、 いつ、 いくら、 だれ
  • describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。
  • using a range of verbs related to daily activities, for example, 行(い)きます、 見(み)ます、 たべます、 かきます、 よみます、 ききます、 はなします、 します
  • understanding and responding to formulaic expressions that use て form, such as 見(み)て　ください。 トイレに　行(い)っても　いい　ですか 。
  • creating cohesion and flow using conjunctions, for example, そして、 それから、 でも
  • knowing how to count 一(いち)～千(せん)
  • using common counters and classifiers such as ～人、 ～さい、 ～がつ、 ～時(じ)
  • understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
  • using basic time expressions such as days of the week and months, for example, まい日(にち)、 ときどき
  • building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning
  • understanding the use of the prefixes お and ご before some words to indicate respect, for example,
    おなまえは？、ごかぞく　
  • understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)
  • identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

  VCJAU014 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU185

  Understand and use some words and expressions that reflect Korean culture, noticing those that need additional explanation to convey their original meaning in translation

  Elaborations

  • using a range of nouns to describe aspects of everyday life in home and school environments and of topics of interest, such as names of subjects (과학, 수학, …) and sports/games including traditional Korean sports/games (축구, 야구, 씨름, 윷놀이, …), nouns related to activities such as excursions or school camp (소풍, 캠프, 날짜, 장소, 시간, 준비물, …) and those related to transactions outside the home and school (가게, 식당, 병원, …)
  • using a range of action/descriptive verbs commonly used in basic interpersonal and transactional interactions including those for more complex activities (바빠요, 싸요, 비싸요, 자요, 타요, 사요,갈아타세요)
  • using vocabulary to express some abstract ideas (for example, 과학적, 정보, 동의해요) or describe issues relating to technology, those drawn from other learning areas or environmental issues (for example, naming some popular Korean food, such as, 순두부 찌개, 불고기, and major cities or landmarks in Korea, for example, 서울, 한강, 서울역
  • identifying commonly used culture-specific words and expressions in Korean and understanding the cultural backgrounds of such words/expressions, for example, names of festival days (명절) and their associated vocabulary or expressions, for example: 설날, 세배(하다), 떡국, 새해 복 많이 받으세요, 윷놀이, …; 단오, 그네뛰기, …; 추석, 성묘(하다), 송편, …
  • using a range of descriptive verbs to express emotions, sensory qualities or impressions (for example, 아름다워요, 신나요,매워요, 짜요, 아파요, …) including idiomatic phrases (기분이 좋아요) and those closely related to the Korean view of life and human relationships (정들었어요)
  • identifying and using basic onomatopoeic and mimetic expressions in Korean (for example, 문을 똑똑 두드려요;비가 주룩주룩 와요), and translating such words, providing additional explanations to make meanings closer to the original
  • comparing Korean and English as to how expressiveness is realised in the form of language, for example, by translating into English sentences such as 첨벙첨벙 물놀이를 해요, 아기가 콜콜 자요
  • indicating comparative quality using 더or 제일/가장, for example, 저는 더큰 가방이 필요해요, 저는 불고기가 가장/제일 좋아요
  • using adverbs to:
    • emphasise or mitigate the quality expressed, for example, 너무, 조금, 정말
    • add temporal quality to the event expressed, for example, 벌써, 아직
    • indicate frequency, for example, 가끔, 보통, 자주, 언제나
    • indicate directions, for example, 쭉, 곧장
    • add some specificity to time words using 지난 or 다음 (지난 주말에 ..., 다음 월요일에 …)
  • using location nouns such as 앞, 뒤, 위 아래, 옆, 왼쪽, 오른쪽
  • using question words such as 언제, 어디서, 어떻게, 어느, and 무슨 to obtain specific information
  • using humble/honorific words such as 드려요, 드세요, 진지
  • recognising fillers (such as 아, 음, 저. …) and exclamations (such as 어머나!, 아이고! 진짜!)

  VCKOU185 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU013

  Understand and use aspects of the Korean grammatical system to form simple sentence structures, and identify features that are either specific to Korean or similar to English

  Elaborations

  • referring to self and things using first person pronouns (저, 제, 나, 내, 우리) or demonstrative pronouns (이것, 저것, 그것)
  • using basic particles to mark case and other basic functions of nouns in a sentence, for example, –이/가, –을/를, –은/는, –에, –에서, –하고
  • using basic verbs including copula (–이에요/예요) to describe state/quality or action in present or past tenses with the informal polite-style ending –어/아요 (for example, 좋아요, 예뻐요, 재미있어요/재미있었어요, 먹어요/먹었어요, 가요/갔어요), including some set phrases with auxiliary verbs such as –고 싶어요, –(으)ㄹ 수 있어요 and –고 있어요, for example, 수영할 수 있어요
  • understanding that descriptive verbs in Korean grammar have functions similar to adjectives in English (describing qualities or states and modifying nouns) but that they also behave like verbs in a sentence (conjugating and being used as the main verb)
  • using question words to make questions, for example, 누구, 무엇, 언제, 어디, 어떻게, 왜, 몇, 무슨, 어느
  • using some honorific words and suffixes (for example, 드세요, 선생님, 일어나세요) and humble words (저/제) as part of formulaic expressions
  • using simple sentence structures in the subject–object–verb order to make statements or ask questions
  • producing a sentence without a subject/object, which can be retrieved or inferred from context, for example, 지금 뭐 해요? 공부해요
  • using simple negation, placing 안 or 못 before a verb (for example, 안 가요, 못 해요) and replacing copula (–예요/이에요) with its negative form (–이/가 아니에요)
  • comparing word order in Korean and English, such as the verb-final rule and how to count objects, for example, 사과 한 개 versus ‘one apple’

  VCKOU013 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAU015

  Reflect on self as a language learner, considering how learning Latin influences ways of learning and enhances understanding of own heritage, values and culture

  Elaborations

  • exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes
  • considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Latin, noting personal reactions and reflections over time
  • considering how the strategies adopted while learning Latin have impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking
  • reflecting on the experience of learning Latin, considering how it might add a further dimension to own sense of identity
  • reflecting and reporting on how learning Latin gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

  VCLAU015 | Languages | Latin | Levels 7 and 8 | Understanding | Reflecting

• VCLVC181

  Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • translating and interpreting texts from the language to English and vice versa, comparing own interpretations with those of others and discussing what differs and why
  • translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars
  • using and explaining words and expressions that do not easily translate into English and considering choices made when conveying equivalent meaning in English
  • identifying and explaining concepts, practices and expressions in the language which do not easily translate into English, for example, the number system, terms for colour, language associated with time, daily and seasonal cycles, kinship terms
  • understanding and applying culturally appropriate and ethical behaviour when interpreting and translating

  VCLVC181 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VCNRC061

  Participate in intercultural interactions, reflecting on choices and adjustments made when communicating in the language being studied and demonstrating awareness of the importance of shared understanding

  Elaborations

  • making appropriate language choices with awareness of social situations
  • interacting with members of communities who speak the language, describing the experience and reflecting on the most appropriate ways of interacting
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of the language being studied

  VCNRC061 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Reflecting

• VCNRU068

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use
  • analysing the meaning and use of proverbs, idioms and sayings

  VCNRU068 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Role of language and culture

• VCRAC061

  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 gestures and body language, and considering which will or will not be incorporated into the students' own interactions
  • noticing the use of expressions such as fillers and exclamations and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by speakers of the language, for example, ways to show respect
  • recognising how others’ perceptions will influence the language used in an interaction, for example, language is often slowed for a ‘foreigner’ 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 speakers of the language, noticing own body language and modifying gestures that may not be understood
  • developing language for monitoring, describing and reflecting on using the language in intercultural experiences

  VCRAC061 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC059

  Translate and interpret short texts from Turkish into English and vice versa, comparing versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • identifying language associated with cultural categories such as aile hayatı, kıyafetler or batıl inançlar encountered when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation
  • paraphrasing words or expressions that require cultural knowledge of events such as bayram or personal celebrations, such as sünnet and kına gecesi, noting the dangers of literal translation, for example, çay, kahve alır mısın? instead of çay, kahve içer misin?
  • translating short excerpts of folktales, stories, songs or plays into English, demonstrating how cultural elements cannot be translated literally, for example, the opening rhymes of Bir varmış, bir yokmuş; vocabulary such as Evvel zaman içinde, kalbur saman içinde, pireler berber, develer tellâl iken ben anamın beşiğini tıngır mıngır sallar iken; or the closing ryhmes of stories such as Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara
  • comparing translations of fairytales such as Snow White, Little Red Riding Hood and Cinderella into Turkish, noticing challenges related to the use of tenses, such as -miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural elements
  • comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by digital or electronic translators, discussing reasons for variations and discrepancies
  • interpreting for a guest speaker to their class or wider school community, explaining cultural references and reflecting on their significance in terms of effective intercultural communication
  • identifying and interpreting examples of colloquialisms, slang and idioms typically used by young people, such as fırça çekmek, tuzlu, kafa ütülemek, cebi delik

  VCTRC059 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRC054

  Interact with peers and teachers to complete learning activities and to support their own and others’ learning, by managing debate and discussion, checking understanding and reflecting on their learning

  Elaborations

  • contributing to discussion and debate by expressing opinions, listening to alternative perspectives and responding appropriately, for example, inanıyorum ki, bana kalsa, anlıyorum ama katılmıyorum, bence, aynı fikirde değilim
  • interacting constructively at different stages of collaborative learning, for example, by asking for clarification, açıklar mısınız? Tekrar eder misiniz? Ne demek istiyorsun?, providing feedback, çok güzel, çok iyi çalıştık and reflecting on completion of the task, Bir dahaki sefere böyle yapalım, Bitti, çok rahatladık
  • managing interactions with peers in activities such as games, tasks or competitions by taking turns, adopting different roles or responsibilities and providing encouragement or feedback
  • using language of comparison, reflection and evaluation in relation to their individual or shared learning experiences, for example, Türkçe öğrenmek İngilizce öğrenmekten daha kolay. Bu sorularda çok zorlandım. Hem tekrar ederek hem yazarak öğreniyorum.

  VCTRC054 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising