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• VCARC111

  Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family

  Elaborations

  • creating a bilingual picture dictionary for classroom use
  • making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,

    ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

  • creating a bilingual personal profile containing information relating to self, family and friends
  • labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert

  VCARC111 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCARU118

  Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another

  Elaborations

  • understanding that the world contains many different languages and that many people around the world speak more than one language
  • recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCARU118 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC170

  Translate familiar texts from Auslan to English and vice versa, noticing which words or phrases require interpretation or explanation

  Elaborations

  • finding and using phrases that have direct translations between Auslan and English, for example, Goodnight, Happy birthday
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of a bilingual online dictionary (Signbank), for example by looking up various meanings of the word run and comparing variation in signs for the concept in different contexts, and using it to translate Auslan texts into English and vice versa
  • using resources such as Signbank to identify words which might not have a direct sign equivalent, for example, jewellery, pets and other collective nouns
  • translating segments from popular children’s texts such as fairytales or short stories into Auslan, considering why some elements cannot be translated literally

  VCASFC170 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFU142

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU142 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU016

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU016 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCDEC110

  Share with peers and family what they know in German, identifying different words and expressions, moving between languages depending on the audience

  Elaborations

  • distinguishing between German and English in spoken and written form (Ist das Deutsch oder Englisch?), considering factors such as pronunciation, capitalisation of nouns, and the use of cursive script in some texts for children
  • comparing greetings and terms for numbers, family members and familiar objects in German, English and other known/common languages, and noting similarities
  • comparing the words on bilingual signs around the school, such as Spielplatz/playground, Schulkantine/tuckshop
  • interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers
  • teaching a family member some German, for example, greetings, how to play a German game or sing a German song

  VCDEC110 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDEC111

  Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English

  Elaborations

  • collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse
  • making and displaying labels for common objects in the classroom and home
  • compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

  VCDEC111 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU165

  Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation

  Elaborations

  • exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
  • recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
  • applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work

  VCDEU165 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCEALA223

  Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases

  Elaborations

  • miming actions or showing a picture to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English

  VCEALA223 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA531

  Use memory and/or home language knowledge to retrieve newly learnt words and structures

  Elaborations

  • organising newly learnt vocabulary according to home language schemas
  • calling on language peers for help translating personal needs and responses from home language to English

  VCEALA531 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA276

  Experiment with using a picture or simple English dictionary and/or a home language–English bilingual dictionary to find words

  Elaborations

  • using a picture dictionary or bilingual dictionary to search for a word in English

  VCEALA276 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA595

  Refer to a bilingual dictionary, class lists or previous work to record and find or check words and their meanings

  Elaborations

  • consulting bilingual dictionaries, charts, word lists, peers and the teacher to find and check spelling and meaning of words
  • recording a vocabulary list that includes English, home language and details such as an image or pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA595 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Cultural and Plurilingual Awareness

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA008

  Understand when a response is required and attempt to respond using either known words or non-verbal language

  Elaborations

  • responding appropriately to comments with simple non-verbal language, or indicating non-comprehension, such as by smiling when greeted, shaking or nodding head in response to questions
  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • giving simple, short responses to familiar questions, for example ‘My name is …’

  VCEALA008 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA532

  Use home language and/or mime to seek assistance from teachers or peers with an English word or phrase

  Elaborations

  • miming actions or showing an image to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA532 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness