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• VCHIU106

  Recognise that the Hindi language has evolved and developed through different periods of time and as a result of different influences and interactions, that it is related to many other languages used in India and in the Australian community, and that it has influenced/influences other languages

  Elaborations

  • understanding that all languages are dynamic, continuously changing over time, that some grow, adding new words and borrowing from other languages, as in the case of both Hindi and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
  • recognising connections between language families and individual languages, such as that between Hindi and Punjabi, including the practice of adopting and adapting words and expressions from each other, for example, the use of Hindi words that originated in languages such as Persian, Arabic and English
  • identifying Hindi words derived from other languages, such as दफ़्तर, borrowed from Arabic, क्षेत्र (field in an abstract sense) directly from Sanskrit versus खेत (field as in for farming) from Hindi via Pali/Prakrit, मेज़ via Persian from Portuguese
  • exploring the relationship between Hindi and English language systems and practice and identifying changes to Hindi that have come about as a result of processes such as globalisation, technological change and intercultural exchange
  • identifying Hindi words and expressions used in English and other languages, such as pyjamas, bungalow, sorbet, avatar, cashmere, juggernaut, yoga, sari researching their origins and comparing original and current meanings
  • finding examples of Hindi words that retain their identity as non-English words but are increasingly incorporated into English and understood by bilingual speakers, for example, the familiar, affectionate use of यार and देसी

  VCHIU106 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU101

  Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other languages used in the Australian community

  Elaborations

  • understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
  • investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
  • understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
  • understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
  • recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri
  • identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
  • recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);
  • classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd

  VCTRU101 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCARC161

  Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning

  Elaborations

  • translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing own and others’ translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating and interpreting texts, using print and online dictionaries, and translation tools or programs, identifying culturally specific vocabulary, for example, عفواً؛ سلامتك؛ , and expressions, such as ألف مبروك الحمد لله على السلامة؛ نشكرالرب؛, and discussing the translation process relating to choice of words that best reflect the meaning, equivalence and contextual appropriateness
  • paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning

  VCARC161 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC134

  Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings

  Elaborations

  • comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy your lunch’
  • matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
  • using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word
  • playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

  VCESC134 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCIDC093

  Translate and interpret texts such as descriptions, emails, signs and notices, from Indonesian to English and vice versa, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from Indonesian to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing Australian Rules football or kaki lima
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal, for example, jam karet

  VCIDC093 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDU099

  Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning

  Elaborations

  • analysing the key features of texts such as advertisements, stories, songs and conversations, and comparing these with texts in own language and culture
  • identifying how texts are constructed, such as textual features (for example, salutations in correspondence), grammatical structures (for example, time markers in narratives) and visual cues, for example, images in brochures
  • comparing Indonesian and English grammar, identifying similarities, for example, subject-verb-object sentence construction and differences, for example, word order of nouns and adjectives, absence of the verb ‘to be’ with adjectives and verbs
  • applying knowledge of grammatical rules and context when using dictionaries to support comprehension and creation of texts (for example, locating base words by dropping the ber- prefix), or to recognise a word type, for example, ‘saw’ = ‘see’ (melihat) and not ‘saw’ (noun; gergaji)

  VCIDU099 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITC066

  Translate texts, discussing different versions and why these might occur

  Elaborations

  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, fare la passeggiata
  • translating texts describing events occurring in present and past, considering that Italian expresses concepts across time in different ways to English
  • selecting from options to translate short phrases and texts, and explaining choices
  • taking note of ‘false friends’ in translation, for example, that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
  • comparing own translation to one done by using an electronic translator, and discussing the advantages and disadvantages of using electronic translators and the sort of issues that emerge from their use
  • using strategies to avoid literal translation
  • using monolingual and bilingual dictionaries and word lists to assist in developing meaning

  VCITC066 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC008

  Translate and interpret short texts such as self-introductions or conversations, noticing and explaining aspects that are similar or different in Japanese and English versions

  Elaborations

  • collaborating with peers and the teacher to translate and interpret familiar texts in Japanese such as emails and phone conversations between friends or self-introductions, noticing similarities and differences between Japanese interactions and their own communicative style
  • interpreting words and expressions encountered in simple Japanese texts such as greeting cards, menus or stories that do not translate easily into English and that reflect aspects of Japanese culture, for example, ていしょく、いただきます、 the use of ‘happy’ in English compared to おめでとう in Japanese, しつれいします、はじめまして、どうぞよろしく
  • comparing own translations of simple texts with peers’, explaining why words or expressions were translated in particular ways and considering reasons for any differences
  • learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context
  • comparing the meaning and use of emoticons in Japanese and English

  VCJAC008 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRC004

  Locate key phrases and points of information in simple texts such as messages, announcements, charts, lists or illustrated reference materials, and use the information to complete guided oral and written tasks

  Elaborations

  • demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking or dragging
  • locating specific details about places, events or objects featured in picture books, charts or posters, for example, by responding to questions such as, Masaldaki kişiler kimler? Nerede yaşıyorlar? Neyi kutluyorlar? Bu masal bize ne anlatmak istiyor?
  • matching items from picture dictionaries or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar
  • collecting information from texts such as charts, calendars, posters, timetables or tuckshop menus to create their own resources, such as lists of favourite lessons, colours, animals or food
  • listening to spoken texts such as class and school announcements or recorded phone messages, identifying key words and facts, such as names, places, numbers or times

  VCTRC004 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC167

  Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points

  Elaborations

  • identifying the challenges of translating some concepts (for example, 龙的传人: ‘descendant of dragon’), and developing strategies to overcome these; asking, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for creating different translations for different audiences
  • comparing alternative ways of translating to identify ‘normality’ in one’s linguistic and cultural context, for example, using the term 软饮料 instead of 无酒精饮料 assumes the reader/audience has a degree of connection to English to understand meaning of 软
  • considering ways to convey culture-specific terms (for example, 中药和食疗, 上火，大补) in English

  VCZHC167 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU219

  Explore and apply the principles of character form and function, including knowledge of semantic and phonetic radicals, to predict associate sound and meaning of new characters encountered in texts

  Elaborations

  • using character and component knowledge to infer potential sound and meaning of new characters encountered in texts
  • examining component form and function to predict sound of unfamiliar characters when reading aloud
  • inferring the meaning of terminology from other subject areas based on analysis of characters such as 螺旋桨
  • using knowledge of components to select a character from options when inputting Chinese into a digital text
  • explaining how morphology works to identify and convey subtle and precise meanings in communication
  • inferring the meaning of unfamiliar words containing a familiar character morpheme
  • applying understanding of word formation when comparing translations in a bilingual dictionary to identify the word most appropriate to the required context and use
  • appreciating that the precise meanings of character morphemes are determined by context, for example, 一封信 and 相信；企图 and 地图

  VCZHU219 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEC172

  Engage in a range of shared activities such as managing events and arguing for a course of action by persuading others to change their opinion and/or behaviour

  Elaborations

  • organising a real or simulated forum to raise awareness of environmental, social or ethical issues such as persuading fellow students to act in a more environmentally friendly or socially aware manner, for example, Was können wir für die Umwelt machen? Wie kann man den Obdachlosen/Asylanten helfen?
  • creating a collaborative communications project, for example, via social media or a daily news segment for a community television or radio station, using appropriate terms to introduce, identify and summarise, for example, Wir ihr alle wisst… Es ist nötig, dass wir… Wollt ihr auch nicht…?
  • applying for opportunities such as student exchange programs or scholarships, giving details of education, work experience, skills and interests such as in a Lebenslauf or by writing a formal letter to apply for a position, using appropriate language conventions, for example, Sehr geehrte/r … ; Mit freundlichen Grüßen; Ich bin für diese Position geeignet, da ich… .
  • role-playing formal/informal negotiations, for example, a teacher/parent and teenager resolving a disagreement about Ausgehen, Freunde or Noten in der Schule
  • participating in a simulated Vorstellungsgespräch, persuading a prospective employer of their suitability for a part-time job

  VCDEC172 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIC060

  Interpret and compare representations of values, characters and events from a range of traditional and contemporary imaginative texts

  Elaborations

  • comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends
  • analysing cultural styles of humour in comedies or cartoons, for example, by comparing Hindi jokes about family relationships, such as mother-in-law/daughter-in-law and husband/wife jokes पति- पत्नी इत्यादि के चुटकुले, with humour around similar relationships in Australian English
  • identifying characters in fables and legends that embody particular qualities, values or defects that have come to represent recognisable character traits in everyday speech, for example, referring to a playful or naughty child as Krishna or Kahnaiyya, or to a late-sleeper as Kumbakaran
  • considering whether values and aspirations expressed in historical texts such as letters written during the freedom struggles in India might have relevance to their own lives
  • comparing style, creative effects and cultural values reflected in popular Hindi and Australian music by listening to music stations, reading print or online music magazines, classifying song titles or viewing clips from Bollywood films
  • comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing different living traditions present in Australia, including cultural and artistic expression associated with Aboriginal and Torres Strait Islander people
  • providing a live commentary to a dance performance, interpreting movements, commenting on the significance of costume and interpreting messages conveyed through the performance

  VCHIC060 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU031

  Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCITC121

  Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate

  Elaborations

  • listening to and reading narratives, biographies and autobiographies to explore representations of life experience in relation to concepts such as adolescence, relationships and roles
  • identifying practices, values and beliefs of characters in extracts from contemporary Italian literature, film and popular culture, comparing these with texts in own language and culture and with their own experiences
  • exploring how values and practices may have changed over time by comparing texts from different eras, for example, analysing the lyrics of Italian popular songs and singer/songwriters (cantautori), for example, ‘L’italiano’ by Toto Cutugno
  • reflecting on own experiences, practices, attitudes, interpretations and reactions and those of characters in imaginative texts, for example, Anch’io penso che …, In Australia invece …; Non credo di [+ infinitive …] …, Anch’io ho avuto/sperimentato …
  • changing aspects of a story (for example, locating it in a different time or place, or developing an alternative ending) and explaining the significance of such changes
  • writing poems, letters or emails to characters from a story or film, for example, Pinocchio
  • interpreting how sounds, images, body language and language choices in texts such as songs and films carry Italian values, for example what aspects of the film, in La vita è bella convey the importance of love and family in Italian culture

  VCITC121 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC086

  Interact with peers and teacher to socialise, exchange information and opinions, talk about personal worlds

  Elaborations

  • using simple greetings relevant to the time of day, context or relationship, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk!, noticing differences between how they greet different people, such as teachers or family members, for example, Merhaba Ayşe! Nasılsın? Günaydın öğretmenim! Siz nasılsınız?
  • offering and responding to general wishes such as Afiyet olsun! Elinize sağlık! Teşekkür ederim. Bir şey deği! Çok yaşa! Sen de gör! and to wishes associated with significant events in their community such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun!
  • composing written or digital texts, such as emails, cards, letters or text messages, to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • describing and comparing accounts of social activities or special community celebrations or events, for example, Cumhuriyet Bayraminda ben şiir okudum, Ramazan Bayramında dedem bana harçlık verdi
  • talking about themselves and their families and expressing likes, dislikes and preferences, for example, Arkadaşlarımla sinemaya gitmeyi severim, Suyu gazoza tercih ederim
  • participating in online exchanges with sister schools in Turkey or other Turkish-speaking contexts, asking and answering questions about studies, interests and daily routines, for example, Kaçıncı sınıftasın? En sevdiğin ders hangisi? Okuldan sonra futbol oynuyorum, Akşamları saat onda yatıyorum, Cumartesileri bağlama kursuna gidiyorum
  • describing and comparing with others aspects of their cultural and communicative worlds, including the use of different languages at home, at school and in their social lives, and their involvement in different activities, for example, aile yaşamı, düğünler, spor, bayramlar, misafirperverlik

  VCTRC086 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC106

  Organise and classify information compiled from different sources in different modes of presentation, re-presenting chosen elements in formats suitable for particular audiences

  Elaborations

  • viewing, reading, listening to texts such as documentaries or travel brochures, which depict aspects of Turkish culture, art, history or geography, summarising the information to share with others, for example, by preparing a digital display or photo montage with recorded commentary for younger students
  • comparing information on a particular news event or topical issue as reported in newspapers or online discussions forums, identifying differences in perspectives reflected in choice of language and style of representation
  • conducting surveys and reporting on attitudes among peers and family members towards issues such as the impact of social media and technology on communication or environmental concerns, reporting back to the class on perceived differences in perspective
  • examining information obtained from different sources to analyse how young people are represented in the media, for example, by comparing letters to the editor about young people with postings on forums by young people
  • researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying the influence of factors such as geography, belief systems, climate, social and community environments on lifestyles and practices
  • creating and presenting critical analyses in oral or digital mode of media texts such as advertisements, promotional websites or documentaries which involve different representations of Turkish culture and experience
  • collecting examples of good news/success stories related to their school, homes or local communities, for example, sporting achievements or successful fundraising, sharing their findings in formats such as digital displays or newsletter contributions

  VCTRC106 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC181

  Translate and interpret texts for different audiences and contexts, and explore how cultural concepts, values and beliefs are represented differently in Vietnamese and English

  Elaborations

  • viewing English-language films with Vietnamese subtitles (and vice versa), evaluating the effectiveness of the translations and explaining associated cultural aspects
  • reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address (cô, chú, anh, chị, em)
  • analysing and discussing similarities and differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = ‘Where there’s a will there’s a way’, Đừng có trông mặt mà bắt hình dong = ‘Don’t judge a book by its cover’, đẻ bọc điều = ‘To be born with a silver spoon in one’s mouth’, Dạy con từ thuở còn thơ = ‘Strike while the iron is hot’
  • translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến/Em yêu, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards’/‘Regards’
  • experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation of expressions, idioms and proverbs requires both literacy skills and cultural knowledge to mediate between languages
  • translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts

  VCVIC181 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC021

  Compare, evaluate and use information and ideas from diverse print, visual, digital and online sources representing different perspectives related to common areas of interest and study

  Elaborations

  • summarising, comparing and evaluating information obtained from a range of sources for a research project, for example, information about Vietnam from a cookbook, a tourism website and a documentary such as Anh Do in Vietnam, Luke Nguyen in Vietnam or Hành Trình Xuyên Việt, discussing similarities and differences in the information obtained and justifying the choice of information based on accuracy and validity
  • researching young people’s lifestyles across Vietnamese-speaking communities, comparing information from different cultural contexts to identify the impact of such factors as climate, customs, transport, economy or globalisation, for example, the influence of Korean pop culture on Vietnamese teenagers’ fashion and hairstyles, and their tastes in food, music and movies
  • differentiating between facts and opinions in texts such as reports and articles or letters to the editor, recognising how certain expressions provide clues to writers’ attitudes, for example, thảo nào, tôi không thể tin rằng, không ai lại làm thế, thật vậy sao
  • compiling (through class surveys and other research) and comparing a range of perspectives on teenage interests and social or cultural issues, such as attitudes to sport, tutoring, technology advance, cultural practices such as tết Trung thu, or traditional values such as lòng hiếu thảo, comparing perspectives and explaining possible reasons for differences
  • discussing similarities and differences in attitudes/views of speakers or writers, and comparing and connecting them to own and others’ experiences to form personal perspectives on the issues discussed
  • collecting common Vietnamese idioms, proverbs and ca dao and grouping them according to themes or topics, such as customs, morality, family, friendship or relationships

  VCVIC021 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC178

  Convey information, ideas and viewpoints from different perspectives, selecting appropriate modes of presentation to achieve specific purposes for particular audiences in relevant contexts

  Elaborations

  • producing a range of spoken, written, digital and multimodal texts (posters, emails, formal letters, blog posts, articles, speeches, PowerPoint presentations) for diverse audiences (children, peers, parents, employers), contexts (school, home, community, social group) and purposes (informing, reporting, explaining, promoting, persuading), to convey own ideas on topics such as balancing study and recreation, the benefits of recycling, or the impact of technology
  • writing informative and persuasive texts aimed at a particular audience and context, for example, a brochure promoting a holiday destination (for teenagers), a poster for a doctor’s surgery encouraging healthy eating (among children), a speech to promote healthy and sustainable lifestyles (among young people), a youth web page reviewing a new music or movie release, or an article warning people about environmental pollution or the dangers of cyber bullying
  • creating texts pitched to specific age or interest groups, making choices regarding vocabulary, structure, visual and cultural elements, for example, fashion/health advice for a youth forum, school information for new students, suggestions for ways to bridge the generation gap for a family magazine, or a request for donations to help save an endangered animal
  • justifying own views with quotes or text references, for example, Chúng ta không nên đánh giá con người qua bề ngoài bởi vì tục ngữ có câu ‘Đừng có trông mặt mà bắt hình dong’. Tôi nghĩ rằng nạn phá rừng đã gia tăng đến mức báo động vì thống kê cho thấy mỗi năm diện tích rừng trên thế giới giảm 20%
  • exploring social and cultural themes through modes of presentation that combine elements such as photos, videos and music to enhance effect of text

  VCVIC178 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing