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• VCASFC209

  Reflect on the experience of learning and using Auslan, considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live
  • reflecting on the relationship that exists between language, culture and issues of access, identity and audism, and considering issues of discrimination, inclusion and exclusion
  • keeping a journal of their experiences (humorous, satisfying or challenging) associated with learning and using Auslan in different contexts, noting changes in their responses and reflections over time, and comparing insights gained into their own languages and cultures
  • considering the layers of complexity and depth that characterise the Deaf community experience, for example in relation to implicit hierarchical structures such as deaf members of deaf families
  • sharing and comparing cultural and intercultural experiences and capabilities in different languages including Auslan, and exchanging views on benefits associated with using more than one language, such as a larger repertoire of communication skills and strategies, additional insights and perspectives and opportunities for new experiences
  • reflecting on the experience of communicating in a visual world and on challenges they have experienced in relying on visual cues
  • considering how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC209 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC238

  Engage with a range of signed texts to locate and evaluate information, infer or interpret meaning and to present key points in new forms

  Elaborations

  • interviewing an Auslan user, using prepared questions to find out about their experiences or opinions on selected topics, such as early language learning for deaf babies or their experience of education, selecting key elements of their commentary to produce a digital profile to share with the class
  • observing informative signed texts from the Deaf community and deaf-related organisations, such as emergency or advocacy texts, and rephrasing key points in a form suitable for a younger audience
  • collecting information from a variety of signed sources to inform class discussions on current affairs, for example the prevalent use of social media by young people, and access to this by deaf students
  • following more complex procedural signed texts, such as directions to follow in an unfamiliar environment, such as a school camp or excursion
  • watching and summarising information provided by a guest speaker and comparing their noted ideas and opinions with those of their peers
  • viewing texts such as interviews, news reports or vlogs and selecting points of information or details to use in their own texts or opinion pieces
  • viewing Auslan texts from other content areas, using depicting signs to explain key concepts, such as states of matter or climate variation
  • forming and signing questions to request information from a deaf organisation or person, in order to produce a digital information text such as a brochure or web page
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC238 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC116

  Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning

  Elaborations

  • translating the school song into Auslan with support, identifying words or phrases that do not easily translate and finding suitable equivalents in Auslan that match the English concept
  • shadowing online Auslan translations and captioning, such as the Catching Fire series of safety videos or the emergency disaster preparedness videos
  • comparing their own translations of short familiar texts with those of their classmates, noting discrepancies or variations and discussing possible reasons for these
  • observing and interacting with deaf guests to the classroom who use different signed languages, such as ASL or a traditional signed language used by deaf Aboriginal and Torres Strait Islander elders, identifying differences between the languages and acting as interpreter with support
  • creating basic translations of song lyrics or simple poems from English to Auslan
  • translating and explaining the meaning of words or expressions associated with figurative language use in Auslan, such as train gone, sorry and comparing these to some common English idioms
  • conducting sight translations of plain, high-interest, low-readability English texts such as short news articles that are written for their age group
  • comparing existing translations in Auslan of narratives, such as fairytales or short stories, to their own ideas of how they would translate specific segments of these texts
  • explaining the role of accredited Auslan–English interpreters and that of Deaf interpreters, demonstrating through role-play correct protocols for working with interpreters

  VCASFC116 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC083

  Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting and reporting on how learning Auslan formally in school provides insights into the general nature of language and culture as well as an explicit means of interpreting the world in which they live
  • considering the relationship that exists between language, culture and issues of access and identity, and the significance of issues of discrimination, inclusion and exclusion
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with using Auslan in school and in wider community contexts, noting changes in their responses and reflections over time and comparing insights gained through interactions with other languages and cultures
  • considering the layers of intercultural complexity and depth in the Deaf community, for example in relation to the insider/outsider concept or the role of deaf members of deaf families, and reflecting on their own position within such frameworks
  • sharing and comparing cultural and intercultural experiences and capabilities in different signed and spoken/written languages including Auslan, and identifying benefits of using more than one language, such as a larger repertoire of communication strategies, additional insights and perspectives, opportunities for new experiences
  • reflecting on their experience of living and communicating in a visual world and on particular challenges and benefits they have experienced
  • discussing how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC083 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELA431

  Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning

  Elaborations

  • investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups

  VCELA431 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELC179

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual digital/multimedia texts for Greek speakers in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from Greece or Cyprus
  • creating bilingual digital/multimedia or online texts, such as a children’s story to read to primary school children, for example, the Spot books, Πού είναι ο Σποτ; comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both Greek and English, for example, an information leaflet for Greek exchange students coming to Australia or for a student study tour to Greece or Cyprus
  • corresponding online with Greek-speaking peers to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations, Στην Ελλάδα το μάθημα αυτό το λέμε ...

  VCELC179 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELC178

  Translate and analyse a range of texts from Greek to English and vice versa, comparing interpretations and explaining differences in meaning

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in Greek texts, finding ways to convey the meaning and cultural significance, for example, Φαγητά της ώρας, Τα έκανα θάλασσα
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others, for example, in using Πώς πας (στο σχολείο; – με λεωφορείο), Πώς πας (σήμερα Ανδρέα; - τι κάνεις;), Πώς πας (με την εργασία σου; - προχωράς, δυσκολεύεσαι;), Γεια σου (hello, goodbye, cheers, bless you)
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings Στου κουφού την πόρτα όσο θέλεις βρόντα, Ας τα λέμε καλά, Τα πολλά λόγια είναι φτώχεια

  VCELC178 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC190

  Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • considering how learning and using Spanish offers different ways of interpreting the world and representing experience
  • reflecting on how meaning can be misinterpreted in intercultural interactions, for example, by preparing a shared list of strategies to improve communication and intercultural skills
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities; and greater levels of directness in exchanges, such as making requests using direct imperative
  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • recording and sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí y se me olvida que la h no suena en español, Me gustaría poder hablar más rápidamente en español

  VCESC190 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESU192

  Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions

  Elaborations

  • recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions
  • using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,
  • noticing how tone can convey emotions and shade meaning, example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!
  • applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, for example, when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness

  VCESU192 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU032

  Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses

  Elaborations

  • comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant
  • examining language structures and features used for specific communicative effect, such as to persuade, amuse, sympathise, challenge, include or exclude
  • understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU032 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC082

  Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making

  Elaborations

  • considering how learning and using French and other languages offers different ways of interpreting the world and representing experience
  • keeping a record (for example, journal, log, posting on forum) of critical incidents in the course of intercultural language learning across different levels, (for example, breakdowns or breakthroughs in communication, repair and recovery strategies, and responses and insights to interactions)
  • comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
  • discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, (for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual exchanges or service encounters)
  • reflecting on how their own language use and communicative style might be perceived by French speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’

  VCFRC082 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRC080

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal translations of popular French expressions or idioms, noticing when this creates confusion (for example, être bien dans sa peau, dans son assiette, avoir le cafard, revenons à nos moutons) and recognising the nature and function of cultural elements of language and communication
  • finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French (for example, ‘bush tucker’, ‘surf’s up’, ‘schoolies’), and providing cultural explanations for French speakers
  • experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful references
  • considering the nature of translation, with reference to different strategies such as decoding literal meaning (word for word), reading for meaning (sense for sense) and cultural reading (between the lines)
  • interpreting gestures used by French speakers to signal meanings such as Parfait! J’ai du nez! c’est fini, comparing with gestures used in Australian English and other known languages, and incorporating some of them into own language production and communicative interactions to appropriate effect
  • recognising the need to sometimes recast language, and considering why one language may use more words than another to communicate a particular meaning, for example, Je vous prie, Monsieur, de croire à l’expression de mes sentiments distingués versus ‘Yours sincerely’

  VCFRC080 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRC118

  Interact with French speakers and resources, recognising that intercultural communication involves shared responsibility for meaning making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • discussing ways in which the experience of learning and using French challenges preconceptions, stereotypes or attitudes
  • exploring the process of ‘decentring’ from own linguistic and cultural standpoint and considering how ways of behaving and communicating might be perceived by people from different backgrounds

  VCFRC118 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRC116

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with the translation of popular French expressions or idioms (for example, être bien dans sa peau; ne pas être dans son assiette; revenons à nos moutons), and explaining the potential for misunderstanding
  • experimenting with various resources to assist in translation, including bilingual and monolingual dictionaries, electronic translators, encyclopaedias and other reference materials, for example, by comparing translations, back-translating and swapping useful references
  • analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
  • finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing sources of information that would help French learners understand or appreciate the context of use
  • viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)

  VCFRC116 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIU085

  Investigate, demonstrate and explain how elements of grammar and word formation allow for complex expression of ideas and meaning

  Elaborations

  • expanding vocabulary related to more complex concepts to compose richer descriptions and expression of ideas
  • using conjunctions to create more complex and elaborated sentences, for example, मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • extending knowledge of text cohesion and basic joining (सन्धि) rules, for example, word ending in अ plus word starting in उ becomes the सन्धि sound ओ as in पूर्वोत्तर. आ+ओ=औ, क्+द्=ग्
  • using the active and passive voice to establish distinctions of agency, for example, राम उर्दू लिख रहा है।, उर्दू लिखी जा रही है ।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • expanding metalanguage to describe additional grammatical concepts and the relationship between form, function and meaning
  • using a range of tenses in complex sentences to move between events and personal experiences across time, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।

  VCHIU085 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIU089

  Explore how using different languages to make meaning affects how they and their peers think, behave and communicate

  Elaborations

  • reflecting on the relationship between their use of Hindi, English and other languages/dialects and their sense of identity
  • discussing whether ideas and values are expressed differently in different languages, for example, in relation to family relationships or peer group interests
  • reflecting on concepts such as global citizenship, national identity and intercultural communication, discussing the relationship between these concepts and languages and cultures
  • discussing the effects of using either Hindi or English on how they express feelings, debate ideas or construct arguments

  VCHIU089 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCIDC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to geography, history, health or science in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of Indonesian society, history and culture (for example, religious beliefs and practices such as naik haji, Idul Fitri or ogah-ogah parade; sports such as bulu tangkis, pencak silat or lompat batu; or prominent historical figures such as Kartini or Sukarno) by gathering information from texts and exchanges with Indonesian peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of Indonesian culture, and reflecting on key messages, for example, mari kita, kita semua, kesatuan, masyarakat, gotong-royong, beraneka macam, Nusantara, keluarga besar, kerja sama

  VCIDC106 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDU115

  Develop knowledge of vocabulary and structure to extend meanings, such as complex verbs, affixation, a range of cohesive devices and object-focus construction

  Elaborations

  • identifying people by pronouns or titles, for example, Kepala Sekolah, si (diminutive) and nicknames
  • describing the qualities of people using adjectives of character, for example, murah hati, bertanggung-jawab
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
  • showing lack of purpose, for example, jalan-jalan, duduk-duduk, melihat-lihat
  • relating people and position using prepositions, for example, kepada
  • comparing things using comparatives and superlatives, for example, ter-, makin lama…, makin + adjective
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa
  • requesting that others do something for own benefit (minta, harap, mohon, tolong); for others’ benefit (silakan)
  • excusing and apologising, for example, permisi dulu, minta maaf, maafkan saya
  • giving advice with suffix -lah, for example, beristirahatlah, tunggulah, nasehat saya, sebaiknya, seharusnya, jangan
  • showing empathy and well-wishing, for example, kasihan, harap cepat sembuh, semoga sukses
  • giving opinion, for example, saya berpendapat bahwa, saya percaya
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu, meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
  • referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan yang lalu
  • referring back to something specific using tersebut

  VCIDU115 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU095

  Analyse how linguistic choices construct and reflect ideas, practices and values, and consider how these influence the exchange of meaning

  Elaborations

  • identifying specific expressions that reflect cultural concepts in different experiences and texts, for example, sono in pausa pranzo, faccio il pisolino, Andiamo a prendere un aperitivo
  • reflecting on how linguistic choices of different language users might be interpreted by speakers of Italian
  • explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?
  • keeping a journal to record perceptions of how using and learning Italian has impacted on their own assumptions about Italian language and culture
  • noticing that people’s choice of language in interactions reflects their cultural situatedness/positioning

  VCITU095 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture