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• VCJAC007

  Reinterpret or create and perform imaginative texts such as video clips, raps or skits using modelled language and supporting resources

  Elaborations

  • creating imaginative texts to share with others, for example, a commercial for a new or existing product, a comic strip, a jingle, song or rap
  • producing short scripted plays or video clips to perform or present to others who are learning Japanese, experimenting with rhyme, rhythm and onomatopoeia
  • composing and performing an imagined scenario or skit designed to support intercultural understanding and involving elements such as comedy, emotion or surprise, for example, いただきます。いってらっしゃい。もしもし。こんにちは。
  • creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages
  • designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M

  VCJAC007 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。
  • making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VC2M1A01

  recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens

  Elaborations

  • using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
  • using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …
  • recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit
  • counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes
  • using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences

  VC2M1A01 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• 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

• VCZHC133

  Respond to simple fables and legends through discussion of characters and events

  Elaborations

  • engaging with entertainment designed for young children such as TV programs, songs, plays, and games in digital media, and evaluating such forms of entertainment, for example, 我喜欢这首歌,因为它的歌词很美
  • discussing depiction and features of characters in various forms of entertainment, such as differences between characters and how these differences are demonstrated, for example, in the cartoon 《喜羊羊和灰太狼》
  • reading aloud or reciting traditional texts such as poems and rhymes (for example 《咏鹅》 、《静 夜思》、《四和十》), paying attention to pronunciation, prosody and emotion and explaining key ideas in Chinese
  • participating in shared reading and identifying how familiar words are used to express meanings in new contexts, for example, 盘古的眼睛变成太阳， 头发变成星星，血液变成江河湖海
  • presenting stories to peers, paying attention to storytelling techniques such as 停顿; 语气语调; 抑扬顿挫

  VCZHC133 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC022

  Create short written imaginative texts using simple characters and short sentences

  Elaborations

  • comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂，嗡嗡嗡，飞到东，飞到西； 小白兔，白又白， 两只耳朵竖起来；小燕子，穿花衣， 年年春天来这里), for example, noting the frequent appearance of particular animals in童谣 and recognising how this relates to traditional agricultural life
  • creating a storyboard to describe characters and key events in planning a story
  • creating plot diagrams using characters provided by teacher to annotate diagram
  • using pictographs such as 马, 田，山 to create cartoons to illustrate a story
  • designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories

  VCZHC022 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHU026

  Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds

  Elaborations

  • explaining the use of Pinyin as a learning tool to reflect the sound of Chinese spoken language, and recognising sounds associated with individual letters and syllables, differentiating, for example, qī , piě, rán and qù from English sounds for such letters and syllables
  • listening to and viewing simple conversational exchanges, recognising tone-syllables and experiencing the differences between Chinese and English intonation
  • recognising when and why some tones are not expressed in some contexts, for example, repetition of syllables in ‘Mama’, neutral tone on second syllable
  • listening to and reading out loud a nursery rhyme with strong Chinese prosodic features such as 《小老鼠，上灯台》
  • engaging in activities to raise tonal awareness, such as competing with classmates to read a tongue twister (妈妈骂马) and using hand gestures to help pronounce different tones

  VCZHU026 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC024

  Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment

  [ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]

  Elaborations

  • viewing a signed story that involves progressive action, tension and resolution
  • identifying how signers use space to track a character or location throughout a text
  • viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse
  • using NMFs to express changing emotions such as anticipation, fear or relief in response to elements of live or recorded signed stories
  • viewing and responding to short recorded skits, for example by re-enacting favourite elements and modifying manner or aspect to provide additional emphasis or expression
  • freezing cartoons or video clips of people/animals in amusing situations, signing a commentary on what has just happened and predicting what might happen next
  • experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf
  • participating in games that focus on modifying manner or aspect for effect
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions

  VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFU216

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • analysing language used in pathological and sociocultural models of deafness, and the impact that each model, the philosophy that frames it and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in stories featuring gaslight
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has the right to learn and use Auslan as part of their birthright, along with their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • understanding that sign language literatures recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities, and that they embody history and values of Deaf culture, for example, the Gallaudet and Clerc meeting or US Civil War stories that validate and reference shared Deaf identity, culture, language and experience
  • recognising that Auslan signs change over time due to shifting cultural values and experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus

  VCASFU216 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCIDC074

  Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects

  Elaborations

  • listening to, viewing and reading a range of texts such as video clips, computer games, comics, television drama or game shows, and expressing personal opinions about key aspects, for example, pada pendapat saya cerita ini…, saya lebih suka/kurang suka tema fantasi, karakter utamanya menarik sekali
  • reading texts such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in song lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • analysing language and techniques used in contemporary drama, television programs, poetry and film, such as hyperbole, imagery, humour, music and camera angles, for example, adegan, plesetan
  • identifying and responding to key messages and values in traditional texts such as dongeng, wayang and pantun, and considering their relevance in modern times
  • re-creating texts such as fairy tales, legends or myths from a different cultural perspective
  • discussing how texts such as films, plays and songs convey social issues (such as conflict in relationships or poverty) and values such as piety and humility

  VCIDC074 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC083

  Read, discuss and review a range of imaginative texts and respond by expressing opinions, explaining the themes, discussing characters, and considering language use and cultural meanings

  Elaborations

  • analysing and discussing emotional impact of text features such as use of hyperbole and metaphors to express emotions and convey attitudes, for example, Mi piace da matti/da morire! ... È una vita che aspetto! Sei una volpe! ... La Divinia Commedia è lo specchio della società medievale italiana
  • investigating the social context in which a text was created and how these factors influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events and figures of importance, for example, Mi piace da morire!
  • interpreting the use of images, sounds, gesture and language choices to convey cultural concepts and ideals in Italian texts, for example, the didactic nature of Italian pop songs, the neorealism of Italian film, social issues captured in graffiti
  • listening to, viewing or reading traditional and contemporary texts such as stories, fables, films and songs to understand how moral values and characteristics are portrayed, such as being respectful, caring, clever and honest
  • expressing thoughts and ideas about how texts convey implicit and explicit values and beliefs which are associated with Italian culture across generations, for example, viewing and discussing excerpts from La vita è bella, Pane e tulipani, Pane e cioccolato or America, or discussing the historical setting of the film Caterina va in città and the main character's attitude to life
  • reading contemporary texts such as poetry or song lyrics to explore and discuss aspects of Italian society and culture that are addressed, for example, current social themes such as youth, unemployment, immigration to Italy, asylum seekers, education, university

  VCITC083 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCLAE016

  Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

  Elaborations

  • predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
  • inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
  • investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
  • examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
  • reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
  • explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
  • discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
  • recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
  • analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
  • discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively

  VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• VCARC106

  Locate and organise information from simple spoken, written and visual texts to identify details about people and objects

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions
  • participating in shared reading of print and digital texts such as stories in Big Books and other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information
  • sorting and categorising information in graphic representations such as tables, including details about colour, quantity and place relating to people and objects, for example,

    ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر

    كم عدد الأقلام؟ كم كتاباً يوجد هنا؟ يوجد أربعة كتب

    أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة

  VCARC106 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC004

  Identify key points of information in simple texts

  Elaborations

  • recognising symbols, words and phrases of written French, for example, labels, titles and captions
  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events
  • making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
  • identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)

  VCFRC004 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC043

  Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts

  Elaborations

  • introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
  • teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet
  • illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
  • adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou

  VCFRC043 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCFRU087

  Analyse and explain how and why language is used differently in different contexts and relationships

  Elaborations

  • recognising the diversity of spoken forms of French from region to region (for example, les accents du Midi, l’accent parisien, toulousain, picard) and from country to country (le Québecois, La Réunion), considering concepts such as la norme, la diversité, l’intelligibilité and les élites in terms of how language variation can both reflect and shape social and cultural processes
  • exploring how texts achieve different effects, (for example, moving from generic terms such as les fleurs to specific detail such as les violettes, les jonquilles, les roses mignonnes in advertisements to suggest superior or specialised taste)
  • understanding the power of language to influence people’s actions and beliefs, for example by analysing language used in community appeals in response to natural disasters
  • comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)

  VCFRU087 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIC079

  Create imaginative or expressive texts that draw from and reflect elements of their own tastes and experience

  Elaborations

  • collaborating with peers to create dramatic or humorous representations of people, situations or events encountered in their own lives
  • creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore
  • composing and performing poems or songs that incorporate elements of traditional or contemporary literary and musical forms and reflect their own experiences, for example, भक्ति or वीर गाथा verse, nonsense songs, raps
  • creating and performing texts that exaggerate characteristic elements of a selected genre for comic effect, such as a biased commentary on a sporting event
  • creating an imaginative text such as a diary entry or song lyric that expresses either positive or negative responses to the experience of living across different languages and cultures
  • creating an English-language commentary to an observed Hindi-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text
  • using digital resources to create imaginary characters and situations associated with school or home contexts to entertain younger learners

  VCHIC079 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIU069

  Explore how language use varies according to context, purpose, audience and mode of delivery

  Elaborations

  • comparing and explaining the use of different styles of communication in different contexts, such as respectful, devotional or colloquial forms of expression आपकी यात्रा मंगलमय हो,सब ठीक-ठाक है?
  • identifying differences in features and register between spoken and written language, for example, in apologies, invitations or narratives कल मेरे घर आना, कल हमारे घर पधारिए/दर्शन दीजिए
  • comparing language and textual features used when communicating with different age groups, for example, amusing rhymes and terms of affection for small children, devotional texts for religious expression
  • identifying variations in language use between people of different ages, gender or status, for example, ways of showing authority or expressing humility
  • understanding that facial expressions, gestures and body language are key elements of communication and that they can be interpreted differently by different people
  • explaining variations in style, content and register of different expressions of wishes for a particular event or occasion such as Diwali, for example, हर घर में हो उजाला, आए न कभी रात काली हर घर मनाए ख़ुशियाँ, हर घर में हो दिवाली compared to an sms message such as शुभ दिवाली

  VCHIU069 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAC151

  Create and present or perform imaginative texts for a variety of purposes and audiences

  Elaborations

  • creating and performing a presentation for a particular audience, for example, a puppet show or play for a buddy class or a performance for the school or community
  • designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group
  • creating a rap or song that involves experimentation with rhyme and rhythm
  • teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
  • using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ　は　たからじま　です。大きい　とりい　と、小(ちい)さい　とりい　が 　あります。じてんしゃ　で、大きい　とりい　に　いきます。大きい　とりい　の 下(した)　にはこ　が　あります。はこ　の　中(なか)　に 金(きん)　が　あります。
  • producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

  VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCLVU141

  Learn the different sounds of the language and link these to written symbols and conventions

  Elaborations

  • noticing and distinguishing sounds of the language and matching these with written symbols
  • recognising when the language is being spoken and distinguishing sounds of the language from English sounds and other known languages
  • experimenting with sound patterns in song, noticing how words and expressions can be separated into syllables to fit different tunes and rhythms
  • reading texts aloud to strengthen their familiarity with sound–symbol relationships, experiment with rhyme and alliteration and with written representations of these features
  • recognising and imitating intonation patterns associated with statements and questions, and understanding how these are distinguished in writing
  • learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters
  • noticing the shared alphabetic base of the language, English and other languages, with some differences
  • learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages
  • associating written forms of morphemes, words and phrases with spoken forms of the language

  VCLVU141 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language