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• VCNRC111

  Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
  • creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts
  • creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
  • creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in the language with footnotes in English about the ingredients

  VCNRC111 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCNRU050

  Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge

  Elaborations

  • identifying familiar words in the language and recognising their English equivalents
  • using knowledge of familiar patterns and structures to decode and interpret meaning
  • understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist

  VCNRU050 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCTRC044

  Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating

  Elaborations

  • identifying and comparing instances when they switch between Turkish and English, considering why they do this in particular situations or interactions
  • comparing experiences of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
  • reflecting on experiences of feeling either uncomfortable or comfortable when switching between languages, explaining why this might have been the case, for example, when translating for parents or other family members or interpreting for visitors
  • identifying adjustments they make when moving between Turkish and English at school and at home, such as using different forms of address and showing respect or affection in particular ways, discussing why these adjustments are necessary
  • reflecting on instances when their use of Turkish, English or other languages has been misinterpreted and discussing possible reasons for this

  VCTRC044 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRC075

  Create a range of imaginative or expressive texts that reflect elements of their experience of living in Turkish- and English-speaking communities, and using language for humorous or emotive effect

  Elaborations

  • collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
  • composing and performing poems, songs or dramatic monologues that incorporate elements of either contemporary or traditional literary or musical forms
  • composing expressive texts, such as protest statements, personal letters or persuasive speeches, selecting emotive or powerful language and noticing the basis for this selection
  • creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore
  • creating English language commentaries to an observed Turkish language sitcom, discussing how to transfer or explain humour or dramatic effects of the original text for non-Turkish speaking Australian viewers

  VCTRC075 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC042

  Translate simple texts from Turkish to English and vice versa, identifying elements that require interpretation rather than translation and noticing words that are similar but pronounced differently

  Elaborations

  • explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations
  • finding expressions in English that convey similar meanings to those expressed in phrases used in advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere binmek, kulakları çınlamak, pabucu dama atılmak, güme gitmek, demli çay and ocakbaşı
  • identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yoğurt
  • creating and cross-referencing banks of Turkish words and phrases that do or do not have direct equivalents in English
  • working out the meaning of unfamiliar English words and expressions used in other curriculum areas, such as ‘drought’, ‘starvation’, ‘flood’, ‘snowstorm’, and considering how they would convey their meaning in Turkish, for example, kuraklık, açlık, kıtlık, sel, kar fırtınası
  • collecting examples of proverbs used in their families, such as Damlaya damlaya göl olur, Ak akçe kara gün içindir, Denize düşen yılana sarılır, and discussing how to explain their meaning to non-Turkish speaking friends
  • learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

  VCTRC042 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCTRU117

  Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English

  Elaborations

  • demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat ödevlerini hep zamanında tamamladı
  • identifying variations in the use of both Turkish and English according to context, purpose and intended audience, for example, considering differences in exchanges such as ‘apologies for any convenience caused’, ‘I am so sorry’; ‘sorry mate –no worries!’ and kusurumuza bakmayın lütfen, çok özür dilerim anneciğim, rica ederim, lafı mı olur!, ne olur affedin beni
  • identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, çok iğrenç! Bunları niye yıkamadın oğlum? Şunu da alır mısın yavrucuğum?
  • recognising differences in the use of quotations, proverbs and idioms in different text genres or modes of delivery, for example, fıkralar, masallar, öyküler, resmi veya okul konuşmaları, mektuplar
  • analysing the use of appropriate language in different contexts and situations, for example, using rica ederim, başka bir arzunuz var mı at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or the use of ya at the beginning of spoken utterances

  VCTRU117 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIC008

  Translate and interpret short texts from Vietnamese into English and vice versa, identifying aspects that are similar or different and words or phrases that translate easily or with difficulty

  Elaborations

  • translating information collaboratively and with teacher support, for example, menus, school timetables, directions, and school and public signs or notices, and recognising and explaining similarities and differences in language structures, for example, ga xe lửa/‘train station’, Ngày Làm Sạch Nước Úc/‘Clean Up Australia Day’, quẹo trái/‘turn left’, đi thẳng phía trước/‘go straight ahead’, Em không thích cái nón này, phải không? - Dạ, em không thích or Không, em thích mà/‘You don’t like this hat, do you?’ – ‘No, I don’t’ or ‘Yes, I do’
  • identifying words or phrases that are difficult to translate, for example, food items (bánh chưng, bánh tét, bánh xèo, phở) or traditional customs (cúng ông bà, xin xăm, coi ngày, coi tuổi), and explaining reasons for difficulty, such as lack of equivalent concepts or practices in either language
  • recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
  • learning to use bilingual dictionaries and electronic translation tools, and identifying issues such as multiple meanings of words and the need to consider context or grammatical aspects to select relevant meaning, for example, giấy khen (‘merit certificate’) and hôn thú (‘marriage certificate’); chảy nước mắt (‘to shed tears’) but Hãy xé tờ giấy này đi! (‘Tear this paper off!’); Tôi biết chơi khúc côn cầu (‘I can play cricket’) and Tôi thấy một con dế trong vườn (‘I have seen a cricket in the garden’)

  VCVIC008 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC025

  Translate and interpret texts from Vietnamese into English and vice versa, compare different versions of translations, explore differences and identify strategies to overcome challenges in translation

  Elaborations

  • explaining the terms used to describe common features of schooling in Vietnam, for example, terms related to the curriculum or to assessment and reporting, such as chương trình, sách giáo khoa, bài kiểm tra, học bạ, bằng cấp, and comparing these with similar terms used for Australian schooling
  • translating simple school documents into Vietnamese, considering language choices and cultural expressions to suit a particular audience, such as Vietnamese parents
  • translating and interpreting short texts, such as announcements, advertisements, articles, reports, or extracts from stories or films, considering audience and context, and reflecting on how cultural elements are encoded in common words and expressions, for example, use of family terms, titles, and terms of address such as anh, chị, cô, chú, tôi and em
  • interpreting and translating a range of texts from English into Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the reasons for possible differences and similarities, selecting the most appropriate version and negotiating any necessary adjustment
  • identifying and applying translation strategies used in bilingual texts to manage the translation of difficult words and concepts or instances of non-equivalence, for example, expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the appropriate meaning if a word can have different meanings or interpretations, for example, cà phê đậm (‘strong coffee’) but người khỏe mạnh (‘a strong person’); thời tiết nóng nực (‘hot weather’), vấn đề gây tranh cãi (‘a hot issue’) and khu vực nguy hiểm (‘a hot zone’)
  • examining and interpreting idiomatic expressions, for example, đẻ bọc điều, có chí thì nên, dạy con từ thuở còn thơ, including expressions that cannot be translated literally and culturally specific terms such as chữ hiếu, tôn sư trọng đạo, and discussing possible equivalent terms in English

  VCVIC025 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC183

  Reflect on how meanings vary according to cultural assumptions that Vietnamese and English speakers bring to interactions, and take responsibility for contributing to mutual understanding

  Elaborations

  • considering how being bilingual offers different ways of interpreting the world and representing experience
  • explaining how cultural assumptions influence meaning, for example, the action of hugging as an indication of friendliness in English-speaking contexts versus gender intimacy in Vietnamese-speaking contexts
  • challenging cultural assumptions and bringing different perspectives to new cultural contexts or situations, for example, using the personal pronouns anh/em to indicate informality between colleagues rather than to define husband–wife or brother–sister relationships as traditionally assumed
  • considering own and others’ responses and reactions in Vietnamese–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, knowing that Vietnamese people like to please and therefore may give an inaccurate answer whereas Australians would prefer to say directly what they really think or mean
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments to language and/or behaviours that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility, awareness of differences in cultural and religious practices, respect for elderly people and other traditions, attitudes to privacy or different levels of directness in discussions

  VCVIC183 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC041

  Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges

  Elaborations

  • using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起，没关系
  • presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or football club membership) and discussing their significance
  • defining own identity by describing relationships with others, for example, friendship groups (我的朋友是 Lisa 和 George，我们都很聪明), ethnic group (我是德裔澳大利亚人)
  • engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting on the cause of the difficulty
  • sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really nervous and forgot how to say…’
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how dishes are ordered and presented) and comparing to their own experience

  VCZHC041 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCZHC185

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English

  Elaborations

  • differentiating language when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with a joke
  • describing appropriate ways to engage with others in different contexts, for example, ‘I socialise with my friends who speak Chinese in … ways, but I socialise with my friends who speak English in … ways’

  VCZHC185 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC217

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese

  Elaborations

  • identifying diverse ways their Chinese identity is played out in local communities (for example, through membership of community organisations and interest groups) and relating experiences in which their Chinese identity is central to their self-expression
  • exploring the ways their Chinese identity influences the different roles they play in life (for example, as a student at secondary school and in Chinese school, and as a son or daughter, an older or younger sibling, a friend, or a member of a sports team) and reflecting on times when linguistic and cultural aspects of their identity are questioned and challenged
  • reflecting on own cultural values and evaluating how these intersect with mainstream values when interacting in both Chinese and Australian contexts
  • recognising the language choices they make that influence how their identities as individuals and as Chinese-speaking Australians are perceived by others, for example, feeling more Chinese with Chinese people, and less Chinese when on their own or with people from a different cultural background
  • varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour

  VCZHC217 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC215

  Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot

  Elaborations

  • exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions (for example, 面子) and experimenting with how to give 面子 in interaction with others
  • considering the uses of different measurement words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing Chinese translations of English recipes
  • comparing alternative translations to identify concepts of ‘normality’ in their own linguistic and cultural context, for example, using the term 软饮料 (instead of 无酒精饮料) assumes the reader/audience has some understanding of English to understand meaning of 软
  • comparing 褒义词，贬义词 and 中性词 and the contexts they are used in, for example, the differences between 聪明 and 滑头
  • identifying words used with specific assumptions, for example, gender (英俊 is used to describe males), significance (会见 versus 见面), formality (光临 versus 来到)
  • considering ways to convey culture-specific terms in English (for example, 中药和食疗, 上火，大补)

  VCZHC215 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC183

  Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English

  Elaborations

  • identifying superfluous or language-specific information that impedes rather than supports understanding when moving between languages, for example, 雷锋其人其事,在中国几乎人人知道
  • using suitable equivalents or providing new culturally appropriate examples to explain concepts or ideas specific to another language or culture, for example, explaining English terms ‘chilling’ or ‘hanging’ in Chinese; expressing 百年树人 as ‘Rome wasn’t built in a day’
  • noticing deliberate word choices (such as 人民、大众、居民、人们、老百姓) suited to a particular purpose or style
  • identifying the use of sarcasm (for example, 哟， 今天这么早来学校， 太阳打西边出来了) and how it is transferred across languages
  • experimenting with ‘word play’, for example, 谐音秃子打伞----无法无天（无发无天), and discussing how this might be transferred into English

  VCZHC183 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU205

  Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

  Elaborations

  • comparing the expression of ideas in diverse traditional and contemporary literary texts, for example, exploring the different ways in which the story of 孙悟空 is told in a cartoon, story or TV show
  • recognising and applying features of diverse text types, for example, comparing features of narrative, recount, report and procedure
  • comparing the ways in which similar ideas and concepts are presented in diverse genres, discussing the impact of genre choice on text structure and language use (for example, in persuasive and evaluative texts) and examining how language choices achieve the desired effect
  • exploring the traditional structure of persuasive texts in Chinese (for example, 总起-分述-总结) and discussing its effectiveness
  • reading samples of formal texts such as news articles, official letters and informative reports, and identifying how language use compares to their own everyday speech
  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing

  VCZHU205 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 description

  The Level A1 curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. As a result, they begin to recognise the ways...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL achievement standards - Speaking and Listening

  At Level BL students communicate simply but effectively in familiar, social and classroom contexts, using simple formulaic and some creative structures. They learn through English that is well supported by context. They contribute relatively complex ideas through simple English, and use simple...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL | Level BL | Speaking and Listening

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level BL description

  The Level BL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to initiate and sustain simple conversations with their peers. The curriculum covers grammatical rules that students begin...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level CL description

  The Level CL curriculum supports students as they develop basic knowledge, understanding and skills in English. Through immersion in English, students build their capacity to participate in routine and familiar exchanges in English with their peers. The curriculum covers the practising of pronunciation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL