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• VCELU031

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader through the use of personal pronouns, imperative verb forms and negative indicators, and emotive language and images
  • comparing Greek and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCELU031 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELU170

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use, for example, Γεια μας!, Nα΄σαι καλά, Σιδερένιος, Να ζήσετε, Πάντα άξιος, considering assumptions and perspectives
  • analysing the meaning and use of proverbs, idioms and sayings, for example, Δείξε μου τον φίλο σου να σου πω ποιος είσαι, discussing how they reflect culture and traditions
  • reflect on ways cultural ideas embedded in language influence places occupied by Greek diaspora and the sustainability of those places

  VCELU170 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCESC009

  Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community

  Elaborations

  • creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus
  • creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
  • designing and maintaining a bilingual website with a sister school or another group of Spanish learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, such as songs or games for younger learners of Spanish, or a schedule for an online event likely to interest both English and Spanish speakers, noticing how meanings need to be tailored for different intended audiences

  VCESC009 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESU126

  Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers

  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, what they value, and how they think about themselves and others
  • noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; Lola García Martínez; mi yayo/a, tato/a)
  • noticing expressions and terms in Australian English that reflect Australian lifestyles and cultures, such as terms associated with food, the land, sports and leisure activities, for example, ‘backyard’ or ‘footy’

  VCESU126 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCFRC096

  Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects

  Elaborations

  • responding to questions about characters or events in different types of imaginative texts, and listing and using associated key words or expressions
  • interacting with texts such as stories, poems, songs or cartoons, using modelled and scaffolded language to express opinions, for example, trop triste, si amusant, affreux; pour moi les images…; personnellement, je préfère…
  • noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments
  • listening to or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures

  VCFRC096 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCGGK109

  The spiritual, economic, cultural and aesthetic value of water for people, including Aboriginal and Torres Strait Islander peoples and peoples of the Asia region, that influence the significance of places

  Elaborations

  • examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation. For example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander peoples
  • examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
  • investigating the spiritual significance of water in an Asian culture

  VCGGK109 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCGGK120

  Spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples, that influence the significance of places, and ways of protecting significant landscapes

  Elaborations

  • discussing the significance of landscapes in literature, song/music, film, art and identity
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander peoples
  • identifying different views about the recreational, psychological, aesthetic and spiritual value of particular environments and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
  • investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including Traditional Owners, with an interest in its use or protection

  VCGGK120 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCGRCE021

  Evaluate different translations and interpretations of Classical Greek texts, using metalanguage to discuss their effectiveness, and develop strategies for successful translations

  Elaborations

  • evaluating the effectiveness of translations, using criteria such as selection of appropriate vocabulary, grammatical accuracy, fluency, conciseness, clarity, idiomatic expression
  • discussing how closely and effectively translations convey the author’s meaning and intent
  • critically analysing the merits of different translations of the same text, presenting and justifying opinions, and recognising skills of others
  • discussing strategies used to convey complex ideas and structures, such as subordinate clauses, rendering of mood and the use of correlatives, for example, τόσος/ὅσος, τοῖος/οἷος
  • evaluating strategies used to create fluent, accurate and idiomatic translations
  • applying identified strategies to the translation of seen and unseen texts

  VCGRCE021 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Translating

• VCHHC067

  Identify the origin and content features of primary sources when describing the significance of people, places and events

  Elaborations

  • using historical terms such as immigration, exploration, development, settlement and naming days of commemoration and emblems when speaking, writing, and illustrating
  • using and understanding the meaning of acronyms, for example, NAIDOC and ANZAC
  • identifying sources to investigate change in the community in the past, such as photographs, maps, and the remains of buildings
  • analysing a range of sources to locate information about the people, places and events in their community’s present and past, for example photographs, maps and oral histories,
  • using information technologies to organise information and make connections, for example, creating tables in word processing software and concept mapping
  • identifying sources to investigate the story of the First Fleet and its arrival, such as paintings, maps, written records/accounts

  VCHHC067 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical sources as evidence

• VCHIC004

  Locate specific phrases and points of information in simple texts such as charts, lists, stories and songs, and use the information to complete guided oral and written tasks

  Elaborations

  • listening for specific information in stories, rhymes or songs, such as लाला जी ने केला खाया; एक कौआ प्यासा था; चूहा और शेर, using intonation, gestures and facial expressions to help understanding
  • recognising simple written words in familiar contexts, such as labels, captions and story titles
  • participating in shared readings of Big Book stories about familiar events or contexts, for example, पंचतन्त्र की कहानियाँ, using pictures, punctuation, intonation and contextual clues to predict meaning, and recording words associated with main characters and events
  • identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing, clicking or dragging

  VCHIC004 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCHIC047

  Compare their experiences of moving between Hindi and English, considering advantages and challenges involved in using more than one language

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, identifying ways in which they draw upon different language and cultural resources to make meaning
  • identifying benefits of knowing more than one language and considering whether moving between languages affects their sense of identity or ‘belonging’
  • comparing their family cultures, considering how their family and community life shape their sense of identity and how culture is reflected in their daily activities and interests
  • evaluating their ability to communicate across and through different languages and to use their language and cultural skills in Hindi and English to best effect
  • comparing observations about how interacting in Hindi feels different to interacting in English, identifying ways of socialising or communicating that they see to be culture-specific

  VCHIC047 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCHIU050

  Understand how different text forms, such as prose and verse, create effects to suit different audiences

  Elaborations

  • experimenting with language appropriate to particular types of texts, such as descriptive language in recounts or narratives, persuasive language in advertisements and humorous language in comic verse
  • comparing the use of imagery or satire in a range of imaginative texts, discussing how these features are used to convey meaning and engage/entertain the audience
  • understanding the significance and cultural importance of features of different types of texts, such as language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर, महोदय (formal), प्रिय मित्र (informal)
  • considering how the choice of language features and text organisation reflect the purpose and audience of different types of text, for example, the use of suspense and vocal effects in children’s stories or the use of instructions and lists of ingredients in cooking recipes

  VCHIU050 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHIU034

  Understand that the Hindi language is influenced by and in turn influences other languages and cultures

  Elaborations

  • understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’
  • identifying more examples of Hindi words or expressions that are commonly used in English, such as ‘verandah’ from बरामदा, ‘bandana’ from बांधना
  • identifying how words from Sanskrit, Perso-Arabic and English are used in different contexts to mean related concepts such as ‘concern/anxiety’: Sanskrit चिंता; Arabic फ़िक्र; and ‘tension’, English टेन्शन
  • finding examples of expressions in Hindi that include words from English or other languages, for example, क्या यह आपका फ़ाइनल उत्तर है?

  VCHIU034 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCIDC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of Indonesian, invitations to a class event or posters for a performance), noticing how meanings need to be tailored for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and Indonesian peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, cuci mata (window-shopping/sightseeing) or ‘sick as a dog’, and considering how these might be expressed for audiences with a different cultural perspective

  VCIDC094 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC005

  Locate specific items of information in texts using early literacy skills

  Elaborations

  • participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning
  • demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming
  • identifying words in written Italian
  • responding to questions eliciting specific details about participants, objects (size, colour) or events, for example, C’è il gatto? Sì/no. C’è il treno? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no

  VCITC005 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCITC031

  Express aspects of own identity reflected in various group and community memberships, including their developing bilingual identity

  Elaborations

  • describing memberships of a wider network such as a club, country or language-speaking community (including being a learner of Italian), using textual and visual representation
  • using Italian to express aspects of personal identity such as name, nationality, languages spoken, interests, and memberships of teams/groups
  • recognising own special talents and those of others
  • considering their own perspective on personal experiences of Italian language and culture by asking questions such as: Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my experience? How? In what ways?

  VCITC031 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCITU076

  Analyse the ways in which choices in everyday language use reflect cultural practices and values

  Elaborations

  • understanding the significance of cultural concepts and how these relate to social conventions and are reflected in language use, for example, Salute! Cin Cin! Buon appetito!
  • observing the connection between some names and regional and family connections or religion
  • discussing culturally significant concepts encountered in texts (for example, Fare la passeggiata. Fare bella figura. Andare a trovare qualcuno) and making comparisons with Australian culture
  • analysing the meaning and use of proverbs and sayings (for example, l’abito non fa il monaco) and considering equivalents in English and other languages

  VCITU076 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCITU035

  Understand that language use varies according to the participants’ age, gender and relationship, and the context of use

  Elaborations

  • noticing differences between spoken and written texts
  • choosing appropriate formal and informal language for greetings, farewells and good wishes in social interactions, for example, Ciao Angela/Buongiorno Signora. Come stai?/Come sta? Questo/a è … ti presento ... Piacere!
  • identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, for example, Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!

  VCITU035 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCITU038

  Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas

  Elaborations

  • recognising similarities and differences between the meaning of signs and symbols in everyday life, for example, use of Roman numerals, male/female signs, street signs (Senso Unico and Zona Pedonale), currency
  • showing awareness that Italian language carries cultural ideas that have no equivalent in English language and Australian culture, for example, Buon onomastico
  • beginning to develop a metalanguage for talking about language
  • making connections and comparisons between questions and responses among members of the class, noting different perspectives
  • observing the connection between some names and regional and family connections or religion

  VCITU038 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture