Search results

Result list

• VCRAC011

  Describe aspects of self, such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects
  • acknowledging special characteristics and talents of self and others
  • describing which languages they know and are learning

  VCRAC011 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCRAU032

  Understand that language may vary according to age, gender and social position, such as place in the family

  Elaborations

  • noticing differences between formal and informal language, for example, greetings
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCRAU032 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCRAC096

  Participate in learning and using the language, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange

  Elaborations

  • interacting with peers, considering own reactions to topics raised that may not usually be discussed in own culture, for example, religious beliefs
  • comparing aspects of identity that may be important across cultures such as, ethnic group, language, religion, age, gender, and position in family
  • creating texts such as a profile, montage or avatar, choosing what aspects to reveal to different people in another cultural context
  • sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

  VCRAC096 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC112

  Engage with texts and peers who speak the language, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with speakers of the language, noticing social norms and practices such as personal space, gender roles, and acceptable topics of conversation and considering own reactions to these
  • sharing experiences with peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, ‘the outback’
  • recognising that social values such as politeness can be expressed differently in different cultures
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCRAC112 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting