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• VCHIU122

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

  Elaborations

  • understanding the significance and cultural importance of features of different types of texts, such as forms of address or language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर , महोदय (formal) प्रिय मित्र (informal)
  • identifying key features and structures of familiar texts types to understand unfamiliar content, for example, recognising core words associated with time or place in airport announcements, ‘reading’ images as well as written language in advertisements
  • recognising the format of different Hindi texts and stylistic conventions such as the need for elaborated forms of address in formal invitations or congratulations, understanding how these vary according to the context, occasion and intended audience
  • composing and comparing examples of familiar texts such as emails, songs, slogans or public signs, noticing how choice of language and text structure positions the reader and indicates the text’s purpose
  • comparing language features of Hindi and English versions of genres such as news headlines or school reports, noticing differences that appear to be culturally significant
  • composing a formal and an informal version of a selected text genre, such as a written invitation or a text message, for example, मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?

  VCHIU122 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC195

  Construct and present texts in different formats for different audiences, taking into account own perspectives and intended purpose

  Elaborations

  • producing texts for different types of audience (for example, classmates, parents, peers on social-networking websites, possible future employers) and for different purposes and in different contexts (for example, school, community, social clubs, part-time jobs) to convey own ideas and interpretation of particular texts,using oral, print, multimodal and digital media such as blogs, letters, instructions, articles, podcasts and speeches
  • creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others, for example, on global warming (지구온난화), attending to the audience and context, for example, 우리 모두 생각해 봅시다. 지구온난화를 막지 못하면지구가 죽습니다. 북극과 남극의 빙하가 녹고, 자연이 파괴됩니다. 그러므로 … 우리가 먼저 지구 온난화를 막아야 합니다 …
  • combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, 다문화사회

  VCKOC195 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC028

  Create bilingual texts for the wider community, such as notices, instructions, promotional material, performances or announcements, considering cultural aspects of each language

  Elaborations

  • providing bilingual captions for images of Korean or Australian scenes to explain cultural references, for example, bush, beach or city images
  • producing bilingual texts in different formats including digital texts such as captioned photos, notices, signs and instructions, for particular audiences in familiar contexts, for example, for intending international students to Korean or Australian schools, highlighting key terms and expressions associated with the context, such as 과목 (수학, 과학, 사회, 역사, …), 수업 시간, 과외 활동
  • conveying information and providing instructions to others in a range of bilingual texts including those in digital or online form, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert or fundraising food stall, a display for a local venue such as a library, youth club or flea market, for example, 힙합 동아리에 오세요!; 청바지를 팝니다; 이메일로 연락하세요

  VCKOC028 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOU209

  Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other

  Elaborations

  • recognising that language and culture are intertwined in texts and together convey cultural perspectives, concepts and values
  • analysing how the Korean language may reflect cultural perspectives and values such as collectivism, harmony, humility and the importance of ties between family members, for example, arange of kinship terms extending to remote relations, using kinship terms rather than first names to address members ofthe family and norms such as showing deference and saving face, for example, 네, 괜찮아요
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • reflecting on own experiences of moving between cultures in the school, local and virtual communities and on their different roles played in different intercultural exchanges as a learner and user of Korean
  • recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the early 19th century colonial period and how Korean culture and language lived it out, flourish and are recognised in the contemporary world

  VCKOU209 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVU191

  Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform and multilingualism

  Elaborations

  • investigating the social, cultural and linguistic effects of language change and/or language loss in the region
  • understanding terms used in the discussion of language revival, for example, revitalisation, reclamation, renewal
  • investigating the geographical extent of use of the language in earlier times
  • considering the future prospects of the language in the context of its current linguistic ecology
  • exploring Indigenous multilingualism in various communities, including regional varieties, Aboriginal Englishes and creoles
  • researching the impact on Aboriginal and Torres Strait Islander languages in general, and on the target language in particular, of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and advocacy
  • identifying social and government policies and practices that have impacted positively on language acquisition, for example, the performing of Welcome to Country and the Acknowledgement of Country at events, on television programs, in films, and efforts to raise the profile of Aboriginal and Torres Strait Islander languages in the wider Australian community and in particular geographical regions
  • investigating the situation of indigenous languages in other countries, for example, New Zealand, Hawaii, North America, Japan, Latin America, considering issues such as language rights, language endangerment, revival and reclamation, drawing comparisons with the situation of Aboriginal languages and Torres Strait Islander languages in Australia
  • researching current media debates in relation to Aboriginal languages
  • comparing word lists of languages and dialects of the region, to understand similarities and differences and identify potential opportunities for reconstruction

  VCLVU191 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VCTRC105

  Contribute to structured discussions and shared learning experiences by asking and responding to questions, clarifying statements, demonstrating understanding, expressing agreement or disagreement and reflecting on their learning

  Elaborations

  • asking and responding to questions, expressing opinions and clarifying statements in structured discussions or debates, for example, bana göre, şöyle ki, seninle aynı fikirde değilim
  • using evaluative language to acknowledge strengths in others’ arguments or challenge views in a courteous manner, for example, İnanıyorum ki …, Görüşünü destekleyecek kanıtın var mı? Haklısın ama bence …, Seninle tamamen aynı fikirdeyim, hemfikiriz
  • using metalanguage to discuss language, culture and language-learning and to engage in peer- and self-reflection, for example, şimdi daha rahat Türkçe konuşabiliyorum, Türkçe TV programlarını daha iyi anlayabiliyorum, Evde Türkçeyi daha rahat konuşuyorum ama okulda zorlanıyorum
  • comparing their reflections on the experience of learning Turkish in school, identifying personal learning strategies and preferred learning modes, using statements such as Ben çok sık tekrar yapıyorum, Yeni öğrendiğim kelimeleri cümle içinde kullanıyorum, Ben görerek daha iyi öğreniyorum, Benim ezberim çok iyi, Benim ezberim iyi değil

  VCTRC105 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC109

  Create imaginative texts in different modes and formats to entertain, convey ideas and express emotions for particular audiences

  Elaborations

  • working together to create imagined scenarios that involve contemporary versions of characters or events encountered in traditional Turkish literature or songs, such as Keloğlan Avustralya’da
  • creating stories about a fantasy character or context, using descriptive and expressive language suitable to engage younger learners
  • selecting an imaginative text that they enjoy, for example, an excerpt from a novel such as Çalıkuşu or a poem such as İstanbul’u Düşünüyorum, and adapting it to a different text genre, such as a rap or children’s story
  • creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması, zeka oyunları, aile problemleri, bağımlılık
  • using digital resources such as Cartoon Story Maker to create imaginary characters in familiar situations associated with school or home contexts to entertain young learners
  • creating riddles to compete with and entertain each other, imitating the use of rhythm, rhyme and metaphor exemplified in riddles from traditional folktales

  VCTRC109 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC112

  Reflect on their own and others’ language choices when interacting in bilingual/bicultural situations, identifying adjustments they make and strategies they adopt to assist in intercultural communication

  Elaborations

  • drawing on their own bilingual/multilingual experience to identify elements of successful intercultural communication, for example, noticing differences in expectations, recognising and responding to signals of misunderstanding, switching strategically between Turkish and English
  • providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case
  • keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either English or Turkish in different contexts and situations
  • considering the idea of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification
  • reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons

  VCTRC112 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCTRC107

  Present information collected from different sources that represents different perspectives on selected issues or activities, using appropriate modes of presentation to suit different contexts and purposes

  Elaborations

  • preparing and presenting an oral or multimodal report on an issue that invites different viewpoints, such as kız-erkek çocukların evdeki rolü, yaşlıların huzurevine gönderilmesi, identifying alternative perspectives and inviting discussion and debate
  • writing an article for a print or online magazine/newspaper with a specified audience in mind, for example, a film review for young learners of Turkish or a travel guide for young Turkish visitors planning a trip to Australia
  • creating texts to inform or promote events or community action, for example, a poster or web post to advertise a multicultural evening or a letter to a community newspaper to highlight a school fundraiser
  • creating an interactive presentation for younger students, friends or members of extended families to highlight the advantages of being bilingual/multilingual in today’s world and of maintaining and strengthening a home/first language
  • explaining a procedure to a specified audience such as older or younger people, using supporting images, actions and gestures to highlight key elements and explain key terms, for example, rules of a sport or board game, elements of a video game, instructions on the care of a sick pet, procedure for a henna night

  VCTRC107 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC022

  Convey information and opinions on a variety of selected topics using diverse modes of presentation to suit specific audiences and purposes, and applying conventions of text types

  Elaborations

  • expressing opinions on an event or performance, such as a cultural celebration (lễ Vu lan, tết Trung thu, hội chợ Tết) or a Vietnamese concert, using different forms to record own views, for example, a diary entry or a letter to the editor
  • constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling system, reporting on a favourite band or song, or creating a virtual tour to introduce the school to Year 7 parents and students
  • conveying information and different perspectives on topics of interest such as peer pressure, the impact of technology, or a health or sustainability issue
  • conveying information to a Vietnamese audience to describe aspects of Australian environment and culture such as famous scenery and landmarks, celebrations, cuisine, or Aboriginal and Torres Strait Islander peoples’ histories and cultures
  • developing a glossary of key vocabulary and expressions used in informative and persuasive texts, for example, đặc điểm, chất lượng cao, nội dung phong phú, hình thức trình bày, tiện lợi, giá rẻ không ngờ!, Hãy nhanh chân lên!, Bạn có phải là người năng động, thích thể thao/yêu thiên nhiên/say mê khoa học kỹ thuật không?

  VCVIC022 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC177

  Interact and socialise with a range of participants, recognising alternative positions, ideas and perspectives relating to experience and lifestyle

  Elaborations

  • exploring concepts related to topical and contemporary issues, including ethnicity and identity, popular culture, technology, social justice, environment, education and future pathways, through interaction with peers and other Chinese speakers, for example, 我听说现在中国的年轻人很喜欢看韩剧，是这样吗？你也喜欢看韩剧吗？
  • inviting others to contribute to discussions and provide feedback on own ideas (for example, 你不觉得…吗？ 难道…?), and asking questions, acknowledging strengths in others’ arguments and providing evidence to contradict, challenge or rebut alternative views
  • collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是…; 尽管如此…), recapping the main ideas discussed, suggesting a suitable compromise or solution, and explaining the reasons behind the final suggestion
  • discussing how to utilise resources and opportunities outside of the classroom to develop Chinese proficiency, for example, Chinese community school, using Chinese more often with family members and friends, or watching Chinese television
  • listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

  VCZHC177 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC073

  Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs

  Elaborations

  • constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动？澳洲人喜欢游泳、打板球和打橄榄球
  • comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do things a particular way? 大部分澳大利亚的学生功课压力没有那么重；很多中国学生在食堂吃饭
  • viewing texts related to the experiences of young Chinese speakers (for example, 偶像剧), and discussing aspects of their life, world or values conveyed, asking, for example: What assumptions or generalisations are made? How does this impact on our perception of Chinese youth? Does this reflect the reality of Chinese youth?
  • exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities
  • engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more appropriately and effectively?

  VCZHC073 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU222

  Recognise how gender, social class and age impact on language use in formal and informal contexts

  Elaborations

  • observing interactions between speakers and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once one participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases that are used to convey authority or objectivity, such as how to name students with different achievements (for example, 尖子生，中间生，临界生 优秀学生, 普通学生,后进的有潜力学生) in a report on school education
  • discussing the transferability of expressions and words across different settings, for example, following the debate on the use of internet language in education and in the media (for example, the use of 网络语言 in student’s 写作)
  • comparing the same meaning conveyed in speech and writing, (for example, in speech (你不可以进去) and on a sign (闲人免进)) and discussing why the language may vary, including aspects such as interactivity and authority

  VCZHU222 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU223

  Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use

  Elaborations

  • reading texts in traditional characters on familiar topics and inferring meaning of key characters
  • predicting the meaning of texts in traditional characters encountered in everyday contexts by relating the character’s simplified version, for example, 匾 in a tourist site
  • discussing the influences on their own Chinese language use (for example, from TV, family or Chinese school) and how their language use compares to that of their parents and other Chinese speakers
  • analysing how new words and concepts are developed and incorporated into daily use, for example, in contemporary media such as TV dramas, music and film
  • exploring samples of classical texts such as 《论语》 and recognising the impact of classical Chinese on contemporary written language, for example, the use of 岂， 于
  • listing famous quotes from traditional literature, such as famous lines from poems, and using these in their own writing
  • identifying examples of 成语 in writing by students of Chinese, discussing the effect of this usage and then identifying any errors made, such as in the sentence 我要休息一下，要不然有个三长两短就不好了

  VCZHU223 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIC176

  Extend classroom interactions by offering, elaborating on, justifying and eliciting opinions and ideas

  Elaborations

  • extending interactions by inviting others to contribute to discussions or provide feedback on own ideas, for example, Các bạn nghĩ sao về việc học thêm cuối tuần? Chúng ta nên làm sao để giữ cho tình bạn được lâu dài? Các bạn nghĩ sao về ý kiến của mình?
  • using evaluative language to acknowledge strengths in others’ arguments or provide evidence to justify, contradict, challenge or rebut alternative views in a courteous manner, for example, Tôi rất thích cách giải thích của bạn, rõ ràng và hợp lý lắm. Bạn nói có lý nhưng tôi nghĩ rằng … Lý thuyết thì như vậy, nhưng trên thực tế thì… Hay là mình thử làm thế này/cách khác xem sao?
  • debating with peers on social, environmental or educational issues with reference to Vietnamese and Australian views and values, for example, Có nên bắt buộc học sinh học ngoại ngữ không? Có phải vào đại học là cách tốt nhất để thành công ngày nay?, using evaluative language such as hay/đúng/thú vị/hợp lý/công bằng lắm. Giới trẻ ngày nay rất giỏi sử dụng nhưng cũng bị lệ thuộc quá nhiều vào khoa học kỹ thuật
  • exchanging ideas and justifying and elaborating on opinions in class discussions about issues associated with the school or local community, such as school facilities, local services or environmental issues, for example, Chúng em đề nghị căn-tin nhà trường nên bán nhiều thức ăn bổ dưỡng hơn cho học sinh với giá rẻ hơn. Chúng em mong nhà trường nên sửa sang lại các phòng vệ sinh cho sạch sẽ hơn. Có tình trạng xả rác bừa bãi trong các công viên ở địa phương mình
  • using Vietnamese idioms and proverbs to illustrate ideas and opinions about learning, for example, Không thầy đố mày làm nên, Học thầy không tầy học bạn

  VCVIC176 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCARC018

  Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans

  Elaborations

  • initiating and sustaining conversations on topics of interest by using expressions such as

    هل تحب المأكولات العربية؟ ما هي أكلتك المفضلة؟ أنا أيضا أحب الوجبات السريعة؛ هل تريد أن تأتي معي إلى الحديقة بعد المدرسة؟

    أمي طباخة ماهرة. تعال إلى بيتنا يوم السبت. هل تحب الذهاب معنا إلى المنتزه/الحديقة؟

    أنا آسف؛ أمي لا تسمح لي. أعتذر ليس لدي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتصل بأمي أولاً.

    هل شاهدت مباراة كرة القدم أمس؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت اللعبة الإلكترونيّة إلى الأسواق؟ إنها لعبة ممتعة. هل أكملت واجب المدرسة؟ أحتاج إلى مساعدة؛ إن الواجب صعب

  • exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,

    هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا احب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟

  • expressing wishes and feelings, and describing personal plans for school holidays or weekend, for example,

    في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر؛ لأن الطقس سيكون حاراً؛ أتمنى أن نسافر في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في عطلة المدرسة سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السوق مع أمي لأشتري حذاءً جديداً للرّياضة.

  • elaborating on others’ responses by providing suggestions and giving advice, for example,

    بما أنك تحب الرّياضة، أنصحك بالسباحة لأنها مفيدة جداً؛ لماذا لا تقرأ هذا الكتاب؟ جرّب هذا القلم الجديد. ضع الصورة هنا؛ هذا مكان مناسب لها

  • comparing own and others’ experiences and future aspirations by sharing ideas and making suggestions, for example,

    أنا أيضاً مثلك أحب السباحة؛ أمي أيضاً لا تسمح لي باللعب على الحاسوب أيام الأسبوع؛ إذا أردت سأرسل لك رسالة إلكترونية فيها كل شيء؛ أتمنى أن ألتحق بفريق التنس؛ أتمنى أن أتعلم الموسيقى

  VCARC018 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCARC172

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives

  Elaborations

  • planning and negotiating collaboratively in scenarios related to travelling or living in an Arabic-speaking country, such as using transport, eating out or visiting tourist attractions, for example,

    عندما أصل إلى القاهرة سوف أستأجر سيارة لأصل إلى الفندق؛ أفضل وسيلة مواصلات هي سيارة الأجرة؛ سوف أسافر إلى المناطق الريفيّة في القطار؛ في لبنان الأطعمة لذيذة لذلك سأذهب إلى مطاعم مختلفة؛ أحب المأكولات العربية الشعبية. سوف أزور جميع المناطق الأثرية في الأردن

  • making complaints and recommendations and seeking solutions, for example,

    أعترض على طريقة معاملة الزبائن؛ الفندق بحاجة إلى منظفين أكثر؛ الطعام كان بارداً ولم أقدر أن آكله؛ أسعار الثياب غالية جداً

  • organising an event such as a youth meeting through social media to raise awareness of environmental or ethical issues
  • contributing opinions using online and digital forms of communication such as emails, school chat forums and community websites to discuss various social issues such as youth employment opportunities or issues related to freedom and equality, for example,

    أصبح وجود فرص للعمل مستحيلاً؛ إنها كارثة إنسانية؛ إنها عار على مجتمعنا؛ مساواة جميع المواطنين حق إنساني؛ حرية الإنسان في التعبير خط أحمر

  VCARC172 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC244

  Recognise that the concept of identity is complex, dynamic and diverse, and consider how students learn more about their own identity through the exploration of other languages and cultures

  Elaborations

  • reflecting on how identity is expressed across cultures and through languages, for example by considering the idea of ‘belonging’ as expressed in different languages
  • investigating how particular policies and practices may affect the sense of identity of deaf people, for example, through the prohibition of the use of Auslan in schools in the past
  • viewing excerpts of different footage in Auslan or other signed languages and identifying language or behaviour that appears to be either inclusive or exclusionary and could impact on identity development, for example, the representation of deaf teenagers in the TV program Switched at Birth or in documentaries such as Welcome 2 My Deaf World and Deaf Teens: Hearing World, making connections or comparisons with their own experiences as teenagers
  • evaluating documentary footage of famous members of the Deaf community discussing identity and the experience of growing up deaf, comparing their commentaries with their own experience, paying attention to identified factors that can influence identity, such as gender or race
  • creating vlogs or filmed texts designed to share their understanding or views about Deaf/hearing identity and to prompt the intended audience to reflect on their own views of Auslan and the Deaf community and of what it means to be ‘hearing’
  • viewing signed news and other media texts, such as episodes of See Hear or SignPost, and discussing examples of discrimination, oppression or rejection experienced by deaf people, reflecting on how these may shape or reflect mainstream society’s perception of the Deaf community
  • considering the concepts of ‘Deaf gain’, Deafhood and audism, and comparing their response to these concepts as second language learners of Auslan
  • discussing the impact of language and culture on the shaping of identity and a sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people for example, by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC244 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCASFU126

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or as adults in the Deaf community
  • exploring ways in which language choices reflect attitudes towards certain topics, such as oralism or cochlear implants, identifying examples of sign choices that reflect particular attitudes or views
  • understanding that knowledge about past and present Deaf people and about Deaf cultural values is embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embody cultural meaning, regarding distinctions made and values placed on fluent or awkward signing
  • identifying differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, and using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and other events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions among members of either community
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience

  VCASFU126 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture