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• VCTRU017

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and invisible elements, such as ways of thinking and valuing
  • recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör
  • noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
  • noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

  VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCVIU122

  Understand that the ways in which people use language reflect their cultures, and relate to where and how they live and what is important to them

  Elaborations

  • identifying gestures, words and phrases that reflect aspects of Vietnamese culture, for example, folding arms, using both hands to offer something, and saying dạ, thưa, vâng ạ to show respect
  • identifying elements of Vietnamese cultural representation, such as flags, sporting emblems or cultural items (for example, áo dài, nón lá and xích-lô) in paintings or pictures of landscapes, folk tales or movies, and making comparisons with those of other cultures
  • exploring the meaning of ‘culture’, recognising that it involves visible elements such as ways of eating, for example, how and why Vietnamese people use chopsticks and spoons instead of knives and forks (Ở nhà em ăn bằng đũa), and invisible elements such as how people live, what they value, and how they think about themselves and others
  • discussing how and why gestures can be interpreted differently in different cultures, for example, using the fingers to beckon to others is considered appropriate in some cultures but impolite in Vietnamese culture

  VCVIU122 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCHIC011

  Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school

  Elaborations

  • sharing information about their family background, such as country or region of origin, languages and dialects spoken in the home and where extended family members live
  • representing their membership of family, peer or community groups through pictures or captions to photos
  • discussing the role of Hindi in their lives, for example, in family relationships, in special events or things they like to do
  • describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language
  • considering their personal cultural identity, for example, by discussing how ‘Australian’ or ‘Indian’ they feel in different situations

  VCHIC011 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOU133

  Understand that ways people use language reflect their culture, such as where and how they live and what is important to them, finding examples of similarities and differences between Korean and Australian ways of communicating

  Elaborations

  • comparing gestures and body language associated with language use in different cultures, for example, bowing and saying 안녕하세요? when greeting in Korean, different ways of kissing on the cheek saying ‘hi’ in English-speaking cultures including Australia and pressing noses (that is, hongi) and saying ‘kia-ora’ when greeting in Maori
  • exploring the meaning of ‘culture’ and how it involves visible elements, for example, ways of eating or symbols such as flags, and invisible elements, for example, how people live, what they value, and how they think about themselves and others

  VCKOU133 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCJAU126

  Understand that language and culture are closely connected

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, how they think about themselves and others and how they relate to their environment
  • understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar
  • noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
  • understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

  VCJAU126 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2

• Spanish - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

  Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2

• Japanese - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and...

  Level description | Languages | Japanese | F–10 Sequence | Foundation to Level 2

• Turkish - F–10 Sequence: Foundation to Level 2 description

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• German - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, they use short formulaic...

  Level description | Languages | German | F–10 Sequence | Foundation to Level 2

• VCLVU145

  Recognise that different words and language forms are used to address and communicate with people according to relationship and context

  Elaborations

  • noticing that different forms of address and kinship terms are used depending on the relationship between participants
  • recognising that the way someone is related to others affects how he or she speaks to them
  • recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team and with visiting respected community members
  • recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language

  VCLVU145 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC011

  Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games

  Elaborations

  • comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • discussing changes or adaptations they have to make to their communicative style when interacting with non-signers

  VCASFC011 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• Arabic - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding...

  Level description | Languages | Arabic | F–10 Sequence | Foundation to Level 2

• Turkish - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk! They d...

  Level description | Languages | Turkish | F–10 Sequence | Foundation to Level 2

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCHIC008

  Explain the meaning of simple Hindi words, phrases and gestures, noticing similarities or differences with English or other known languages

  Elaborations

  • recognising that every language has its own words, sounds and gestures that it uses to make meaning
  • translating and explaining the meaning of Hindi words and expressions often used by children of their age, for example, अच्छा!, comparing with expressions they use in similar situations in English
  • translating simple classroom texts, such as captions, signs, word lists, charts
  • demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things
  • explaining why particular forms of behaviour accompany interactions such as greetings in Hindi, for example, touching the feet of elders while saying प्रणाम to show respect, and receiving blessings

  VCHIC008 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCASFU139

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space

  Elaborations

  • describing the range of signing space in normal signed discourse
  • comparing and contrasting Auslan and English pronouns
  • noticing that the beginning and end locations of some verbs can be modified to show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    
  • identifying what sorts of things can be represented in a DS by handshape, for example, point can mean a person or tree or pole

  VCASFU139 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU019

  Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures

  Elaborations

  • observing through visual and audio-visual resources such as video clips and photos that members of Italian-speaking communities may do everyday things differently to themselves, for example, shaking hands, kissing on cheek, starting a meal with Buon appetito
  • responding to guiding questions through which they reflect on experiences, such as greeting and socialising with others, or discussing aspects of school routines or family life, for example, What do you think about this? How would it feel if you were there/doing that? How do you feel about …? Is it the same or different in Italy and Australia?
  • understanding that culture influences representations of sounds such as those made by animals, for example, bau bau (dog), pio pio (chicken), gru gru (pig)

  VCITU019 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• Hindi - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...

  Level description | Languages | Hindi | F–10 Sequence | Foundation to Level 2