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• VCELC174

  Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

  Elaborations

  • gathering information from different sources and reporting to others, for example, interpreting a weather report or a map, for example, Αύριο στη Θεσσαλονίκη ο καιρός θα είναι άστατος με πιθανές βροχές, επομένως, Γιάννη, δεν θα μπορέσουμε να πάμε εκδρομή
  • extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article, for example, Η υπόθεση του έργου είναι ... , Ο συγγραφέας προσπαθεί να μας δείξει ..., Ο νέος δίσκος του τραγουδιστή … είναι υπέροχος …
  • analysing reports of an event from a range of sources, and comparing different perspectives, for example, statements from a victim and witnesses to a crime (Τον είδα να κλέβει τα χρήματα ... Δεν το έκανα εγώ)
  • accessing informative texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report, for example, Στο αποψινό μας ρεπορτάζ, ο ανταποκριτής μας από την Πάτρα θα μας ...
  • researching aspects of Greek culture and choosing and explaining a particular course of action, for example, a suitable time to visit Greece and Cyprus, or a suitable holiday for Greek-speaking visitors to Australia,for example, designing a poster for Greek visitors to Australia, Επισκεφτείτε την πανέμορφη Αυστραλία με τις υπέροχες παραλίες της και ...

  VCELC174 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRU104

  Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English

  Elaborations

  • identifying the purpose, intended audience and key language features of familiar texts such as road signs, instructions or postcards, for example, Grosses bises! Défense de fumer; stationnement interdit
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms and specialised vocabulary in an in-flight safety demonstration (en préparation pour le décollage, le gilet de sauvetage, respirez normalement, gardez votre ceinture attaché…)
  • identifying elements of common types of text (le courriel, la météo, les slogans), and explaining relationships between language, structure and textual purpose
  • building understanding of text features through activities such as ‘genre substitution’; that is, transferring typical features from one genre to a different one, for example, a greeting that sounds like an announcement (Attention, Madame, comment-allez vous!), or a weather report that reads like a recipe (Un litre de pluie, un peu de vent, six nuages…)
  • understanding how to create textual cohesion, using elements such as conjunctions or causal phrases to sequence and link ideas and maintain the flow of expression, for example, donc, mais, à propos de, pendant, si, grace à, à cause de…

  VCFRU104 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU166

  Identify and use appropriate terms and expressions, such as honorific and qualifying words and counters for specific purposes and contexts

  Elaborations

  • using vocabulary to describe basic activities in school and home environments including leisure activities using common verbs such as 공부해요,쇼핑해요, 운동해요, 먹어요, 살아요, …, and nouns such as names of basic facilities (방, 교실, 화장실, ...) and of the days of the week (월요일,화요일, …)
  • describing emotions, feelings or viewpoints using basic descriptive verbs, for example, 재미있어요, 무서워요, 행복해요, 이상해요, 용감해요, 예뻐요, 슬퍼요, 맞아요, 틀려요, 싫어요, 아파요, 멋있어요
  • describing the weather using 날씨가 좋아요/나빠요 or 비가 와요 as set phrases
  • using basic words specifically related to everyday life of Koreans, for example, 밥, 김치
  • using basic adverbs to describe ways in which a certain action takes place, for example, 빨리, 천천히, 조용히 (빨리 하세요, 천천히 가세요, 조용히 하세요) and to indicate time using 어제, 오늘 and 내일
  • using basic honorific/humble words appropriately for peers or adults, for example, 생신, 계세요, 저
  • using counters with numbers in two systems (장, 잔, 권, 그루, 송이, 원, 시, 분, 번째, …) and Arabic numerals with appropriate pronunciations, for example, 책 세 권, 10살,6학년, 7시

  VCKOU166 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCLVC133

  Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members

  Elaborations

  • discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions
  • visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
  • listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary
  • identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads
  • recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons
  • naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/ soft,
  • learning to read Country/Place with respected community members' guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales
  • locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks
  • naming, labelling, drawing and matching outside body parts
  • learning and using vocabulary and expressions related to healthy living and eating

  VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCVIC004

  Identify and use information such as topic, main ideas and specific points in a range of spoken, written, visual, digital and multimodal texts

  Elaborations

  • reading, viewing and listening to short texts, such as signs, captions, notices, posters, brochures or conversations, and identifying their context, topic, main ideas, audience and purpose
  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, and using memory tools such as tables, charts and concept maps to organise and sequence information
  • collating information from sources such as class surveys, online forums or blog posts
  • gathering information about aspects of Vietnam, such as weather, vegetation, wildlife, foods and drinks, lifestyles, tourist attractions or historical/cultural events, and using the information in new ways, for example, viewing an online map of a local venue and writing directions for visitors
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • researching aspects of Vietnamese culture, history and natural environment, for example, religious beliefs and cultural practices such as đạo Phật, đạo Thiên Chúa, đi chùa, đi nhà thờ, cúng ông bà, cúng giao thừa, tourist attractions such as vịnh Hạ Long, phố cổ Hội An, or prominent historical figures such as Hưng Đạo Vương or Vua Quang Trung, by gathering information from texts and from exchanges with Vietnamese peers and adults

  VCVIC004 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIU187

  Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions or proverbs
  • identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
  • understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
  • understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of technology on teenagers
  • recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of the colour white to signify purity in Western cultures but bad luck in Eastern cultures
  • recognising and discussing cultural concepts or values reflected in texts, for example, cultural icons used in commercial advertisements
  • identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education

  VCVIU187 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU156

  Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

  Elaborations

  • recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
  • discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
  • recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
  • explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
  • exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
  • recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
  • understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
  • differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
  • recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…

  VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCARU151

  Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation

  Elaborations

  • understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية with adults, both close relatives and strangers
  • recognising how language use reflects the mood, feelings, attitudes or relationships of the people involved, for example,

    إنها أمي تتصل على المحمول مرة ثانية! سعاد، ماذا تريدين الآن؟

  • experimenting with different vocabulary and language structures in Modern Standard Arabic, and making comparisons with Arabic dialects spoken by themselves and peers, discussing similarities and differences
  • comparing spoken and written texts, for example, a spoken and a print advertisement, or a spoken conversation and an email, and explaining how mode relates to linguistic structures and features and how this affects meaning
  • recognising differences in language use between class presentations and everyday conversations
  • explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of colloquial Arabic at home

  VCARU151 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCESC010

  Notice while participating in intercultural activities that interaction involves culture as well as language

  Elaborations

  • exploring Spanish language features that reflect and embody cultural values and practices, for example, regional differences in naming conventions, such as the use of apellidos
  • reading transcripts or viewing recordings of interactions between members of an extended family, and considering how respect, affection and family relationships are expressed in Spanish
  • observing live or recorded Spanish-language interactions in different contexts, and identifying what they find is confusing or surprising, for example, body language, exclamations, gestures, levels of politeness, and ways of requesting or thanking
  • developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés
  • considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does not

  VCESC010 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESU176

  Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages

  Elaborations

  • noticing the conventions of several types of texts in Spanish, such as the use of abbreviations in text messages (tq = te quiero), abreviations in blogging (hola a tod@s), formulaic greetings in telephone conversations (Aquí, Hola, ¿Sí? ¿Aló?), typical phrases for greeting cards ( Muchas felicidades por ....), language in menus (primeros platos, postres, menú del día)
  • experimenting with language appropriate to particular types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • comparing several versions of a news story (such as radio, newspaper and online) to consider how the medium affects the construction and expression of meaning
  • collecting examples of online and print advertisements, and identifying and analysing language features and grammatical structures used to persuade potential consumers, for example, ¡Compre en los almacenes ‘La Moda’ no se arrepentirá!, ¡Pague menos y lleve más!
  • understanding the use of 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

  VCESU176 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCHIC082

  Reflect on the nature of bilingual/multilingual communication and experience

  Elaborations

  • exploring the concept of translanguage in relation to mediating thought, action and communication in situations that involve two or more languages
  • reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others
  • considering whether thinking or communicating in one language rather than another affects the ways ideas or attitudes are understood or expressed
  • identifying benefits associated with bilingualism/multilingualism, drawing examples from their personal experience
  • comparing assumptions sometimes made when communicating with speakers of different languages, identifying instances when they consciously adjust how they communicate due to personal assumptions or attitudes
  • identifying cultural cues in intercultural interactions that signal variations in expectations, values or traditions that may complicate communication
  • monitoring their use of Hindi and English in different domains, for example, by keeping a record of when they use each language, for which language functions and in which contexts
  • considering how their language and interactional behaviour might be interpreted or responded to by people from different language backgrounds

  VCHIC082 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHIC028

  Recognise that ways of communicating in different languages reflect ways of behaving and thinking

  Elaborations

  • recognising differences in attitudes or ways of expressing feelings when using Hindi or English, for example, when being polite and respectful, when thanking or sympathising with people or when exchanging wishes on special occasions
  • identifying non-verbal aspects of communication in Hindi that may be unfamiliar to non-Hindi speakers, such as the way that older relatives greet children by holding their hand over the child’s head and saying जीते रहो, or shaking the head from side to side or back and forth to show varying levels of agreement
  • recognising how the Hindi language reflects traditions and social distinctions to do with how people are regarded in society, how old they are or what religion they practise, for example, the use of the honorific particle जी after a surname to show respect or after an individual name to show affection
  • discussing how Australian behaviours and expressions might be understood or misunderstood by newcomers to the language and culture, for example, the use of terms such as ‘bushwalking’ or ‘arvo’, or expressions such as ‘she’ll be right’ and children’s use of first names with some adults
  • comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children

  VCHIC028 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHIU033

  Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents

  Elaborations

  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा when speaking with elders or strangers

  VCHIU033 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCLVU169

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

  Elaborations

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

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

• VC2MFN03

  quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

  Elaborations

  • establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions
  • using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items
  • using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect
  • discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures
  • using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20

  VC2MFN03 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VCTRC113

  Reflect on the relationship between language, culture and identity, and how this shapes and reflects ways of communicating and thinking

  Elaborations

  • discussing the inter-relationship of language, culture and identity, referencing their own relationship with different languages and with elements of Turkish and Australian cultural experience
  • considering the dynamic nature of both identity and culture, and reflecting on how identification with different communities and languages affects their sense of individual or group identity
  • comparing choices they consciously make in relation to values or practices typically associated with either Turkish or Australian traditions and priorities, such as social interactions with friends, relationships, educational experience, and considering how these choices both reflect and contribute to their sense of identity
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, considering, for example, in what respects they identify as Turkish or Australian, and whether these ways shift over time and according to context and situation
  • analysing the relationship between culture, identity and representation, for example, by comparing responses to media representations of cultural difference or diversity
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language in out-of-school contexts or on their degree of identification with language communities
  • identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları

  VCTRC113 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCTRC095

  Consider similarities and differences in ways of communicating in Turkish and English, noticing how/when they choose to use either language or both languages

  Elaborations

  • identifying instances when they switch between or mix Turkish and English, considering why they do this in particular situations or interactions, comparing their observations with those of their peers
  • reflecting on the experience of using Turkish and English with a particular person, such as a parent or older relative, noticing which topics or interactions fit more easily into one language than the other and considering reasons for this
  • reflecting on experiences of feeling either comfortable or uncomfortable when switching between languages, explaining why this might have been the case, for example, when translating for parents or other family members or interpreting for visitors
  • considering how and why they adjust their ways of using Turkish or English when interacting with older people, friends of the same or different gender, people in authority, small children or close friends, for example, using different forms of address or ways of showing respect or affection
  • discussing whether they feel different when using Turkish in the classroom to how they feel when using it at home, for example, using standardised forms of Turkish in school
  • reflecting on ways in which different languages provide alternative ways of thinking or speaking about ideas or experiences

  VCTRC095 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting