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• VCNRC078

  Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours

  Elaborations

  • reflecting on learning and using the target language, and the nature of communication misunderstandings and breakdowns, discussing repair and recovery strategies and insights gained
  • exchanging correspondence with peers in communities where the language being studied is spoken and reflecting on differences and similarities in language use and conventions and cultural nuances
  • reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with speakers of the target language, for example, keeping a record of required modifications for intercultural experiences
  • sharing responsibility for modifying language and behaviours through providing feedback to other learners

  VCNRC078 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCNRU085

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this influences attitudes and beliefs

  Elaborations

  • collecting examples of the language being studied in the local landscape, for example, in particular parts of the city such as market places, exhibitions or cultural events, and discussing the influence and significance of the language and culture in Australia today
  • recognising the importance of learning and using different languages in order to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across communities who speak the language being studied

  VCNRU085 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Role of language and culture

• VCNRU119

  Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication

  Elaborations

  • examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect
  • considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
  • appreciating that language use can reflect and express cultural identity, that many languages exist in Australia and in countries where the language is spoken and that many people are bilingual or multilingual and value this as part of their identity

  VCNRU119 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCNRU081

  Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense
  • using a range of adverbs and adjectives to modify and intensify meaning
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts
  • seeking information using a range of questions
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCNRU081 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCNRU051

  Understand that language and culture are integral to identity and are reflected in communication styles

  Elaborations

  • discussing own and peers’ understanding of concepts and messages expressed in stories/myths/song lyrics
  • recognising that language use can have connections to cultural practices, such as celebrations
  • reflecting on the experience of learning the language and culture and identifying situations that have provided awareness of own cultural practices and values, for example, attending a cultural festival or show
  • discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

  VCNRU051 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Role of language and culture

• VCPSCSE003

  Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

  Elaborations

  • developing a list of responses to the prompt ‘It is important to keep trying because...’
  • describing a challenge you may have faced in the last week, such as making a new friend, and create a list of actions that could assist
  • developing a list of challenges that a student in Prep may face this year, such as learning to swim or looking after their possessions, and discuss why it is important to keep trying

  VCPSCSE003 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCRAC062

  Consider how the students' own biographies, including family origins, traditions and beliefs, impact on identity and shapes the students' intercultural experiences

  Elaborations

  • recognising that aspects of personal identity such as family, religion and marital status may be important in interacting with speakers of the language and in how one may be perceived
  • identifying formative events and experiences in own and others’ upbringing and how these shape identity, for example, events such as graduation or achieving a goal
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as increased awareness of representations of the culture/s studied in the Australian media

  VCRAC062 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCSSU049

  Light and sound are produced by a range of sources and can be sensed

  Elaborations

  • recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, touch to feel vibrations, our noses to detect smell and our tongues to detect taste
  • identifying the Sun as a source of light
  • recognising that objects can be seen when light from sources is available to illuminate them
  • exploring different ways to produce sound using familiar objects and actions, for example, striking, blowing, scraping and shaking

  VCSSU049 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• VCZHU140

  Develop ways to structure sentences in Chinese to elaborate own ideas

  Elaborations

  • elaborating ideas in sentences, including details such as time, place and manner, for example, 星期一我从上海坐飞机到北京
  • learning meta-terms to describe grammar rules in Chinese, for example, the placement of 主语 (subject), 动词 (verb), 名词 (noun) in sentences
  • recognising that there are multiple ways to structure a sentence, such as 我吃了早饭后去学校 and 吃了早饭后我去学校

  VCZHU140 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU124

  Recognise parts of speech and understand basic rules of word order in simple sentences

  Elaborations

  • learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)
  • categorising words into word types common across languages, for example, 家人 as noun, 四 as number
  • understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

  VCZHU124 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCAMUE033

  Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects

  Elaborations

  • identifying use of elements of music, for example, pitch contour/phrasing , articulations, dynamics, tempo, tone colour, melodic or rhythmic patterns in music they listen to and perform or transcribing ideas for use in own performance or composition
  • improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
  • experimenting with texture by layering sound in different ways, for example, using looping software
  • manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating timbre, dynamics or by trialling use of different bowing or breathing techniques or use of equipment such as a plectrum, and using this knowledge when learning a new solo, improvising or composing an ensemble piece
  • using listening response as starting points for improvisation, composition or performance, for example, how are the elements of music manipulated to create an effect/mood/feel? How can I manipulate dynamics/articulation/tone colour to achieve this effect in performance?

  VCAMUE033 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC201

  Interact with peers and others in and out of the classroom through reflection, discussion and participation in shared experiences

  Elaborations

  • making connections between ideas, actions and effects, using reflective language such as:
    SOMETIMES POSSIBLE HAPPEN++ WHY I-F PRO2 PAST THINK-ABOUT WILL TRUE HAPPEN
    Sometimes things happen because you think they will, so it comes true.
    CAR CRASH BECAUSE TEXTING.
    The car crashed because he was texting.
    
  • extending their repertoire of sign vocabulary through independent use of social media and digital resources to support more extended discussion
  • demonstrating culturally appropriate behaviours such as nominating themselves as interpreters in role-play interactions between deaf and hearing friends
  • demonstrating culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community, for example, waiting to be introduced to new people, knowing how to introduce themselves as L2 Auslan learners
  • identifying and comparing learning strategies that support their Auslan learning experience

  VCASFC201 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC059

  Exchange/provide information, opinions and experiences in either formal or informal contexts

  Elaborations

  • working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness
  • viewing two or more related signed texts on a selected topic, summarising and comparing key points of information and rephrasing for a class presentation
  • creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
  • giving presentations that include different perspectives on a selected issue, for example identifying and evaluating differences in views in relation to Deaf education
  • creating and presenting explanations about simple biological or mechanical processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts
  • summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • working with an interpreter to decide how to present information on a selected topic to a hearing audience
  • identifying and profiling Deaf artists who make use of music, as in work associated with the Deaf Performing Arts Network

  VCASFC059 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC027

  Interact with a range of German speakers and texts, being aware of audience and context, and recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours such as the degree of formality or directness
  • reflecting in discussions or journals on critical incidents in the course of learning and using German, for example, breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on how language choices might be interpreted by German speakers and making adjustments to help convey intended meaning, for example, more often using the generalised pronoun man or a passive construction rather than du/wir/sie or (alle) Leute
  • considering how own cultural practices, values and body language may be interpreted by German peers, for example, personal space and physical contact, personal and family habits and behaviours
  • exploring and challenging own assumptions and offering different perspectives to new situations/learning/language, including challenging stereotypes, for example, by making video clips of cultural bloopers an Australian visitor to a German-speaking country might make, and vice versa

  VCDEC027 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEU187

  Understand that language and culture are interrelated and that they shape and are shaped by each other

  Elaborations

  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using German
  • reflecting on how learning German has impacted on own assumptions about German language, culture or identity and on awareness of own communicative and cultural behaviours and of how these may be interpreted by others, for example, Früher dachte ich, dass die Schweizer … Jetzt verstehe ich, dass …
  • analysing how language use and culture reflect and shape relationships, practices and attitudes, such as expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi)

  VCDEU187 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDEU034

  Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

  Elaborations

  • establishing a deeper understanding of diversity, and reflecting on what own experience of linguistic and cultural diversity means for them
  • sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
  • reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity
  • considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others
  • analysing how language use and culture reflect and construct relationships, practices and attitudes, including expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Fremdsprache, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi) identity

  VCDEU034 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCESC147

  Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions

  Elaborations

  • interacting in small groups to complete learning activities by asking questions or making suggestions, for example, ¿Qué significa…? Podemos hacer…
  • stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…
  • checking on own and/or others` progress during learning tasks, using comments and questions such as ¿Está bien así? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo
  • participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
  • asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
  • asking for clarification, for example, No entiendo… Tengo una pregunta… Tengo una duda

  VCESC147 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESU156

  Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing conventions such as question and exclamation marks

  Elaborations

  • recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos!
  • recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words
  • reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
  • recognising variations in forms of spoken Spanish associated with particular regions, such as the pronunciation of j in Ecuador compared with northern Spain
  • applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
  • understanding the function of accents and learning to insert these into their own work electronically
  • understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically
  • using correct writing conventions such as inverted question and exclamation marks at the start of sentences, for example, ¿qué tal?; ¡cuidado!; ¡qué onda!

  VCESU156 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCGRCU007

  Understand the phonological and orthographic systems of Classical Greek, including the restored pronunciation and the written alphabet

  Elaborations

  • learning the Greek alphabet in lower and upper case, including final sigma, matching script to sound, for example, δ = d, γ = g, θ = th
  • recognising the use of the upper case in Classical Greek to distinguish proper nouns
  • mimicking or copying restored pronunciation of Classical Greek words, individually or with peers
  • writing simple sentences in Classical Greek to consolidate knowledge of script
  • recognising and representing diphthongs, double consonants and aspirated consonants, for example, αι, γγ, ψ, ξ, θ, χ, φ
  • recognising and using diacritical marks to show aspiration and iota subscript, for example, ἡ ὁδός, τῇ ὁδῷ
  • learning the standard system of transliteration of Greek into English letters, for example, δ = d, χ = ch, αι = ae
  • recognising that punctuation in Classical Greek can be different from English, for example, the use of the semicolon as the question mark in Classical Greek

  VCGRCU007 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language