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• VCFRU036

  Notice differences between French, Australian and other cultures’ practices and how these are reflected in language

  Elaborations

  • identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), and comparing with different Australian cultural expressions and symbols, for example, flags, sporting logos, national celebrations, and Aboriginal and Torres Strait Islander arts
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, French terms of affection used with children often relate to either food or animals (mon petit chou, mon lapin)
  • exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads and cakes (une baguette, une ficelle, une religieuse, un mille-feuille)
  • learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? What is the difference between…? Why do you think that people…?

  VCFRU036 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCGRCE003

  Listen to and read Classical Greek texts, such as stories, myths and plays; share reactions and make connections with characters, events, actions, settings and key emotions

  Elaborations

  • listening to and reading texts, such as stories about life in the city/country, legends or myths, for example, Theseus and the Minotaur, and responding to questions in English relating to content and context
  • recognising recurring characters, settings and themes in texts, drawing on previous knowledge and experiences to make connections with the narrative
  • discussing how scenes and characters are depicted in texts, such as through imagery or conversations, for example, in short plays, dialogues, retelling of well-known myths and legends
  • discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition (πόλεμος αἴρεται, πόλεμος οὐ φατὸς πρὸς ἐμὲ καὶ θεούς), alliteration (τυφλὸς τά τ᾽ ὦτα τόν τε νοῦν τά τ᾽ ὄμματ᾽ εἶ), assonance (κατῆγεν ἦγεν ἐς μέλαν πέδον), onomatopoeia (αἰάζω, σίζω, δοῦπος, κλαγγή)
  • recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension
  • identifying and discussing the techniques writers use to achieve specific effects, such as the use of antithesis to create humour or surprise, for example, ὁ μὲν διδάσκαλος πονεῖ, οἱ δὲ μαθηταὶ καθεύδουσιν

  VCGRCE003 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCHHK118

  Perspectives of subject peoples and their interactions with power and/or authority of others

  Elaborations

  • Vikings
    • comparing different perspectives of monks, changes in the way of life of the English, and the Norman invasion
    • explaining the attacks on monasteries, for example Lindisfarne (793 CE) and Iona (795 CE) and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
    • explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
    • investigating the remains of Viking settlements, for example, Dublin (Ireland) and Jorvik (York)
  • Medieval Europe
    • investigating different types of crime and punishment, for example, trial by combat as a privilege granted to the nobility; being hanged, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women
    • explaining the ways in which the nature of crime and punishment stayed the same or changed over time
  • Ottoman Empire
    • discussing why the Ottoman Empire practiced religious tolerance
    • outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
    • explaining the tolerance of the Ottomans towards Christians and Jews
  • Angkor/Khmer Empire
    • evaluating the perspectives of Angkor trough stone carvings and the writings of the Chinese Ambassador Zhou Daguan, for example, in relation to fishing, trading in markets, temple construction
  • Mongol Expansion
    • describing the way of life in Mongolia and its incorporation into Chinese life. For example agriculture (domestication of animals such as horses, camels and cattle); food (dried meat and yoghurt); and housing (yurts)
    • explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade, for example, the use of paper money and coinage; the growing number of European merchants travelling to China
  • Japan under the Shoguns
    • examining extracts from Sei Shonagon’s <i>The Pillow Book</i> and extract points/quotes that explain what life was like for women
  • Polynesian Expansion
    • examining artefacts such as Lapita pottery from Vanuatu or tapa cloth or ship building techniques to give insights into those societies
  • Renaissance Italy
    • using primary sources to analyse the relationships between rulers and ruled in one Italian city-state such as Florence, Venice or Naples
  • Spanish Conquest
    • using sources examine the nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs or Incas
    • describing encounters between Hernan Cortes and the Aztecs, as well as the siege of Tenochtitlan

  VCHHK118 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHIC114

  Respond to a range of traditional and contemporary creative and literary texts, describing settings, identifying key themes, values and concepts, discussing representation of characters and events and the stylistic effects of different genres

  Elaborations

  • comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends, for example, एकलव्य की गुरुदक्षिणा
  • discussing the enduring influence of classical fables and legends in passing on cultural values through allegory and storying, for example, by identifying classical references to describe personal traits or qualities, as in सत्यवादी हरिश्चन्द्र, श्रवण कुमार
  • identifying the use of English words and expressions by contemporary poets or songwriters writing in Hindi, considering possible reasons for this
  • analysing how the use of rhythm, rhyme, imagery and metaphor by poets such as कबीर, रवीन्द्रनाथ टैगोर; हरिवंश राय बच्चन; नीरज, गुलज़ार, महादेवी वर्मा and writers such as भीष्म साहनी; जयशंकर प्रसाद; मुँशी प्रेमचंद, मन्नू भंडारी create emotional, dramatic or humorous effects that reflect cultural traditions and literary genres
  • identifying characteristic elements of traditional forms of Hindi literature, such as verse celebrating bravery/warriors, for example, वीर गाथाएँ और गीत, जैसे पुष्प की अभिलाषा, devotional verse such as मीराबाई और सूरदास के भक्ति गीत, or children’s poems that celebrate nature, such as आया बसन्त
  • comparing the style, themes and language associated with different musical genres, for example, patriotic music such as राष्ट्रीय गान and सारे जहाँ से अच्छा, film songs or advertising jingles
  • exploring the playfulness, creativity and competitiveness of riddles, comparing their function as traditional entertainment in village communities with that of language play among young children today

  VCHIC114 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIC078

  Explore how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • comparing how elements such as humour, compassion or suspense are created in different forms of popular culture in Hindi and English, for example, in folk/fairy tales, game shows, advertisements, commercial films or talent/reality shows
  • identifying how imaginative texts from different eras use structure, expression and mood to build action, convey emotion and reflect cultural values, for example, by comparing the pre-Independence story बड़े भाई साहब by प्रेमचंद with a contemporary text such as 3 इडियट्स
  • analysing how techniques such as the use of rhythm, imagery and metaphor in Hindi poetry create humorous, emotional or dramatic effects that reflect cultural traditions and styles, for example, in poetry by रवीन्द्रनाथ टैगोर; हरिवंश राय बच्चन; नीरज, गुलज़ार, महादेवी वर्मा or in texts by writers such as भीष्म साहनी; जयशंकर प्रसाद; मुँशी प्रेमचंद, मन्नू भंडारी
  • identifying and explaining characteristic elements of traditional forms of Hindi literature, for example, verse celebrating bravery/warriors such as वीर गाथाएँ और गीत, जैसे पुष्प की अभिलाषा, devotional verse such as मीराबाई और सूरदास के भक्ति गीत or children’s poems that celebrate nature such as आया बसन्त
  • using evaluative and expressive language to compare responses to visual texts such as paintings, sculptures and relief art, for example, Rajasthani miniature paintings, Patachitra from Bengal, Madhubani paintings, Warli from Maharashtra, discussing the relationship between representation and culture

  VCHIC078 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIC111

  Participate in structured discussions, reflections and learning activities by managing contributions, asking and responding respectfully to questions, clarifying statements, elaborating opinions and expressing agreement or disagreement in culturally-appropriate ways

  Elaborations

  • using elaborated sentences and interactional cues to support debate and maintain cohesion and focus of discussion, for example, तो, उदाहरण के लिए, तदनुसार, आम तौर पर, दूसरे शब्दों में, विशेष रूप से, इस प्रकार, इसलिये, आप इस विषय में क्या सोचते हैं? क्या आप इसे विस्तार में समझाने की कृपा करेँगे? तुम समझ रहे हो न मैं क्या कह रहा हूँ l मेरी राय में…… मेरे कहने का अर्थ है ... आपको नहीं लगता कि… मेरा सुझाव तो यही है कि…
  • observing conversational protocols such as signalling the end of a contribution, listening without interrupting, using pauses or silence to indicate consideration of what has been said and responding respectfully to different views, for example, मेरे विचार में…..; ऐसा लगता है कि…; गौर तलब है कि…; हमें ध्यान रखना चाहिए…; यह विवादास्पद है; लेकिन वास्तव में; मेरा विश्वास है…; मैं आश्वस्त हूँ ….
  • using evaluative language to acknowledge strengths in others’ arguments and to justify or challenge views in a courteous manner, for example, आप का कहना एकदम स्पष्ट और उचित है। वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँ l आप ठीक कह रहे हैं ... लेकिन मेरा मत यह है कि...
  • using reflective language to evaluate the usefulness of learning experiences and to compare their language and literacy development in Hindi and English, for example, ध्यान से विचार करने के बाद मेरी राय है कि......; मुझे लगता है कि … मुझे एहसास हुआ....; मुझे यही समझ आया कि … मेरा मानना है....l
  • exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।

  VCHIC111 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIC110

  Participate in individual and shared projects and activities that involve brainstorming, transacting, negotiating and problem-solving

  Elaborations

  • participating in real or simulated transactions and negotiations, for example, bidding for an item online, ordering food for a class celebration or negotiating purchases of learning resources, for example, आपकी पसंद क्या है? हम कितना खर्च कर सकते हैं? हम में से कितने लोग इसे चुनेगें?
  • compiling a glossary of key terms required to engage in commercial exchanges between English- and Hindi-speaking communities, using language associated with business and communication, such as निवेश, व्यापार, मुद्रा-विनिमय, प्रौद्योगिकी
  • designing resources such as website posts, press releases or flyers to promote action on social or environmental issues, for example, आवासहीनता, पशु क्रूरता, आपातकालीन सहायता
  • participating in imagined scenarios that involve buying and selling, bidding, transacting and negotiating, such as online shopping or conducting a market stall, discussing issues of value, availability and popularity
  • participating in virtual excursions to cultural sites or exhibitions, for example, प्रसिद्ध संग्रहालय, पूजा स्थल, sharing responsibility for different elements of a multimodal report on the experience
  • negotiating roles and responsibilities for the planning, filming and editing of a short documentary on aspects of their shared school experience, for example, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रता दिवस, बैसाखी, भारत का शास्त्रीय संगीत, बॉलीवुड फिल्मों का इतिहास, ऑस्ट्रेलिया के दर्शनीय स्थान
  • organising a campaign or social media forum to raise awareness of a community, environmental or ethical issue, for example, पर्यावरण परिवर्तन, आप्रवासन, प्रौद्योगिकी और बेरोज़गारी, discussing strategies for responding to possible challenges

  VCHIC110 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIC075

  Use communicative strategies such as asking open questions and providing elaborated responses to extend discussion, justify views and to reflect on the experience of learning and using Hindi in and out of school

  Elaborations

  • extending discussion on topics of shared interest by inviting opinions or further elaboration and by clarifying or justifying statements, for example, इसका क्या प्रभाव पड़ेगा, मुझे विस्तार से बताओ। मेरे कहने का तात्पर्य है कि …; तुम यह कहना चाहते हो कि …; मुझे लगता है कि …
  • designing websites, posters or presentations that reflect on challenges and benefits associated with the experience of learning and using Hindi in the classroom context, for example, मैं बहुत अच्छी हिंदी बोल लेता हूँ, मगर लिखते समय लिंग को लेकर अनेक गलतियाँ होती हैं l हिंदी सीख जाने से मैं अपने दादा-दादी के साथ अच्छी तरह से बातचीत कर पाऊँगी। हिंदी सीखना मुश्किल लग रहा है मगर दिलचस्प बात यह है कि अब मैं हिन्दी फ़िल्मों का पहले से अधिक आनंद ले रही हूँl
  • reflecting on differences between forms of Hindi spoken at home and in the classroom, such as the use of more words influenced by English in the home context, for example, स्कूल compared to विद्यालय, मम्मी-पापा compared to माता-पिता
  • identifying and comparing learning strategies that support their formal study of Hindi in the school context, for example, learning grammar and textual conventions associated with different domains of language use and using purer forms of the language
  • identifying and discussing Hindi idioms and proverbs that may be applied to the experience of learning languages, for example, आकाश से तारे तोड़ लाना; कमर कसना, अब पछताए होत क्या जब चिड़िया चुग गई खेत

  VCHIC075 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIC060

  Interpret and compare representations of values, characters and events from a range of traditional and contemporary imaginative texts

  Elaborations

  • comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends
  • analysing cultural styles of humour in comedies or cartoons, for example, by comparing Hindi jokes about family relationships, such as mother-in-law/daughter-in-law and husband/wife jokes पति- पत्नी इत्यादि के चुटकुले, with humour around similar relationships in Australian English
  • identifying characters in fables and legends that embody particular qualities, values or defects that have come to represent recognisable character traits in everyday speech, for example, referring to a playful or naughty child as Krishna or Kahnaiyya, or to a late-sleeper as Kumbakaran
  • considering whether values and aspirations expressed in historical texts such as letters written during the freedom struggles in India might have relevance to their own lives
  • comparing style, creative effects and cultural values reflected in popular Hindi and Australian music by listening to music stations, reading print or online music magazines, classifying song titles or viewing clips from Bollywood films
  • comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing different living traditions present in Australia, including cultural and artistic expression associated with Aboriginal and Torres Strait Islander people
  • providing a live commentary to a dance performance, interpreting movements, commenting on the significance of costume and interpreting messages conveyed through the performance

  VCHIC060 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU108

  Understand the relationship between language and culture, reflecting on how languages reflect values, belief systems and perspectives that may be differently interpreted by speakers of other languages

  Elaborations

  • identifying elements of Hindi that reflect cultural traditions and values, such as the use of forms of address that reflect status, age and relationship, for example, using the suffix ji when referring to elders or people who merit respect, forms of address such as नमस्कार, नमस्ते; आप कैसे हैं, तुम कैसे हो; the addition of श्री, श्रीमती for married women and the formal honorific कुमारी attached to forms of address to unmarried women
  • exploring how culturally defined concepts such as family, responsibility or hospitality influence forms of expression and patterns of interaction in Hindi, considering whether changes in cultural and social practices over time are translated into changes in language use
  • recognising Hindi words and expressions that reflect traditions, values and cultural priorities, such as forms of address like स्वामी जी for a religious leader, गुरु जी for a male teacher, बाबा जी for an older male person and राम राम as a mode of greeting in villages
  • reflecting on the dynamic nature of culture and on the relationship between language and culture, identifying visible and invisible elements of culture expressed in language that may be differently interpreted by speakers of other languages
  • discussing the cultural significance of expressions in Hindi that characterise more indirect forms of language compared to English, for example, by saying कोई बात नहीं, चलो जाने दो.
  • reflecting on how cultures influence ways of thinking about or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed in Hindi, as in कल – ‘yesterday/tomorrow’; परसों – ‘day before yesterday/day after tomorrow’; the concepts of अहिंसा and कर्म
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, such as references to gods and legendary heroes, for example, अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुँचेगा फाइनल में
  • finding examples of language and behaviours associated with Indian culture that are part of everyday life in Australia and around the world, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport

  VCHIU108 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCHIU031

  Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCITU014

  Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives

  Elaborations

  • noticing definite and indefinite articles with nouns, for example, la casa, una casa; il giardino, un giardino
  • noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
  • noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
  • observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
  • exploring how to use singular and plural forms
  • understanding different words for asking questions, for example, Chi? Quando? Quanti?
  • identifying people using pronouns, for example, io, tu, lui, lei
  • noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
  • understanding and responding to imperatives, for example, Vieni qui!
  • learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sìcomptue è un gatto
  • expressing negation, for example, Non mi piace, Non ho un cane.

  VCITU014 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCJAU121

  Recognise and copy some hiragana and a few high-frequency kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and the context of language use
  • understanding that one kana represents a basic unit of Japanese sound
  • understanding that each individual kanji represents meaning as well as sounds, for example, 日(ひ)、日(び)、日(にち), whereas one kana or one letter of the English alphabet does not represent individual meaning
  • recognising some kanji, for example, numbers and 象形文字(しょうけいもじ) (pictographs) such as 山(やま)、川(かわ)、口(くち)、目(め)、上(うえ)
  • recognising the 46 basic hiragana, using supports such as mnemonic clues
  • tracing and copying kanji and kana
  • tracing and copying their own name in katakana or hiragana
  • identifying known hiragana within a word and using that to predict the meaning
  • noticing that Japanese can be written vertically or horizontally

  VCJAU121 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCLAU028

  Identify how cultural values, attitudes and beliefs of the Romans are embedded in their language

  Elaborations

  • discussing Roman values that are embedded in language, such as pietas, virtus, hospitium, fides
  • understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as the polite command in the English RIP (‘rest in peace’) and the use of the more prayerful subjunctive in the Latin requiescat in pace
  • investigating the importance of Latin to personal status in the Roman world, as a means to social, economic and political advancement
  • examining language that reveals information about Roman government and administration, such as res publica, senatus, comitia, consul, dictator, princeps, census, and references in texts to public service, justice and the court system
  • discussing language that reveals the importance of public spaces and buildings in ancient Rome, for example, forum, temples, theatres
  • explaining references in texts to amphitheatres, gladiatorial combat, Circus Maximus, ‘bread and circuses’ and understanding the important place of entertainment in the Roman world
  • explaining the importance of religion to the Romans, with reference to concepts such as Lares et Penates, household genius, the worship of local gods at shrines, vestal virgins, cult of the Emperor
  • researching and discussing political and cultural influences in and on the works of leading writers, such as Cicero, Horace, Virgil, Livy, for example, mos maiorum; pax Romana
  • exploring the formal language that Romans used for greetings, or responding to the challenges of public life, such as ave, plurimas gratias, di immortales, and making comparisons with own language use in formal contexts
  • reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of the Romans and how they conceptualised their world

  VCLAU028 | Languages | Latin | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVC177

  Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place

  Elaborations

  • investigating the origins of Aboriginal names in their local area, regional area and state and territory, recording meanings where known, and identifying different source languages
  • interviewing an respected community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • researching and creating a profile of a prominent member of the language community, for example, an artist, sportsperson or leader
  • developing a photographic record/portfolio of different animal and plant species found in Country/Place, with commentary/annotations
  • seeking information from respected community members to assist in classifying living things according to culturally appropriate categories, comparing these classification systems with those used in western approaches to the study of living systems
  • identifying and describing the role of various Aboriginal organisations that provide services to their community
  • researching different aspects of a selected Indigenous business operating in the community, for example, an enterprise associated with arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in digital formats or oral presentation mode
  • analysing a range of historical documents recorded in the language, classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
  • interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings
  • researching Aboriginal words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

  VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• VCLVC161

  Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures

  Elaborations

  • creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres Strait Islander students may be able to source information about their totems/moieties and other affiliations from home, family and community sources)
  • investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity
  • working with respected community members to map community-wide links between families according to known kin links
  • designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means to their sense of identity
  • creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions
  • considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities
  • talking about ways local Aboriginal communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community events and profiling of identities from their community
  • noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity
  • monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals
  • identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender
  • exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community

  VCLVC161 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Identity

• VCTRC006

  Listen to, view and participate in readings of stories, rhymes or action songs, and respond through singing, drawing, gesture and action

  Elaborations

  • participating in shared readings of Turkish versions of familiar stories, such as Kırmızı Başlıklı Kız (Little Red Riding Hood) or Aç Tırtıl (The Very Hungry Caterpillar), Çirkin Ördek Yavrusu (The Ugly Duckling), Kül Kedisi (Cinderella) Pinokyo (Pinocchio), comparing with English versions and re-enacting favourite elements with puppets, props or actions
  • responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions
  • viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
  • performing rhymes, tongue twisters, poems and songs that use repetition, gestures, mime and finger puppet play to support language development, for example, Ben bir küçük insanım, Hem aklım var hem canım … Portakalı Soydum, O piti piti karamela sepeti!
  • building vocabulary skills and developing appreciation of language by participating in shared readings of simple stories that use repetition and recycling of phrases or actions, such as Cin Ali, Keloğlan
  • performing marching songs, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
  • viewing children’s TV programs, such as Sevimli Dostlar, Pepe, Biz İkimiz, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments

  VCTRC006 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCTRU066

  Understand the nature of regional and national variations in language use and that language varies according to context, mode of delivery and relationship between participants

  Elaborations

  • recognising the diversity of Turkish speakers around the world and of regional and national variations that involve accents, dialects and vocabulary, for example, the word geliyorum is gelirem (Azerbaijan), gelikene (Western Thrace), celiyrum/geliyem/geliyom (Black Sea/South East Anatolian Region/North Cyprus)
  • recognising features of language used in different texts which identify the purpose for which it is intended and the audience it is aimed at, for example, beğenmiyorum, hiç beğenmedim, bana yaramaz, iğrenç bir şey!
  • explaining differences in style and register between different texts, for example, futbol maçındaki tezahürat: En büyük Fener başka büyük yok! Şampiyon Galatasaray! Beşiktaş sen çok yaşa! compared to Okul karnesi: Murat bütün ödevlerini zamanında tamamladı, Değerli misafirler, bugünkü toplantımızda gençlerimizin sorunları hakkında konuşacağız
  • analysing samples of language from different media texts, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to demonstrate the influence of factors such as age, gender, social position and regional variation on language use and text composition
  • collecting and comparing language samples that show how people vary their language based on their relationships with others, different situations, social status and ethnic background, for example, language used by teachers and students at school, politicians’ speeches
  • analysing how Turkish proverbs and idioms are used differently in different text types and modes of delivery, for example, fıkralar, hikayeler, mektuplar or resmi konuşmalar
  • noticing variations in language use according to context and relationship, for example, by identifying differences in exchanges in English, such as ‘apologies for any convenience caused’, ‘not at all’, ‘sorry mate’, ‘no worries’ and Turkish, Kusurumuza bakmayın lütfen, Çok özür dilerim anneciğim, Rica ederim, Lafı mı olur? Ne olur affedin beni! Sürç-i lisan ettiysek affola! Yemin ederim

  VCTRU066 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU102

  Understand the relationship between language and culture, reflecting on how language reflects personal and community experience and values, and may be differently interpreted by speakers of other languages

  Elaborations

  • discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
  • understanding that people respond to intercultural experiences in different ways depending on their own cultural perspectives and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • identifying interaction patterns around familiar routines, such as meal times or welcoming guests, which reflect cultural values associated with family life and social relationships, for example, Afiyet olsun!, Elinize sağlık! Buyurun! Hoş geldiniz! Hoşça kal! Güle güle!
  • drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim olduğumu biliyor musun?
  • noticing how choice of language when communicating with different people, such as forms of address, choice of adjectives, nouns or pronouns, reflects relationships, attitudes and values
  • experimenting with ‘reading between the lines’ of unfamiliar texts, such as an editorial, news report or advertisement, to identify cultural references, values or perspectives that reflect the intention of the text and the context in which it was produced
  • identifying changes in contemporary ways of communicating in Turkish that reflect changes in cultural and social practices, for example, Hayırlı sabahlar/günaydın, sohbet etmek/iki lafin belini kırmak

  VCTRU102 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCVIU118

  Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences

  Elaborations

  • noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’
  • using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
  • using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
  • recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
  • using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)
  • developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện
  • recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?
  • using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
  • recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

  VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language