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• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEC181

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

  Elaborations

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

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

• VCELC146

  Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways that culture influences language use

  Elaborations

  • exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist (in Australia – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα – these are not Greek words and they are used incorrectly, as compared to words such as μπασκετμπολίστας, τενίστας, which are official Greek words)
  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as ‘arvo’, ‘g’day’, ‘howzat’, ‘mozzie’
  • reflecting on situations where interactions in Greek have felt awkward or difficult, discussing own reactions and adjustments, for example, kissing on both cheeks
  • considering what linguistic or cultural information they would need to know to visit a school in Greece or Cyprus and discussing adjustments they may need to make in language use and behaviour

  VCELC146 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCELC026

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

  Elaborations

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

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

• VCELC019

  Participate in collaborative planning and decision-making for events and shared experiences, and engage in different transactions

  Elaborations

  • planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
  • making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to a purchase, for example, currency conversion, change, το ευρώ, τα δολάρια, η έκπτωση
  • planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with Greek names and symbols, for example, Πού είναι ...; δεξιά, αριστερά, πάνω, κάτω, μέσα, έξω, η καντίνα, το γραφείο
  • planning collaboratively for an event by participating in scenarios related to travelling in Greece or Cyprus, for example, planning an itinerary, Τη Δευτέρα θα πάμε στην Ακρόπολη, Την Τρίτη θα είμαστε στο Σούνιο
  • sharing opinions about the benefits of visiting various tourist sites in Greece or Cyprus, for example, Θέλω να πάω στα νησιά/στην Ακρόπολη/στο μουσείο ... γιατί/επειδή…

  VCELC019 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC184

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

  Elaborations

  • gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives
  • presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia de la música en los jóvenes, classifying issues according to viewpoints and perspectives
  • researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding on an appropriate time of year to visit a particular Spanish-speaking country or region
  • analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

  VCESC184 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCHIC092

  Participate in shared activities such as performances, celebrations, presentations or website design that involve planning, collaborating, making arrangements, transacting and negotiating

  Elaborations

  • making decisions about collaborative projects such as displays or performances, discussing roles and responsibilities and sharing ideas, for example, इसके लिए संगीत की व्यवस्था कौन करेगा ? किन चित्रों का उपयोग होगा इसका निर्णय हम कैसे करेंगे ? यदि तुम तबला बजाओगे तो मैं गाऊँगी।
  • designing a website that provides opportunities for intercultural exchange between themselves and young Hindi-speakers in different contexts, preparing possible stimulus questions such as क्या तुम्हें यह रूपरेखा ठीक लगती है? हमें किस भाषा का प्रयोग करना चाहिए? इस वेबसाइट को कौन देखेगा?
  • contributing to the planning of presentations or displays that reflect their individual and/or shared experiences of living and communicating across different languages and cultures, for example, composing captions for photos/images or selecting multimodal resources
  • negotiating details of real or simulated online transactions that involve discussion of comparability, value, price and availability, using terms such as बजट की सीमा, विनिमय दर, पैसे वसूल करना
  • negotiating differences in opinions or preferences when planning events or excursions, for example, the hosting of an exchange group of students or a visit to a culturally significant site
  • planning a party menu or picnic, for example, by deciding on elements of a थाली comprised of a selection of their favourite dishes, such as दाल, रोटी, सब्जी, and discussing individual and shared preferences or dislikes, for example, माँसाहारी,शाकाहारी

  VCHIC092 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIU036

  Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices

  Elaborations

  • understanding that languages carry cultural ideas and values, as in the use of words such as देसी as opposed to विदेशी, the use of blessings by older people to children, the use of indirect forms of language such as कोई बात नहीं as a way of deflecting a difficult situation
  • identifying forms of address or expressions associated with cultural events or celebrations that reflect values and traditions, for example, बधाई हो
  • noticing how family values such as familiarity, politeness or respect are expressed in Hindi and associated behaviours, for example, addressing cousins or distant male siblings as भइया; the concept of जूठा
  • identifying words and expressions that reflect cultural beliefs, practices and traditions, such as offering of प्रसाद to God, offering to God or visitors फूल, मिठाई, फल, पानी पीजिए to guests when they visit
  • noticing that some Australian terms and expressions are only meaningful in the Australian context and have no equivalent in Hindi, for example, ‘fair go’, ‘she’ll be right’
  • recognising words and expressions in Hindi that reflect traditions and distinctions that are not easily translated into English, for example, forms of address such as स्वामी जी for a religious leader, गुरुजी for a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages

  VCHIU036 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays, for example, Pada hari Jumat, kami ke museum
  • participating in ‘show and tell’, presenting topics of daily life and personal interest, for example, Saya ke pantai, Ini kelinci, dia putih
  • describing aspects of shared knowledge about Indonesia, such as by pointing to places on a map or at pictures of foods, flora and fauna, for example, Ini pulau Bali, Itu rambutan, Orang utan di pohon
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program such as Jalan Sesama (the Indonesian version of Sesame Street), for example, Huruf hari ini, huruf H

  VCIDC005 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCITC063

  Convey ideas and opinions by creating spoken, written and multimodal texts

  Elaborations

  • creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, for example, Vi consigliamo di visitare … Vi invitiamo a fare il giro della città
  • designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy
  • experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! Oggi non ho voglia di andare a scuola. Il documentario parla di …tratta il tema di/si tratta di …

  VCITC063 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC041

  Participate in simple transactions such as purchasing and ordering goods and services

  Elaborations

  • visiting a café, deli or other store and participating in transactions, for example, Buongiorno, vorrei un etto di... per piacere. Quanto costa? È troppo caro/costoso
  • organising a swap of toys, magazines, stickers or posters, for example, Facciamo uno scambio di cartoline. Mi dai questo/questa …? Io ti offro....
  • participating in buying and selling, using Grazie, Prego, Quanto costa? Due euro
  • participating in role-plays that involve transactions and opinions (for example, È bellissimo. È di moda), asking the price (for example, Quanto viene? C’è lo sconto?) and requesting opinions, for example, Che cosa ne pensi? Secondo me, è … Trovo … un po’ …

  VCITC041 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC146

  Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance

  Elaborations

  • planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん
  • creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift
  • participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ　を　ください 。いくら　です　か 。3000 円　です。はい、どうぞ。
  • becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
  • budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus, comparing prices and values, and discussing intended purchases, using formulaic expressions such as ちょっと 高(たか)い　です。でも、おいしそう　です。

  VCJAC146 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC172

  Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use

  Elaborations

  • recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
  • making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
  • experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting
  • making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members
  • reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye contact when talking to older people

  VCJAC172 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAU162

  Make connections between cultural practices and values and language use, such as formulaic expressions, and consider how these affect intercultural communication

  Elaborations

  • noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individual
  • understanding that people ‘read’ intercultural experiences in different ways depending on their cultural perspective, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume of voice, that may appear inappropriate
  • reflecting on how different languages and cultures represented in the classroom influence ways of communicating about or relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying and comparing traditional and contemporary cultural images used in Japanese and Australian print and media advertising and tourist brochures, considering when they are used and what message they convey
  • noticing similarities and differences between their own ways of communicating and observed interactions between young Japanese speakers in contexts such as everyday social situations or online forums, for example, responding to offers of food or drink, turn-taking in conversations

  VCJAU162 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCKOC194

  Analyse, interpret and integrate information gathered from diverse sources relating to areas of interest to adolescents or young adults, making connections with own and each other’s experience and with other learning areas

  Elaborations

  • understanding gist and identifying keywords to extract specific information, by scanning through texts from various sources in conventional, digital or multimodal formats such as articles, reports or podcasts on topics such as pop culture, youth employment, the environment and world sports, or those related to other learning areas
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • analysing and interpreting collected information by summarising, sequencing and prioritising, considering audience, purposes and context, for example, 한국에는 태풍이 오고, 호주에는 사이클론이 와요/옵니다. 태풍은 …, 사이클론은 …
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, using persuasive or evaluative language, for example, 나는 ... 믿어요/확신해요; 이것은 분명히…–이에요/예요; 그렇지만 …; 정말 …–(으)ㄹ까요?
  • investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the year for a visit to Korea

  VCKOC194 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCLVC135

  Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs or stories that include repeated phrases, rhythms and non-verbal forms of expression, such as clapping, gestures, facial expressions and dance
  • participating in shared reading of stories, responding through mime captioned drawings, dance, play-acting and other forms of expression
  • visiting important sites on Country/Place and listening to respected community members tell stories, and responding by drawing, labelling, re-enacting with puppets, props or actions
  • identifying key animals, birds and other characters in stories, songs, performances and dances
  • listening to respected community members tell stories and identifying which stories belong to which natural features in their region/Country/Place, including animals and natural species and recognising their significance
  • identifying and naming significant places, landscapes and topographical features on Country/Place through which travelling stories/storylines pass
  • identifying key messages expressed in stories, song, dance and visual art, for example, rules for living
  • predicting the content/meaning of narrative texts such as picture books, including titles, covers and illustrations, and giving reasons for their predictions
  • responding to simple questions about characters and events in imaginative and expressive texts such as stories, songs, dances

  VCLVC135 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Creating

• VCLVU172

  Identify available resources and protocols to be followed when building language

  Elaborations

  • identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material
  • identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres
  • understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use
  • discussing potential limits and constraints of school language programs in relation to building language
  • learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class
  • identifying language revival programs in other regions and reporting on processes used and resources developed
  • finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building
  • understanding how language revival serves to enrich Australia’s linguistic and cultural resources

  VCLVU172 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building