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• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDEU167

  Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements

  Elaborations

  • applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
  • analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
  • identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
  • describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

  VCDEU167 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU142

  Recognise that languages change with use over time and according to context

  Elaborations

  • discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use
  • finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

  VCESU142 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHHK079

  The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies

  Elaborations

  • identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the age of discovery and exploring their impact on society, including examining the journey(s) these explorers made using internet mapping tools, for example, Christopher Columbus, Vasco de Gama and Ferdinand Magellan
  • using navigation maps to reconstruct the journey of one or more explorers
  • investigating networks of exchange between different groups of people

  VCHHK079 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCDEC175

  Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes

  Elaborations

  • using models of texts such as television news reports and social media to create original texts, and explaining how ideas and information are selected, structured and sequenced to achieve different purposes
  • creating a web page to provide information for young German-speaking job seekers in different regional and cultural contexts (Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Ostküste), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, for example, relationship advice for teens, tips for healthier living, local information for backpackers
  • summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or demonstration to explain historical events, ecosystems or recycling

  VCDEC175 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCESC171

  Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Spanish-speaking cultures, for example, El Carnaval de Barranquilla, Festival de Viña del Mar
  • producing bilingual community texts such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English
  • corresponding with Spanish-speaking peers using both Spanish and English, conveying aspects of Australian culture such as places or events of interest, leisure and sports activities, wildlife and environment
  • creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
  • providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to Australian viewers

  VCESC171 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESU195

  Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities

  Elaborations

  • comparing texts created for different audiences in different Spanish-speaking regions and countries, or for urban and rural communities, noticing how language reflects ideas, concerns and priorities of specific communities, for example, Alturas de Machu Picchu by Pablo Neruda …labrador, tejedor,. pastor callado: domador de guanacos tutelares: albañil del andamio desafiado…
  • investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
  • analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources
  • recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish shared interest or identity

  VCESU195 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU030

  Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions

  Elaborations

  • recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
  • understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
  • adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
  • using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
  • listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

  VCESU030 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU086

  Analyse how different types of text incorporate cultural and contextual elements

  Elaborations

  • analysing how writers of community texts such as advertisements, radio requests or online trading posts make decisions in relation to language, style and register in order to achieve their purpose and suit the context, (for example by using personal pronouns, engaging language and images, or by creating problems/offering solutions (Un…deux, un…deux, on rit, on s’esclaffe, on glousse! Pour être au top lors de l’arrivée des beaux jours!)
  • understanding the dynamic relationship between different modes of communication in different cultural contexts, (for example, hybrid texts such as emails or text messages that combine features of spoken and written texts, or formal lectures or news reports that resemble spoken versions of written texts)
  • analysing cultural differences in genres such as cover letters for job applications or letters of complaint, noting protocols and conventions (for example, stating the purpose of a formal letter at the beginning: le recyclage proposé dans notre ville..)
  • collecting, interpreting and using textual conventions popular with young French speakers, for example, contractions, abbreviations and acronyms used in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU086 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCDEC164

  Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences

  Elaborations

  • mapping their own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • reflecting on the experience of learning and using German, considering how it might add a further dimension to own sense of identity
  • discussing how they would represent Australia in a cultural forum, for example, what they would wear or take along to an International Students Day function held in Austria
  • discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler; Schüler und Schülerinnen; SchülerInnen

  VCDEC164 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEC160

  Create individual and shared texts about imagined people, places and experiences, to entertain others

  Elaborations

  • creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
  • dramatising a text, for example, performing a poem or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
  • creating texts to entertain younger audiences, such as an ebook, an alphabet or number book, a puppet play or short film depicting an aspect of contemporary teenage life, considering different cultural perspectives and selecting appropriate language, rhythms and images to enrich the listening or visual experience
  • composing and performing short songs with particular themes or for real or imagined occasions, for example, Liebe, Ferien, Freunde

  VCDEC160 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEU014

  Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips

  Elaborations

  • identifying and analysing the purpose, intended audience and key features of familiar texts in German, such as signs, instructions, postcards, advertisements, songs and conversations, and comparing these with texts in own language and culture
  • examining how texts are constructed, including textual features (greetings in correspondence), grammatical structures such as parts of speech (adjectives and prepositions), and visual cues (images in brochures)
  • transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type
  • understanding how to create textual cohesion by using elements such as coordinating conjunctions (und, aber, oder) to link ideas

  VCDEU014 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU122

  Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
  • comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
  • interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU122 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU017

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

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and invisible elements, such as ways of thinking and valuing
  • recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör
  • noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
  • noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

  VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCDEC010

  Engage with German speakers and texts, noticing how interactions involve culture as well as language

  Elaborations

  • reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, for example, the use of family names with titles (Guten Tag, Frau Stein) and formal/informal register (du/ihr/Sie), and comparing these with English and other known languages
  • observing interactions between German speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion (bitte schön; Entschuldigung; Wie schön!; Du bist gemein!), gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface
  • participating in cultural experiences, such as eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition, and reflecting on cultural similarities and differences that are manifested through language
  • reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round, or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
  • comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into own interactions when communicating in German, for example, shaking hands as a common greeting, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact

  VCDEC010 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC092

  Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • collaboratively creating computer-generated designs such as a virtual ideal home or leisure centre, negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense…, ah non, moi je préfère un grand jardin
  • managing an allocated budget for online shopping, deciding on selected items and explaining choices, for example, le 2ème à moitié prix; 3CD à 15 €
  • creating displays, presentations or performances for family, friends or school community to showcase French learning
  • organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language (for example, c’est combien? un très bon prix, vente flash! non, c’est trop cher… une échange?...), and using imperative, declarative and interrogative verb forms to buy, sell or swap items
  • issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, es-tu libre samedi prochain? je t’invite; je ne suis pas libre - c’est possible dimanche? j’ai le grand plaisir de vous inviter…
  • organising social or sports events, and planning location, date and time (for example, rendez-vous au Stade Central à midi; 19 h chez ma cousine; n’oublie pas ton sac de couchage), using aller + infinitive forms of verbs such as venir, arriver, partir and commencer, for example, nous allons partir à sept heures
  • making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte combien?

  VCFRC092 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC159

  Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts

  Elaborations

  • conducting a mock interview with a character from a text such as a short story or episode from a television series, or with a music or movie star, about their experience
  • reviewing a film, computer game, novel or performance for a radio segment or to recommend to a friend
  • comparing Australian and German-language examples of a particular genre for cultural and stylistic differences, for example, iconic television series such as Gute Zeiten, schlechte Zeiten and ‘Home and Away’
  • creating a persuasive text promoting a new television show, book, film or song for a targeted audience, for example, a poster, book or CD cover or social media post for German-speaking peers
  • listening to or viewing digital and other texts, such as songs, raps, or film and video clips, noticing ideas, comparing aspects that may be similar or different across cultures, and making connections with own experiences

  VCDEC159 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Creating