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• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCJAU162

  Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication

  Elaborations

  • noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individual
  • understanding that people ‘read’ intercultural experiences in different ways depending on their cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume of voice, that may appear inappropriate
  • reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying and comparing traditional and contemporary cultural images used in Japanese and Australian print and media advertising and tourist brochures, considering when they are used and what message they convey
  • noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, turn-taking in conversations

  VCJAU162 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCLVC153

  Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events, activities or school performances

  Elaborations

  • participating in excursions with respected community members to experience story places or keeping places, listening to associated stories
  • visiting community centres, art centres or language centres and recording the experiences, for example, by developing a digital presentation or photo-story
  • working with respected community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events
  • working together on collaborative tasks, such as designing posters, menus or invitations for special events, designing class bush tucker or a garden, creating picture books for buddy classes
  • interacting with respected community members/community speakers, following instructions, for example when making an artefact, creating an art work or preparing bush tucker, using hand signs as appropriate
  • participating in and sharing responses to local cultural events and celebrations
  • participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through class discussion
  • creating a skit, performance or action game to introduce a buddy class to aspects of the language and associated culture, for example, individual words, gestures or expressions associated with common exchanges such as introductions, items and artefacts
  • engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event
  • giving directions, for example, to guide others to specific locations

  VCLVC153 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVU172

  Identify available resources and protocols to be followed when building language

  Elaborations

  • identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material
  • identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres
  • understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use
  • discussing potential limits and constraints of school language programs in relation to building language
  • learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class
  • identifying language revival programs in other regions and reporting on processes used and resources developed
  • finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building
  • understanding how language revival serves to enrich Australia’s linguistic and cultural resources

  VCLVU172 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCLVU170

  Understand that the use of stories and names in Aboriginal languages are culturally determined

  Elaborations

  • observing and discussing protocols surrounding the retelling and sharing of stories
  • recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work
  • understanding how and when Welcomes and Acknowledgements are required and who is entitled to deliver them

  VCLVU170 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCLVU164

  Expand vocabulary in the language through word-formation processes and recognise and use simple language structures

  Elaborations

  • exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings
  • constructing expressions that refer to people, places, things and events using:
    • nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun
    • sentences without verbs, for example, ‘This (is) my bag’
    • pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
    • determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
    • marking to indicate possession and other types of association, for example, ‘Let’s go for water’
    • transitive and intransitive verbs
    • verbs of stance used in existential expressions, for example, ‘There is a creek lying near the road’
    • verbs to talk about actions, processes, thoughts and feelings
    • moods of verbs, including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
    • negation
  • expressing time, manner, attitude and place according to available language resources, such as:
    • tenses, including past, present and future/non-past
    • temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, ‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
    • expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
    • attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
    • locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
    • adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
    • structuring and linking clauses, for example, using coordination, subordination, embedding
  • understanding that rules vary between languages, for example, in relation to word-formation, word order at phrase and sentence level
  • making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions
  • noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts, kinship terms
  • developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English

  VCLVU164 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VCLVU169

  Explore the language situation of language communities and the diversity of language contexts in Australia

  Elaborations

  • investigating the nature and state of health of Aboriginal and Torres Strait Islander languages across Australia and in their region
  • recognising that many Aboriginal and Torres Strait Islander people are multilingual, and discussing reasons for this
  • learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics
  • recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival, and investigating the diversity of historical causes for this
  • recognising how Aboriginal and Torres Strait Islander languages have been transmitted and recorded across generations
  • exploring how physical and biological environments affect linguistic ecology
  • recognising shared vocabulary across Aboriginal and Torres Strait Islander languages, and understanding why there might be variations in spelling
  • recognising dialectal differences and similarities within languages
  • investigating ways in which Aboriginal and Torres Strait Islander languages are used in the local region and in the wider Australian community, for example, in the media, in art galleries, festivals, on public transport

  VCLVU169 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCLVU168

  Recognise that languages change over time

  Elaborations

  • identifying words that are the same as or similar to neighbouring languages
  • understanding ways in which languages influence one another, for example, language shifts, shared writing systems, loan words
  • discussing loan words that have been incorporated from other languages to describe new concepts, for example, words for new things, including technological innovations
  • understanding that language and culture together continually change as a result of contact with other languages and cultures

  VCLVU168 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• VCRAC042

  Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

  Elaborations

  • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in texts by ‘reading’ the context

  VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC038

  Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers
  • reading, viewing and listening to texts to research information about concepts related to other curriculum areas
  • identifying and comparing perspectives about information in spoken and written texts

  VCRAC038 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCRAC045

  Share experiences of learning and using the language, and comment on aspects of the culture(s) studied that have been accepted or rejected and how this has impacted on the students' own identity

  Elaborations

  • monitoring own development as a learner of the language, for example, recording learning and reflections in blogs, learning log or journal
  • comparing peers experiences of learning the language, and considering any impacts, for example, noting own reactions when others such as teachers or extended family ask about learning the language
  • creating texts that express their own identity, including their identity as a learner of the language (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from another perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, living in house with backyard ), and whether these assumptions have changed in the process of learning the language

  VCRAC045 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of the students' personal world such as likes and dislikes, interests and leisure activities
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities
  • recounting experiences with family and friends
  • sustaining interactions with others by using strategies such as asking questions

  VCRAC035 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCRAU047

  Understand how to use prepositions, and continue to expand knowledge of verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns and concrete nouns, such as those related to food and drink and indicating possession
  • describing locations
  • describing actions using verbs
  • knowing how to direct others using imperatives and invite others using polite forms
  • seeking information and explanation using question words
  • describing character and qualities using adjectives
  • indicating location in time and place
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • expressing reactions with exclamations
  • comparing and evaluating using comparatives and superlatives

  VCRAU047 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• 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

• VCTRC037

  Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback

  Elaborations

  • interacting during group learning experiences by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, Bence, bana göre
  • evaluating each other’s comments or suggestions when working together, indicating agreement or disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder misin? Cevabım doğru mu? Emin değilim, şöyle yaparsak… daha iyi olur, peki öyle olsun … Bence … daha güzel olur
  • reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

  VCTRC037 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC045

  Compare their experiences of moving between Turkish and English, identifying advantages and challenges in respect to being bilingual or multilingual

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more than one language and considering whether moving between languages affects their sense of identity
  • comparing family cultures, considering how their own upbringing has shaped their sense of identity, for example, how Turkish and Australian cultural influences are differently reflected in their daily lives, interests and social activities
  • reflecting on how interacting in Turkish feels different to interacting in English and identifying elements that feel culturally specific
  • considering how identity is expressed across languages and cultures, discussing the idea of belonging as expressed in different languages

  VCTRC045 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRC038

  Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds

  Elaborations

  • gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, Allah izin verirse, Hayırlı olsun
  • conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk
  • gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts
  • surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
  • researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
  • viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world, such as Kuzey Kıbrıs Türk Cumhuriyeti,Türkmenistan, recording key facts and unfamiliar vocabulary or expressions
    
  • gathering information about well-known people in fields such as sport, entertainment, pop culture, the arts or history, to create a profile to present to their peers

  VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing