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• VCELC023

  Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices

  Elaborations

  • discussing the themes and moods of an imaginative text and sharing with others their opinions and how the text made them feel
  • reading stories such as Greek folktales/myths or Aesop’s fables and discussing their opinion about the values portrayed in these, for example, ‘King Midas’, ‘The hare and the tortoise’
  • comparing themes in imaginative texts, such as contemporary stories, films, DVDs, interactive games and cartoons, expressing opinions and making connections with own experiences
  • analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices

  VCELC023 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC064

  Respond to a range of imaginative texts by expressing ideas and opinions about the themes, characters, events and cultural attitudes conveyed, and relate to personal experience

  Elaborations

  • responding to the key ideas of a story, film or poem by giving a personal opinion, describing pros and cons, or expressing perspectives about the characters
  • comparing different students’ responses to the same story, event, character or place to consider different perspectives
  • considering the language, beliefs and values of characters in traditional and modern literature and Italian popular culture, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film
  • comparing aspects of Italian texts to the way similar issues are portrayed in English-language texts

  VCITC064 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCNRC108

  Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices

  Elaborations

  • discussing the themes and moods of an imaginative text and sharing how they feel about them with others
  • reading stories such as folktales stories and discussing their opinion about the values portrayed in these
  • comparing themes in imaginative texts, such as contemporary stories, films and cartoons, expressing opinions and making connections with own experiences
  • analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices

  VCNRC108 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC057

  Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

  Elaborations

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips
  • stating personal preferences about characters, attitudes and events in texts
  • comparing key messages and beliefs from texts in the language studied and from Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences

  VCRAC057 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAU119

  Understand the role of language and culture in shaping and conveying cultural identity including the multiple languages and cultures present in other countries and in Australia

  Elaborations

  • understanding how language reflects specific cultural ideas as well as values, such as deference and respect
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use
  • appreciating that language use can reflect and express cultural identity, that multiple languages exist in many regions of the world and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCRAU119 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHU192

  Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures

  Elaborations

  • reflecting on how attitudes or values they consider normal in one language may not feel or be viewed in the same way when discussed in a different language, for example humility is a value often conveyed in Chinese but not in English
  • exploring what assumptions are inherent in one language and examining how they might talk differently about the same things in a different language
  • exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative

  VCZHU192 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDSTC015

  Explore how plants and animals are grown for food, clothing and shelter

  Elaborations

  • exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have
  • identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers
  • considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures

  VCDSTC015 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Food and fibre production

• VCEALL644

  Show awareness of how cohesive devices organise ideas

  Elaborations

  • locating in a text a small range of connectives (such as ‘then’, ‘so’), pronouns (such as ‘this’, ‘that’) and articles (such as ‘a’, ‘the’)
  • identifying how the use of related vocabulary (synonyms, antonyms or words related to a particular topic) can make connections between parts of a text
  • following the items referred to by reference items through a long text, for example ‘The movement of electricity through some metals can be converted to heat. This is an easy way to heat people’s homes, and the electricity needed to do this is not too expensive’

  VCEALL644 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Linguistic Structures and Features

• VCHPEP029

  Identify their personal characteristics

  Elaborations

  • learning to express their feelings, needs, likes and dislikes using simple communication tools
  • describe in simple terms, basic physical characteristics of themselves and others
  • identifying things they can do and explore how these develop over time
  • participating in a range of minor games and activities and exploring what they can do, which ones they like and would like to do more

  VCHPEP029 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• VCARC181

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • composing a cultural identity profile to exchange with non-Arabic speakers, making decisions about what points of information will be of most interest to others
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving reflect and help to shape their own cultural identity, for example, why an Arabic-Australian teenager who speaks English better than they do Arabic and is more familiar with the Australian cultural context may view themselves as more Australian than Arabic
  • comparing and contrasting an Arabic and an Australian experience, such as الإحتفالات العائلية
  • considering how their own and others’ identity may shift according to the place and time

  VCARC181 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFU106

  Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages

  Elaborations

  • exploring different ways to show the same concept, for example though a picture, a spoken word, a sign, a home sign or a gesture
  • exploring similarities and differences in the two main Auslan dialects, the northern dialect used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • noticing the variation in ‘handedness’ between signers in relation to signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite
  • considering adaptations to language use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example choice of vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs

  VCASFU106 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEU169

  Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

  Elaborations

  • investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)

  VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEU152

  Understand why language is important and recognise that languages and cultures change over time and influence one another

  Elaborations

  • exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
  • discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness

  VCDEU152 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCELA424

  Understand how conventions of speech adopted by communities influence the identities of people in those communities

  Elaborations

  • understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

  VCELA424 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELT253

  Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

  Elaborations

  • identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
  • discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

  VCELT253 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCELT342

  Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

  Elaborations

  • noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

  VCELT342 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELT372

  Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

  Elaborations

  • identifying stereotypes, prejudice and oversimplifications in texts
  • exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed

  VCELT372 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCESC191

  Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity

  Elaborations

  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time
  • composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
  • discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

  VCESC191 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESU032

  Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses

  Elaborations

  • comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant
  • examining language structures and features used for specific communicative effect, such as to persuade, amuse, sympathise, challenge, include or exclude
  • understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU032 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC046

  Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use

  Elaborations

  • observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, in shops or at réunions de famille, using either tu or vous forms of address
  • exploring how children from French-speaking communities around the world use different words and expressions (for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi for le matin in Québec), and considering why such variations exist
  • reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English
  • planning a virtual or actual visit to a French school, and deciding on strategies for effective communication, for example, planning how to ‘read’ cultural information and to adjust own behaviour if required

  VCFRC046 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting