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• VCNRC109

  Experiment with different techniques to create and present imaginative texts designed to engage different audiences

  Elaborations

  • listening to, reading and viewing texts, such as songs and films, and creating a new version or modifying key aspects, for example, introducing a new character or changing the ending
  • illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, using descriptive and expressive language
  • composing and presenting texts, using verbal and nonverbal expressions
  • creating a range of texts to entertain particular audiences, for example, children’s books, songs, cartoons and video clips suitable for younger learners of the language

  VCNRC109 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCRAC042

  Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

  Elaborations

  • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in texts by ‘reading’ the context

  VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC058

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

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for fiction texts in the language such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products

  VCRAC058 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC091

  Engage with imaginative texts such as cartoons, songs and stories, and respond by describing aspects such as characters, events and ideas and by creating new texts

  Elaborations

  • listening to and viewing texts such as television shows, video clips, jingles and online greeting cards, and creating a new version or adding a new element to the plot
  • reading and viewing cartoons, comics and stories, and expressing opinions about characters, events and ideas in texts
  • listening to and viewing dramatic performances or extracts from films, sharing reactions with peers, and noticing ideas and comparing aspects that may be similar or different across cultures
  • inventing a new aspect of a text, such as a new character, plot, object or perspective, or an alternative ending

  VCRAC091 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCSSU124

  Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed

  Elaborations

  • modelling chemical reactions in terms of rearrangement of atoms
  • considering the role of energy in chemical reactions
  • recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations

  VCSSU124 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCTRC109

  Create imaginative texts in different modes and formats to entertain, convey ideas and express emotions for particular audiences

  Elaborations

  • working together to create imagined scenarios that involve contemporary versions of characters or events encountered in traditional Turkish literature or songs, such as Keloğlan Avustralya’da
  • creating stories about a fantasy character or context, using descriptive and expressive language suitable to engage younger learners
  • selecting an imaginative text that they enjoy, for example, an excerpt from a novel such as Çalıkuşu or a poem such as İstanbul’u Düşünüyorum, and adapting it to a different text genre, such as a rap or children’s story
  • creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması, zeka oyunları, aile problemleri, bağımlılık
  • using digital resources such as Cartoon Story Maker to create imaginary characters in familiar situations associated with school or home contexts to entertain young learners
  • creating riddles to compete with and entertain each other, imitating the use of rhythm, rhyme and metaphor exemplified in riddles from traditional folktales

  VCTRC109 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC074

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • analysing humorous texts, such as Hababam Sınıfı, Temel fıkraları, Nasrettin Hoca Fıkraları, karikatürler, identifying techniques used to engage and amuse the audience, considering whether the humour would ‘travel’ if translated into English
  • exploring how the use of rhythm, rhyme, imagery and metaphor, for example, in şiirler, maniler, türküler, tasavvuf müziği, create effects that reflect cultural traditions and values
  • identifying features of traditional forms of literature, for example, meter, the use of repetition, identification of the composer in a refrain, as in halk şiiri veya türküsü, comparing with characteristic features of more contemporary literature, such as poems by Ümit Yaşar Oğuzcan or Atilla İlhan or novels by Ayşe Kulin or Elif Şafak
  • comparing how concepts such as sadness, joy, humour or regret are conveyed in music, art, drama and poetry across languages and cultures, for example, by comparing the lyrics of popular songs in Turkish and English
  • comparing the impact of different texts relating to Gelibolu and Çanakkale, including songs, films, diaries and letters, identifying commonalities and differences in perspectives and expression by soldiers involved in either side of the combat
  • telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug
  • providing a commentary of a performance of Mevlevi Dervişleri, Halk Dansları, interpreting movements, significance of costumes and key ‘messages’ of the performance

  VCTRC074 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC009

  Create simple bilingual print or digital texts, such as captioned picture dictionaries, wall charts, labels for the classroom or ID cards

  Elaborations

  • creating individual bilingual picture dictionaries
  • matching and sequencing words and pictures in English and Turkish to complete speech bubbles in digital or print versions of short conversations or picture stories
  • creating bilingual labels for objects used in the classroom and at home
  • creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi
  • creating and performing short bilingual chants, songs and poems that move between Turkish and English

  VCTRC009 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCTRC058

  Present, reinterpret or create alternative versions of songs, images or stories, adapting events or characters to different modes or cultural contexts

  Elaborations

  • collaborating with peers to create imagined scenarios between contemporary versions of characters or events encountered in traditional Turkish literature or songs
  • selecting an imaginative text that they enjoy, such as a poem or song, and adapting it to a different text genre, such as a rap or children’s story
  • planning and performing a short play for younger learners of Turkish, which contains references to favourite stories or legends
  • adapting a popular contemporary or traditional song to suit a different audience or context, for example, Süt içtim dilim yandı, Mavi Boncuk, Sev kardeşim, Domates biber patlıcan- Barış Manço
  • creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması, zeka oyunları
  • creating an additional scene, new character or alternative ending that adds suspense or a twist to a familiar story, drama or film script

  VCTRC058 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRC043

  Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers

  Elaborations

  • creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages
  • designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
  • creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information
  • designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
  • contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

  VCTRC043 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRC041

  Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Turkish communities
  • creating a video clip to launch an imagined product designed to appeal to their peer group
  • creating their own music and lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir, Tin Tin Tini Mini Hanım
  • adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures and appropriate language
  • creating their own presentations adapted from performances they have enjoyed to perform at a school or community event, combining language, music and movements to communicate key messages and cultural expression
  • creating stories based on a theme such as values associated with Turkish communities to share with younger learners, for example, by creating Big Books, comics or digital texts

  VCTRC041 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRC024

  Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and enjoyment of language

  Elaborations

  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar
  • composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
  • using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme
  • creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play
  • creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
  • adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds

  VCTRC024 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRC077

  Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts

  Elaborations

  • identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Küçük çocukların evlendirilmesi doğru mu? Pazara kadar değil, mezara kadar
  • explaining cultural allusions in texts associated with historical, religious, national or civic events, for example, bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin
  • identifying terms associated with particular elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language ‘works’ most effectively for different elements of the presentation

  VCTRC077 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC019

  Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

  Elaborations

  • working together on collaborative activities such as designing posters or menus for special events, planning puppet shows or creating picture books for ‘buddy’ classes, negotiating and making decisions about content, vocabulary and design, for example, Kim Karagöz olmak ister? Kuklaları kartondan yapalım. Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm
  • working with visual, print and digital modes of expression to create texts such as invitations to a party, performance, class or community event, for example, bayram eğlencesi, yıl sonu eğlencesi
  • composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir
  • conducting simple science experiments that involve asking and answering factual questions and recording basic results
  • participating in group interactions such as role plays or simple interviews that involve asking and responding to questions or invitations and providing insights to cultural experience or values, for example, misafir ağırlamak, huzurevinde yaşlıları ziyaret etmek
  • participating in real or imagined transactions that involve requesting information, considering options and buying or selling, for example, Elmanın kilosu ne kadar? Bana bir porsiyon köfte, yanına da piyaz lütfen
  • following instructions to create craft, artworks and designs adapted from Türk el sanatları, such as ebru sanatı, hat sanatı, halıcılık, çinicilik , for example, boya, kes, katla, yapıştır

  VCTRC019 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCTRC092

  Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres

  Elaborations

  • creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voiceovers or subtitles, experimenting with elements such as humour, pathos or suspense
  • composing songs, jingles, posters or video clips to promote real or imaginary Australian products for a Turkish market
  • rehearsing and performing interpretations of poems or choral recitations for a public performance or verse speaking competition
  • creating a new event, character or alternative ending for a familiar text such as Keloğlan, Hacıvat ve Karagöz
  • performing unscripted scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions
  • composing and performing a song or assuming the character of a figure associated with a significant contemporary celebration or event in Australia or the Turkish-speaking world, for example, Cumhuriyet Bayramı, Atatürk’ü Anma Gençlik ve Spor Bayramı, Çanakkale Şehitlerini Anma Günü, dini bayramlar

  VCTRC092 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRU048

  Understand how different types of text in Turkish, including prose and verse, create effects to suit different audiences

  Elaborations

  • analysing and comparing language used in particular types of texts, for example, descriptive language in recounts or narratives, persuasive language in advertisements, humorous language in comic verse or puppet theatre plays, instructional language in recipes and manuals, expository language and factual statements in news reports
  • analysing characteristic features of texts that they use and interact with in their everyday lives, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in blogs and on websites
  • discussing the use of imagery in different kinds of creative or performative texts, identifying how this helps to convey meaning and engage/entertain the audience
  • understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, kukla oyunu and masal, the use of deyimler ve atasözleri in Turkish legends and short stories
  • discussing how poems or song lyrics, such as Arkadaşım Eşşek and Çanakkale Türküsü, create particular moods (özlem ve acıma) and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address

  VCTRU048 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIC163

  Create and present a range of texts, including multimodal and digital texts, involving imagined places, events, people and experiences, to entertain others

  Elaborations

  • creating texts such as a diary entry to reflect on an event in a story or film, or an interview with an imaginary character in a story or film
  • performing scenes that illustrate aspects of the personality and attitudes of characters from a variety of written and visual imaginative texts
  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts such as a folk tale, short story, drama or film
  • performing a dramatisation of a creative text, for example, imagining themselves as characters in a poem, song or painting and creating a scenario and dialogue
  • adapting stories or films to new settings and contexts, imagining how characters might behave and react differently in different contexts and times
  • creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, tết Nguyên đán, tết Trung thu, Australia Day, Anzac Day, Harmony Day
  • creating and performing simple raps, songs, skits or poems, using own imagination or relating own and others’ experiences

  VCVIC163 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC129

  Create and perform imaginative texts such as captions, chants, raps, dialogues and stories, using formulaic expressions, modelled language and visual supports

  Elaborations

  • expressing own ideas and imagined experiences in texts such as short stories, using modelled language
  • creating and performing simple imaginative texts such as action songs, dialogues or plays, using gestures, movements and facial expressions to enhance characterisation or effect
  • creating an alternative version of a story, using pictures or online slideshows and photo albums, favourite characters, formulaic expressions and modelled language, for example, Hồi đó, lâu lắm rồi, một ngày nọ, một hôm, có một cậu bé/anh chàng

  VCVIC129 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCVIC146

  Present, reinterpret or create alternative versions of imaginative texts, adapting events or characters to different modes and contexts

  Elaborations

  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts, such as a folk tale, short story, drama or film
  • creating and telling a story in the form of a photo slideshow, using modelled language and speech bubbles, captions or other visual/audio aids to enhance effect
  • producing and performing short scripted plays to retell a traditional folk tale in a modern context
  • composing and participating in imagined interactions with characters from familiar texts, for example, a conversation between characters, or meeting a character from a Vietnamese story or film for the first time

  VCVIC146 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating