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• VCZHC054

  Create written imaginative texts to describe experiences involving imagined people and places

  Elaborations

  • collaboratively creating stories with imagined characters and settings, capturing the characters’ experiences in different cultures, for example, 《James在上海》
  • writing a creative account of an imagined experience with Chinese visitors in the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
  • writing a recount of an adventure, for example, 《xxx历险记》
  • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
  • exploring how alternative words can be used to convey varying attitudes and degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!

  VCZHC054 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC151

  Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English

  Elaborations

  • reading Chinese texts such as advertisements and signs that include the translation of some words or phrases, and engaging in class discussion about the merits of translations and alternative ways of representing the meanings expressed in the texts
  • reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this
  • observing interactions between speakers of Chinese and attempting to describe the interaction in English, discussing personal interpretations of the meanings conveyed and the cultural messages implicit in the interaction, for example, watching an interaction between a teacher and students in China and contrasting with their own experience in Australia
  • explaining culture-specific concepts such as humility (谦虚) to people from different cultural backgrounds, including examples of when and how 谦虚 should be shown and how it is understood by participants of the communication, for example, when accepting/rejecting appraisal

  VCZHC151 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC133

  Respond to simple fables and legends through discussion of characters and events

  Elaborations

  • engaging with entertainment designed for young children such as TV programs, songs, plays, and games in digital media, and evaluating such forms of entertainment, for example, 我喜欢这首歌,因为它的歌词很美
  • discussing depiction and features of characters in various forms of entertainment, such as differences between characters and how these differences are demonstrated, for example, in the cartoon 《喜羊羊和灰太狼》
  • reading aloud or reciting traditional texts such as poems and rhymes (for example 《咏鹅》 、《静 夜思》、《四和十》), paying attention to pronunciation, prosody and emotion and explaining key ideas in Chinese
  • participating in shared reading and identifying how familiar words are used to express meanings in new contexts, for example, 盘古的眼睛变成太阳， 头发变成星星，血液变成江河湖海
  • presenting stories to peers, paying attention to storytelling techniques such as 停顿; 语气语调; 抑扬顿挫

  VCZHC133 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC232

  Identify challenges in and techniques for mediating between Chinese and English

  Elaborations

  • discussing cultural connotations of words that express emotions, such as 幸福 versus ‘happy’; 怎么回事? versus ‘What’s wrong?’
  • defining equivalence and finding examples of concepts in Chinese and English which are unable to retain the original meaning when translated into the other language
  • translating terminology from other learning areas from English into Chinese and vice versa, for example, science, mathematics and social science concepts and terms
  • viewing extracts of Chinese films with their English subtitles, identifying alternative English translations and hypothesising reasons for choices made by professional translators
  • exploring English translations of Chinese colloquial language and vice versa, and discussing the complexities of capturing the meaning and sentiment conveyed by the original

  VCZHC232 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC086

  Respond to simple narratives and create short texts about imagined characters and events

  Elaborations

  • creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts
  • reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and cultures
  • reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗？真倒霉！哎呀！)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

  VCZHC086 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC071

  Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
  • describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
  • interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
  • reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning

  VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC102

  Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction

  Elaborations

  • composing a creative account of an imagined experience with Chinese visitors to the local community, for example, hosting a Chinese student or taking a tour group to a local sporting event
  • creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene
  • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
  • exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
  • taking on a role in a story and retelling the story from one character’s perspective, describing their feelings and emotions, for example, 我真高兴！ 太棒了！ 哎哟，吓死我了！

  VCZHC102 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU110

  Explore the development of Chinese as an international language and as a lingua franca in Chinese communities

  Elaborations

  • exploring the use of 普通话 as a lingua franca in Chinese-speaking communities and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语; 达人 versus 高手
  • investigating the dialects spoken in local Chinese communities and understanding why character subtitles are typically added to Chinese films and television shows
  • exploring the role of code-switching in the language use of bilingual speakers (for example, acronyms and words which have not been translated from their original English) and how Chinese authorities are trying to change this and limit the use of these terms in everyday media

  VCZHU110 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU028

  Use nouns, adjectives and simple sentences to record observations

  Elaborations

  • exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence 我看书? Do sentences work the same way in Chinese and English?’
  • recognising grammatical features and how their use differs in Chinese and English, for example, the lack of articles in Chinese; that adjectives can be used as verbs; limited use of the verb ‘to be’ (是)
  • following patterns of word order and sentence structure and using negation when creating sentences to express own meanings, for example, replacing the subject pronoun in 我喜欢绿色 to create the sentence 我妈妈不喜欢绿色

  VCZHU028 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU106

  Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background

  Elaborations

  • listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
  • examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts (同意 and 统一)
  • comparing examples of regional variation in pronunciation (for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’), and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions

  VCZHU106 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU079

  Explain how language defines people’s roles as outsiders or insiders in groups and cultures

  Elaborations

  • experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
  • considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHU079 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU158

  Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse contexts

  Elaborations

  • identifying variability in language used in a variety of contexts, for example, at the supermarket, at the doctor’s surgery, or when visiting a friend or relative
  • recognising language reflecting different levels of formality, such as 爷爷 and 祖父, and using language to reflect formality appropriate to context, for example, l and 非常疲惫
  • using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬请？
  • analysing language use to identify degree of intimacy or distance between participants, for example, 咱俩、我们、我和您
  • differentiating oral and written styles of language, for example, 我要吃好吃的。中国有很多美食

  VCZHU158 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU058

  Examine differences in sounds and tones, and patterns of sound flow in speech

  Elaborations

  • discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘ci’
  • examining the diverse meanings of words that share similar sounds (for example, the many meanings of the sound ‘shi’), and learning how to differentiate between 同音词 and 近音词 in different contexts, for example, 买东西/卖东西
  • comparing examples of regional variations in pronunciation, for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’
  • listening to interactions between unfamiliar voices at diverse speeds or levels of clarity to develop auditory and comprehension skills

  VCZHU058 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARU015

  Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships

  Elaborations

  • recognising that forms of address and greetings may vary according to the time of day, gender, a person’s background and the social status of the participants, for example,

    مرحبا؛ أهلاً؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك

    سيد أمين؛ الآنسة هالة؛ ؛ الأستاذ فارس

  • recognising that informal forms of address are commonly used and are accepted as the norm in various Arabic-speaking communities, for example,

    عم جوزيف؛ عمة سناء؛ خالة عبير؛ ست صباح؛ عم سليم

  • identifying how they communicate with their family and friends and with people less close to them, noticing differences in word choice and language use and communicative behaviour
  • explaining how their spoken language at home may differ from the language spoken in class, and recognising similarities and differences between various dialects represented within the classroom
  • understanding that the Arabic language has a standard form called Al Fusha, اللغة العربية الفصحى , which is mainly used in writing, and a range of oral dialects that differ greatly from region to region, for example, regional dialects from Lebanon, Palestine, Morrocco, Iraq, Egypt
  • understanding how gestures and tone are used to change the meaning of speech, and how the purpose of interactions, such as to command or invite, would change the emphasis on words being used, for example,

    زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ الكتاب؛ ضعه على الطاولة الآن!

  VCARU015 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU175

  Understand that signs can include different information, including a gestural overlay, identify types of depicting signs and how signers establish spatial locations and show constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • identifying where a signer has established a location in space (for example, through points, non-body-anchored signs, fingerspelled words or verb movement changes)
  • recognising that signers must make explicit which referent is associated with a location
  • identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU175 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCDEU148

  Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation

  Elaborations

  • applying basic pronunciation rules, such as the two different pronunciations of ch
  • applying different intonation for statements, questions, exclamations and instructions
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
  • noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
  • understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules

  VCDEU148 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHIU108

  Understand the relationship between language and culture, reflecting on how languages reflect values, belief systems and perspectives that may be differently interpreted by speakers of other languages

  Elaborations

  • identifying elements of Hindi that reflect cultural traditions and values, such as the use of forms of address that reflect status, age and relationship, for example, using the suffix ji when referring to elders or people who merit respect, forms of address such as नमस्कार, नमस्ते; आप कैसे हैं, तुम कैसे हो; the addition of श्री, श्रीमती for married women and the formal honorific कुमारी attached to forms of address to unmarried women
  • exploring how culturally defined concepts such as family, responsibility or hospitality influence forms of expression and patterns of interaction in Hindi, considering whether changes in cultural and social practices over time are translated into changes in language use
  • recognising Hindi words and expressions that reflect traditions, values and cultural priorities, such as forms of address like स्वामी जी for a religious leader, गुरु जी for a male teacher, बाबा जी for an older male person and राम राम as a mode of greeting in villages
  • reflecting on the dynamic nature of culture and on the relationship between language and culture, identifying visible and invisible elements of culture expressed in language that may be differently interpreted by speakers of other languages
  • discussing the cultural significance of expressions in Hindi that characterise more indirect forms of language compared to English, for example, by saying कोई बात नहीं, चलो जाने दो.
  • reflecting on how cultures influence ways of thinking about or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed in Hindi, as in कल – ‘yesterday/tomorrow’; परसों – ‘day before yesterday/day after tomorrow’; the concepts of अहिंसा and कर्म
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, such as references to gods and legendary heroes, for example, अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुँचेगा फाइनल में
  • finding examples of language and behaviours associated with Indian culture that are part of everyday life in Australia and around the world, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport

  VCHIU108 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCJAC148

  Gather, classify and compare information from a range of sources related to concepts from other learning areas

  Elaborations

  • surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of the year, and presenting findings in formats such as flow charts, graphs, diagrams or oral presentations, for example, ぜんぶ　で　二十人　です。六人　は　ゲーム　が　すき　です。
  • extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日本人　は　がっこう　で　そうじ　を　します。オーストラリア人　は　そうじ　を　しません。
  • identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations
  • viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production
  • identifying words, expressions and behaviours associated with important Japanese cultural activities or events, and comparing them with equivalent Australian expressions or behaviours, for example, locating あけまして　おめでとう　ございます on a New Year’s card (年(ねん)賀(が)状(じょう))

  VCJAC148 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCJAU158

  Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

  Elaborations

  • expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
  • understanding and identifying elements of different sentence structures and the use of particles such as へ、で
  • understanding the use of ～が　あります/います。to refer to inanimate/animate objects
  • describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　 あります。 noun　は　place　に　います。
  • knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　 に
  • understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
  • using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て　ください。トイレ　に　いっても　いい　です　か。
  • knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
  • understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
  • understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
  • understanding different question words such as いくら、どれ
  • using conjunctions such as そして、それから to link ideas

  VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language