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• VCASFC042

  Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience

  Elaborations

  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • participating in performance activities such as unscripted response-to-stimulus role-plays, recognising how characters’ feelings and attitudes are expressed through NMFs and manner
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience
  • drawing comparisons and making connections between their own experiences and those of fictional characters in popular television series or films
  • comparing the use of rhyme in written verse with the repetition of handshapes and movement paths in signed poetry performance
  • identifying cultural conventions of Deaf theatre, such as maintaining eye contact and positioning of characters
  • identifying key messages or values conveyed through folktales, myths or legends, for example by creating mind maps to show relationships between concepts such as courage, loyalty, love
  • describing the shape and sequence of a shared story or skit, identifying elements such as setting the scene, climax and resolution
  • considering how different modes of creative expression, such as theatre or visual arts, influence personal response to texts
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance
  • viewing and responding to sign poetry from around the world, for example by comparing responses to differences and similarities in ‘visual vernacular’

  VCASFC042 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFU234

  Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan

  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 deaf people live in ways that may be different from how hearing people live and that they are primarily visual, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • exploring the nature of culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and identity
  • understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to users of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on ensuring inclusivity and sharing information with each other
  • 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
  • recognising the role of the Deaf community and its networks and significant places in maintaining, reflecting and strengthening Auslan and Deaf culture

  VCASFU234 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCELU114

  Recognise and reproduce the sounds and letters of the Greek alphabet, identifying how they are represented in words, and read vowel–consonant combinations, including the most common digraphs/diphthongs such as oυ and μπ

  Elaborations

  • building phonic awareness by pronouncing and writing alphabet letters with familiar sounds, for example, Οο, Ιι, Εε, Αα, Κκ, Ττ, Λλ, Ππ, Σσς, Μμ, Νν, Ηη, Υυ, Ωω, Ββ, Ζζ, Φφ, and building to more unfamiliar sounds, for example Γγ, Ρρ, Δδ, Θθ, Ξξ, Ψψ, Χχ
  • experimenting with sounds, rhythms, intonation and stress
  • noticing that there are 24 letters in the Greek alphabet with individual names and that there are upper case and lower case letters, seven vowels and 17 consonants, and that ‘ς’ (τελικό σίγμα) only appears on the ends of words
  • locating and highlighting specific alphabet letters and accent marks in names, and categorising names according to their first consonant
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different and initially difficult and correctly pronouncing words starting with the sounds Ψψ and Ξξ (ψάρι, ξύλο), recognising that these two sounds only appear in the middle or at the end of words in English
  • recognising and making simple syllables from vowel–consonant combinations, for example, μα, με, μη, μι, μο, μυ, μω and understanding that syllables can be joined together to make words such as α-λά-τι and μά-τι
  • recognising the most common digraphs, including ου as in μου and μπ as in μπαμπάς

  VCELU114 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCESU018

  Recognise the interconnected relationship between language and culture

  Elaborations

  • identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these features differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more or less directly
  • considering how differences between ways of using language reflect cultural influences, for example, the adoption of varying systems of apellidos in different Spanish-speaking communities
  • identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, Concepción and Asunción, and expressions such as la bendición, ¡Que Dios te bendiga! and ¡Adiós!; the connotations of ‘mateship’ in Australian English; or the significance of Country in Aboriginal culture
  • considering how Spanish language and interaction patterns around familiar routines such as mealtimes reflect practices and values associated with family life, food and social relationships, for example, sobremesa
  • noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro versus ‘Can you give me the book, please?’)

  VCESU018 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCFRC098

  Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • translating short personal texts such as letters, emails or conversations, identifying words and phrases that can be translated literally (for example, la maison, le ciel, les enfants, Bonjour, mon ami) and those that need to be translated for meaning, for example, il fait beau! A tout à l’heure! courage!
  • translating public signs or notices (for example, sens unique, chaussée deformée, défense de fumer), comparing own versions with others’ and considering reasons for any differences
  • using bilingual dictionaries and electronic translation tools, taking into account issues such as alternative or multiple meanings of words and the importance of context when making meaning, for example, la fille, le bureau, l’histoire, la vue
  • translating headlines, captions and short reports in texts produced for young readers (for example, Wapiti, Okapi, Julie), identifying and explaining words or expressions that require interpretation rather than translation
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world (for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Fête de la Musique, la Toussaint), and considering how they reflect significant cultural experience

  VCFRC098 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHIU102

  Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी
  • identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
  • imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं
  • learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese
  • understanding conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds such as in डॉलर versus डालर

  VCHIU102 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDC112

  Engage with Indonesian peers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with Indonesians, noticing social norms and practices such as personal space, gender roles, having a boyfriend or girlfriend, same-sex hand-holding, religious artefacts (jilbab and kerudung for women, taqiyah (skullcap) and peci/kopiah for men), and acceptable topics of conversation (for example, Kamu sudah mandi?), and considering own reactions to these
  • sharing experiences with Indonesian peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, canang sari (Balinese daily offerings) or ‘outback’
  • recognising that social values such as politeness can be expressed differently in different cultures, and understanding features of Indonesian etiquette such as avoiding direct refusal; aiming to please by answering a question even if they don’t know the answer; expressing gratitude through actions, not necessarily language (for example, limited use of terima kasih); and waiting to be invited to eat or drink, for example, silakan makan/minum
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCIDC112 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCJAC026

  Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating glossaries to explain concepts encountered in Japanese social texts and interactions that reflect cultural values or experiences, for example, よろしくおねがいします。いらっしゃいませ。ただいま。おかえりなさい。
  • explaining why some terms cannot be used interchangeably in Japanese as they can in English, for example, すみません/ごめんなさい。ください/おねがいします。こんにちは/もしもし。
  • examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing
  • evaluating the effectiveness of electronic translators, for example, by comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation
  • using print, electronic and online dictionaries effectively by taking context into account when interpreting the meaning of words or phrases, for example, ただいま、おかえり、ねます (go to bed), あし (foot/leg)
  • considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい 。
  • finding and using Japanese equivalents for conversation fillers such as ‘um’ and ‘yes’, for example, ええとあのうはいうん
  • translating texts such as public signs, notices or advertisements from Japanese into English and vice versa, comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean (きれいにしましょう)’ translates into ‘Do not litter’ in English

  VCJAC026 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAC028

  Participate in intercultural interactions, recognising how their own cultural norms impact on language use and that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • recognising that social values and reactions such as respect or displeasure can be expressed differently in different cultures, for example, noting the Japanese avoidance of direct refusal or eye contact, the desire to please by answering a question even if they do not know the answer, waiting to be invited to eat or drink, and the practice of smiling for different reasons in different contexts
  • noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by using それは　ちょっと…。、 and avoiding foregrounding the self with phrases such as (お先(さき)に) どうぞ。がんばります。
  • recognising the importance of active listening skills to conversational etiquette in Japanese, such as showing interest and attentiveness by using あいづち and nodding, repeating information heard, and confirming details at the end of a conversation
  • discussing incidences in Japanese-language exchanges when miscommunication has occurred, and reflecting on why or how this happened
  • reflecting on how their own language and communication style might be perceived by Japanese speakers, considering concepts such as culture, attitudes, assumptions and values
  • discussing Japanese cultural concepts such as 恩(おん) (owing a kindness), 義理(ぎり) (a sense of duty) and 和(わ) (harmony), and considering how the expression of these concepts in Japanese language and behaviour compares with the expression of similarly significant concepts in their own language(s) and culture(s)

  VCJAC028 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU036

  Recognise and explain how the Japanese language carries embedded cultural information, such as the prioritising of collective well-being, respect and harmony

  Elaborations

  • discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, such asあしたはちょっと...。
  • considering the cultural significance of language associated with interactions such as issuing, accepting or declining invitations, leave-taking at social events, offering thanks, or giving and receiving gifts, for example, どうぞ。あまり…。どうもありがとうございます。、 and reflecting on how they react and adjust to such expressions of cultural values when interacting with Japanese speakers
  • exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai in their advertisements and which use more contemporary images
  • investigating language associated with events such as national holidays, for example, お正月(しょうがつ) and ゴールデンウィーク、 and identifying how it reflects associations between holidays and family values
  • understanding that language carries cultural associations, for example, the ordering of information on Japanese business cards, such as じこしょうかい (company, title, surname, given name), indicates priorities in regard to individual, collective and family relationships
  • identifying Australian ways of communicating and behaving that may appear unusual or inappropriate to Japanese speakers, for example, eating in public places, sitting on the floor or desk, speaking loudly and using direct eye contact

  VCJAU036 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVU186

  Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language

  Elaborations

  • understanding case and case marking on nouns, pronouns and adjectives
  • explaining how verbs can be derived from nouns and vice versa, comparing with similar processes in English and other known languages
  • composing and varying messages according to the available resources of the language, such as:
    • suffixes, including ‘having’, ‘for want of’, ‘similar to’, ‘like’
    • verbless sentences, for example, equative, descriptive, possessive
    • verb categories, including intransitive, transitive, causative, inchoative, reflexive–reciprocal
    • verb aspect, including continuous, transitory, perfective, imperfective
    • verb-stem morphology, including compound verbs, reduplicated verbs, habitual/characteristic, derivation (nouns into verbs)
  • expressing time, manner, attitude and place, according to the available language resources, such as:
    • elaborations of past tense
    • temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’
    • expressions of frequency, immediacy and duration, for example, ‘persistently’, ‘at once’, ‘a few times’, ‘for a while’
    • attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
    • locational cases as used in locative phrases, and extensions of these, for example, expressing origin or causation
  • structuring and linking clauses, focusing on issues of agreement with transitive and intransitive verbs, using verb-linking devices, for example, serialisation and embedding
  • discussing lexical and grammatical relationships between the language and other languages of the region, for example, common words and structures
  • discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

  VCLVU186 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VC2M5A02

  find unknown values in numerical equations involving multiplication and division using the properties of numbers and operations

  Elaborations

  • using knowledge of equivalent number sentences to form and find unknown values in numerical equations; for example, given that 3 × 5 = 15 and 30 ÷ 2 = 15, then 3 × 5 = 30 ÷ 2, and therefore the solution to 3 × 5 = 30 ÷ □ is 2
  • using relational thinking, and an understanding of equivalence and number properties to determine and reason about numerical equations; for example, explaining whether an equation involving equivalent multiplication number sentences is true, such as 15 ÷ 3 = 30 ÷ 6
  • using materials, diagrams and arrays to demonstrate that multiplication is associative and commutative but division is not – for example, using arrays to demonstrate that 2 × 3 = 3 × 2 but 6 ÷ 3 does not equal 3 ÷ 6; demonstrating that 2 × 2 × 3 = 12 and 2 × 3 × 2 = 12 and 3 × 2 × 2 = 12; and understanding that 8 ÷ 2 ÷ 2 = (8 ÷ 2) ÷ 2 = 2 but 8 ÷ (2 ÷ 2) = 8 ÷ 1 = 8
  • using materials, diagrams or arrays to recognise and explain the distributive property, for example, where 4 × 13 = 4 × 10 + 4 × 3
  • constructing equivalent number sentences involving multiplication to form a numerical equation, and applying knowledge of factors, multiples and the associative property to find unknown values in numerical equations; for example, considering 3 × 4 = 12 and knowing 2 × 2 = 4, then 3 × 4 can be written as 3 × (2 × 2) and, using the associative property, (3 × 2) × 2 so 3 × 4 = 6 × 2 and so 6 is the solution to 3 × 4 = □ × 2

  VC2M5A02 | Mathematics | Mathematics Version 2.0 | Level 5 | Algebra

• VC2M4N09

  use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation
  • modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy
  • modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
  • modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480
  • modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64

  VC2M4N09 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCTRC076

  Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other

  Elaborations

  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
  • comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities and differences that reflect cultural context and communicative styles
  • evaluating the effectiveness and accuracy of subtitles used in English or Turkish films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
  • providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
  • comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
  • translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, researching stories behind the references and discussing how their meaning can be conveyed in English
  • critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

  VCTRC076 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRU049

  Understand that spoken and written forms of Turkish both vary in terms of formality according to context, purpose and audience

  Elaborations

  • understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such as gelir misiniz lütfen? compared with gelin lütfen
  • recognising that written forms of Turkish vary depending on levels of formality and informality, for example, formal letters adopt the use of -iz and of titles such as Hanım/Bey sayın instead of sevgili, canım, compared to the use of first names to address family and friends in informal letters
  • understanding that the use of honorifics such as Ali Ağabey (Abi) , Fatma Abla, Mehmet Amca, Mustafa Dayı, Ahmet Bey, Nazmiye Hanım can be varied when speaking to older people who are less familiar, depending on their age and degree of closeness
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey or the use of ya at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of voice, and that these elements also vary in formal and informal language
  • recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar

  VCTRU049 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCTRU031

  Notice characteristic features of simple spoken, written and multimodal texts that they use in their home and community and of similar texts in English

  Elaborations

  • recognising features of familiar texts that they interact with at home and in school, such as digital books, puppet shows, rhymes or children’s songs, for example, how Karagöz ve Hacıvat talk, rhyming words in the song Küçük Kurbağa
  • recognising differences between the layout, language features and formats of different types of texts such as masal, şarkı, şiir, mektup, makale, haber metni
  • identifying and comparing characteristic elements in texts such as poems or fables, for example, kuklalar ve gölge oyunları, şiirde kafiye, dize ve dörtlük, masallardaki insanüstü kişiler ve olaylar
  • recognising differences between spoken and written versions of texts such as greetings or farewells, merhaba, hoşça kal; or how güle güle can be used in spoken texts, but Sevgili Ayşe Teyze and görüşmek dileğiyle would be used in written texts
  • comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairytales in English, ‘Once upon a time …’ compared to Bir varmış, bir yokmuş, evvel zaman içinde ... in Turkish; rhymes, lines and verses in English and Turkish poems
  • distinguishing between different types of texts based on identified purpose and intended audience, for example, differences between SMS mesajı-telefon görüşmesi, yazılı piyes-kukla oyunu, masal-fıkra.

  VCTRU031 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCVIU168

  Apply Vietnamese pronunciation, spelling and intonation patterns in a range of sentences such as statements, questions and exclamations

  Elaborations

  • distinguishing and making nuances in pronunciation and spelling between some similar diphthongs and triphthongs, for example, chiều cao and cây cau, lổ mũi and con muỗi, chúi nhủi and trái chuối
  • applying Vietnamese pronunciation and spelling rules to own speech and writing to pronounce and spell new words encountered in interactions and texts, for example, if the spelling of the word mười is known, then the spelling of the word người can be determined without knowing its meaning
  • experimenting with intonation patterns to distinguish different types of sentences, for example, a statement (Con không đi chơi đâu.), a question (Con không đi chơi đâu?) and an exclamation (Con không đi chơi đâu!)
  • comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v
  • developing strategies to understand meaning when listening to diverse regional Vietnamese accents, for example, inferring meaning from the context of communication

  VCVIU168 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language