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• VCASFU144

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

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC104

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
  • playing games such as Hatschi Patschi, Hier ist Platz, Lotto and Stille Post and using associated language, for example, related to turn-taking (Wer ist dran? Ich bin dran) and forming groups using numbers or colours (Blau ist hier; Gruppe 2 ist hier)
  • following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
  • making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?

  VCDEC104 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC108

  Engage with a range of imaginative texts through action, dance, singing, drawing, shared reading and collaborative retelling

  Elaborations

  • responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect the correct order of events
  • expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
  • drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
  • performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?
  • reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences
  • responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
  • contributing to a collaborative retelling of a text using prompts such as pictures, cut-outs or puppets

  VCDEC108 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCELC158

  Convey and present information and ideas on a range of topics in different types of texts and modes

  Elaborations

  • responding to questions on a variety of topics for a range of purposes, for example, a report on a holiday destination, comparing travel brochures and itineraries, identifying transport and accommodation options, costs, and places of interest, for example, Πόσο μακριά είναι η Ακρόπολη από το Λυκαβηττό; Σε αυτή την εκδρομή μπορούμε να επισκεφθούμε πολλά ιστορικά μέρη
  • presenting findings from interviews with peers in own class or in Greek-speaking classes and settings, using formats such as profile posters, charts and timelines, for example, Πόσα μέλη έχει η οικογένειά σου; Πόσες γλώσσες μιλούν ή μαθαίνουν τα παιδιά στην Αυστραλία;
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning, for example, images of the Acropοlis and the symbol of the owl, or the olive wreath representing peace and the Olympic Games
  • organising and presenting information for a Greek-speaking audience, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCELC158 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELC171

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further, for example, Συγγνώμη, δεν καταλαβαίνω. Τι είπατε; and responding appropriately, for example, όπως έλεγα πριν, σίγουρα ...
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge, for example, Τι γνώμη έχετε για τη σχολική στολή; Τι θέλεις να κάνεις όταν τελειώσεις το σχολείο; Ποιες είναι οι φιλοδοξίες σου για το μέλλον;
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation, for example, Ωραία! Σε/σας ευχαριστώ, Λυπάμαι / δυστυχώς, Δεν μπορώ, Σύμφωνοι
  • exchanging information with peers in Greece or Cyprus, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas, for example, Τι κάνεις τον ελεύθερο χρόνο σου; Πόσο διαρκούν οι διακοπές σας; Πιστεύεις ότι είναι καλύτερα να ... Πώς διασκεδάζουν οι νέοι;

  VCELC171 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC137

  Initiate interactions and exchange information with peers, face-to-face or online, describing opinions and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions about shared interests, hobbies or friends, for example, Σου αρέσει η μουσική; Είναι ωραία! Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες
  • sharing experiences and preferences, such as weekend activities and likes/dislikes using set phrases, using online technologies, for example, Το Σάββατο ... Είναι ... Έχει ... Μου αρέσει ... Δε μου αρέσει ...
  • using communication strategies such as adding interjections and common expressions to dialogues, active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα. Σοβαρά; Τι λες! Δε νομίζω!
  • comparing routines, interests and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τέννις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου

  VCELC137 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCELC026

  Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of Greek-speaking students, posting items of interest, comments and questions in Greek and English
  • creating a storyboard outline which brings familiar English-speaking characters to Greek-speaking worlds and contexts, such as Harry Potter as your tour guide in Athens or Nicosia
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά
  • creating bilingual captions for tourist attractions in Greece, Cyprus or Australia to explain their significance and cultural references, for example, bush, beach, το Αιγαίο, Πέτρα του Ρωμιού, Άγιον Όρος
  • creating bilingual texts to give information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in Greek with footnotes in English about the ingredients

  VCELC026 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELU131

  Experiment with the pronunciation and writing of the alphabet letters, recognising sound–letter relationships, letter clusters and vowel–consonant combinations, using the accent mark to aid pronunciation

  Elaborations

  • identifying and pronouncing the sounds of the Greek alphabet as well as the most common digraphs and letter blends, for example, ου, αι, ει, οι (double vowels), μπ, ντ, γγ, γκ, τσ, τζ (double consonants), αυ, ευ (vowel combinations)
  • practising letter clusters,for example, στρ, μπρ, in common words or in names, Στράτος, μπράτσο
  • beginning to recognise high-frequency words such as η, ο, το, μου, έχω, είμαι, είναι, θέλω, να
  • comparing markings on words in different languages, for example, αλάτι (Greek), français, (French), váza (Czech), Grüße (German), niña (Spanish) and observing that the markings have different purposes
  • using the accent mark appropriately in Greek when writing, for pronunciation as well as meaning
  • applying appropriate punctuation marks such as full stop, comma (in lists), exclamation mark and question mark
  • using different strategies to remember new sounds, for example, mnemonics

  VCELU131 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCESC110

  Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language

  Elaborations

  • participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te toca
  • contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul
  • participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

  VCESC110 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCESC150

  Share and compare understandings and opinions about ideas encountered in imaginative Spanish-language texts such as works of art, fables, performances and television programs

  Elaborations

  • recording and/or illustrating key characters, events and ideas encountered in different types of imaginative texts, for example, by responding to questions such as ¿Qué es…? ¿Por qué…? ¿Cuál es la moraleja? and ¿Qué sientes cuando…? or by creating storyboards
  • comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, Zipi y Zape) and explaining how they can relate to them
  • adapting a creative text, for example, by resequencing events, adding a new element, changing the location or creating an alternative ending
  • discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character
  • responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro

  VCESC150 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCESC146

  Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities

  Elaborations

  • collaborating with peers to organise class or school activities by taking responsibility for different elements, such as creating schedules, posters or programs or organising fundraising activities, using expressions related to place, time and numbers, for example,¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A qué hora?)
  • developing interview questions to ask a Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó?
  • participating in real or imagined transactions that involve requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!
  • creating digital displays, presentations or performances for family, friends or school community to showcase their progress in learning and using Spanish
  • making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...)

  VCESC146 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC137

  Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use

  Elaborations

  • talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idioma…)
  • reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?
  • creating a self-profile, using captioned photos, slide presentations, online internal school Vokis or concept maps to highlight key characteristics, relationships and ways of using language, for example, Tengo nueve años; Vivo en Sídney. Estudio chino los sábados
  • using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. Soy muy valiente

  VCESC137 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCESU036

  Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives

  Elaborations

  • participating in guided discussion and reflection on the nature and role of ‘culture’ and its relationship with language, noting any shifts in own attitudes or understandings about culture, identity and diversity as a consequence of learning and using Spanish
  • talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same “you” when speaking each language?’
  • discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relationships
  • developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’
  • critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols

  VCESU036 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCESU192

  Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions

  Elaborations

  • recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions
  • using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,
  • noticing how tone can convey emotions and shade meaning, example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!
  • applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, for example, when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness

  VCESU192 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC062

  Translate and interpret texts, compare own translation to classmates’, and consider why there might be differences in interpretation and how language reflects elements of culture

  Elaborations

  • interpreting phrases and expressions that do not translate literally (for example, à tout à l’heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural communication
  • translating written expressions associated with politeness and social protocols in French (for example, responding to requests or thanks, or signing postcards or birthday cards: je vous en prie, Madame; amitiés; je t’embrasse très fort…) and comparing with typical expressions in similar messages in English
  • using and evaluating translation resources such as electronic translators and print and digital dictionaries, including monolingual French dictionaries, using prompt questions such as: Does this represent the exact meaning? What other ways could this be interpreted?
  • collecting examples of faux amis (for example, assister à, demander, un médecin, extra, sympathique) and of inaccurate translations of public signs or notices
  • becoming increasingly aware of the fact that some words and expressions cannot be translated and are used in their original form in other languages (for example, ‘nuance’, ‘chic’, ‘silhouette’), and considering the impact of word borrowing on the style and effect of communication

  VCFRC062 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC023

  Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts

  Elaborations

  • using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (c’est mon cousin/ma sœur/ma grand-mère/mon copain) and cultural backgrounds (il est chinois/espagnol/australien)
  • collecting information about each other’s likes, dislikes or interests, using checklists, surveys or question cues such as combien de…? à quelle heure…? to create a class profile, chart or database, for example, les sports préférés, les plats de choix
  • presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d’anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe actions and feelings
  • creating a class book or digital display about topics they have been studying in French and/or other curriculum areas, for example, les animaux sauvages au zoo/dans la nature

  VCFRC023 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRC076

  Research and evaluate information from different perspectives on local and global issues, identifying how culture and context affect how information is presented

  Elaborations

  • selecting samples of spoken, written and digital texts that convey cultural as well as factual information (for example, regional news headlines, local community announcements, advertisements, notices in public spaces), and providing explanations and commentary on particular cultural aspects
  • researching a topic of global significance (for example, l’immigration, la jeunesse, l’action humanitaire, les langues mondiales), and identifying and explaining how texts reflect different perspectives and priorities
  • analysing and summarising interviews with high-profile speakers, such as political leaders or sports personalities, and listing words or expressions that provide cultural or contextual information
  • presenting commentaries collected from print, digital and personal sources of information on issues of relevance to young people (for example, la publicité, la santé des jeunes, les liens familiaux), and classifying according to viewpoints and perspectives
  • engaging in critical reading of texts such as product advice, news reports or travel brochures, considering questions such as intention and perspective, and rewriting key elements from a different perspective

  VCFRC076 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC001

  Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family

  Elaborations

  • introducing themselves and responding to greetings, for example, Comment t’appelles-tu? Je m’appelle…; Ça va, Emilie? Ça va bien, merci
  • using simple descriptive or expressive statements to describe themselves and to express likes, preferences or feelings, for example, moi, j’ai cinq ans; je suis australien; j’aime le sport; moi, je préfère la danse; je suis très content
  • recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est un chat!
  • using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!

  VCFRC001 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC024

  Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes

  Elaborations

  • interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J’adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que tu aimes le fromage?)
  • viewing excerpts from imaginative texts such as Ratatouille, listening for key words and phrases, picking up cultural cues, and choosing vocabulary to describe key characters, for example, Rémi: un rat, gastronome, chef, intélligent; Emil: un rat, le frère, gros, gourmand; Linguini: jeune home, timide, maladroit, bête
  • collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
  • reading simple narratives and responding to images that evoke positive or negative emotions such as affection, sadness or anger, and making connections with their own experiences by using stem statements such as Je suis folle quand…; Je suis contente si…; J’ai peur de…

  VCFRC024 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Creating