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• VCNRC045

  Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students who speak the language being studied, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning the language, and describing how learning the language has influenced own everyday behaviour and language use, for example, using the language outside the language classroom
  • considering whether learning and using the language impacts on their sense of identity either in or out of the classroom

  VCNRC045 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing

• VCNRC037

  Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

  Elaborations

  • collaborating with peers during individual or group activities
  • checking on progress during learning tasks or activities
  • asking peers politely to do something and responding to requests, for example, giving and receiving things
  • talking about the experience of learning and using the language, comparing what they can and cannot do

  VCNRC037 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising