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Result list

• 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

• VCTRC038

  Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds

  Elaborations

  • gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, Allah izin verirse, Hayırlı olsun
  • conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk
  • gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts
  • surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
  • researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
  • viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world, such as Kuzey Kıbrıs Türk Cumhuriyeti,Türkmenistan, recording key facts and unfamiliar vocabulary or expressions
    
  • gathering information about well-known people in fields such as sport, entertainment, pop culture, the arts or history, to create a profile to present to their peers

  VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCTRU029

  Understand and apply the principle of vowel harmony, experiment with Turkish pronunciation, intonation and spelling patterns

  Elaborations

  • learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
  • matching root words to suffixes to apply the rule of vowel harmony and to learn about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem, which have changed their original forms
  • learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words
  • learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes
  • understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?
  • understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
  • learning about the devoicing and doubling of final consonants, as in kitap – kitabı, kanat–kanadı, sokak-sokağa and git-gittim, sır-sırrım

  VCTRU029 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRU099

  Identify features that characterise different types of texts in Turkish, comparing them with similar texts in English

  Elaborations

  • comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive language and rhythm in poetry or song lyrics; the use of abbreviations and emoticons in text messaging
  • identifying characteristic elements of texts associated with national, religious or cultural events, such as festivals or weddings, for example, formulaic and respectful language such as bayramınız kutlu olsun, Allah analı babalı büyütsün, Allah mesut etsin, Allah kavuştursun, comparing with typical elements or features of equivalent texts in English
  • identifying differences between spoken and written forms of familiar text types, such as invitations, apologies or greetings, noticing variations in grammar, structure and cohesion, for example, sizleri de aramızda görmekten mutluluk duyarız, mutlaka gelin, affınızı rica ederim, çok üzgünüm
  • comparing features of texts that share a purpose but use different modes of communication, for example, by explaining how and why a text message is different to a phone call, or a puppet show to a written story
  • recognising conventions relating to structure and composition in Turkish poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by Orhan Veli Kanık, Yunus Emre
  • selecting excerpts of favourite comedy routines or cartoons to demonstrate how creative and performative texts use imagery, satire and expression to create mood, tap into emotions and engage and entertain an audience
  • developing metalanguage to talk about texts, for example, by referring to textual elements such as structure, mood, register, and by identifying features of text types, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır

  VCTRU099 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCVIC140

  Interact and socialise with peers and the teacher to exchange information and opinions related to daily life, school, friends, leisure and social activities

  Elaborations

  • interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy
  • sharing information and opinions with peers in class and in online communities about aspects of their lives, such as being a member of the Vietnamese community in Australia, and sustaining communication by asking questions, for example, Hôm qua là Tết Trung thu, bạn có đi xem múa lân không? Tết Trung thu năm nay tổ chức ở đâu vậy? Có gì đặc biệt không? Lớp mình có bao nhiêu người đi dự hội chợ Tết? Bạn có biết ở Úc, thành phố hay tiểu bang nào đông người Việt nhất không?
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập
  • describing and elaborating on details of experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà
  • creating own versions of familiar texts, for example, cards for special occasions such as weddings, or greeting cards such as postcards for imagined special occasions

  VCVIC140 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIU014

  Examine the structures and language features of a range of short familiar personal texts, including descriptive, informative and imaginative texts, and identify audience and purpose

  Elaborations

  • identifying the audience, purpose and structural features of short familiar texts in Vietnamese, such as messages, notes, signs, instructions, personal emails/letters, diary entries/blog posts, advertisements, announcements, recipes, stories, songs and poems
  • recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, the date on diary entries and letters, titles for stories, and greetings for emails or conversations
  • discussing ways in which different grammatical elements are used for different textual purposes, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại!) in recipes and other procedural texts, time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in stories, adjectives (đẹp, tốt, bền, tiện lợi) in advertisements, and personal pronouns (ông, bà, tôi, anh, chị, em) in conversations
  • understanding how to create textual cohesion by using linguistic elements such as cohesive devices (thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng) and conjunctions (và, với, hay, hoặc, vì, nhưng) to sequence and link ideas
  • understanding the use of features of particular text types in simple written, spoken or digital form, such as class signs and rules, birthday invitations, personal profiles, or recipes of favourite foods or drinks

  VCVIU014 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIU032

  Identify and analyse linguistic features of Vietnamese that vary according to purpose and relationships

  Elaborations

  • recognising how language use, such as level of politeness, reflects the relationship between participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày) while new acquaintances use more formal language (tôi, bạn)
  • identifying and analysing variations in language use, such as choice of vocabulary and structures, between diverse participants (for example, older people and teenagers, males and females, educated and uneducated people) in a range of different interactions
  • recognising and explaining changes in purpose, attitude or relationship that are revealed through variations in language use such as tone or communicative practices, for example, parents addressing children as con, con cưng, con yêu quý during harmonious times together but as mày during times of conflict
  • analysing how a writer or speaker may vary tone to create different effects on an audience, for example, Mẹ không được xem lén nhật ký của con! versus Mẹ không nên xem lén nhật ký của con như vậy, or Sao con dám nói chuyện với ba mẹ như vậy? versus Sao con có thể nói chuyện với ba mẹ như vậy?
  • comparing and discussing language use in a range of blogs, interviews or transcripts of speeches to determine the target age, gender, social status or educational level of the audience
  • recognising variations in language use in traditional and contemporary Vietnamese entertainment and texts (kịch, cải lương, truyện cổ tích versus phim, thơ, truyện ngắn), including vocabulary, structures, modes of expression and cultural elements

  VCVIU032 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIU155

  Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam

  Elaborations

  • recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, ‘jeans’, ‘shopping’ and ‘hello’
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • understanding that Vietnamese has different dialects, such as Southern, Central and Northern Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
  • distinguishing between the three main dialects in Vietnamese, for example, noticing that the Southern and Central Vietnamese dialects have fewer tone markers in spoken language than the Northern Vietnamese dialect
  • exploring the expansion of vocabulary in the Vietnamese language due to the influence of regional dialects, for example, Southerners have adopted some Northern words (ba mẹ) and vice versa (cù lần)

  VCVIU155 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCVIU016

  Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

  Elaborations

  • recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
  • identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.

  VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIU153

  Understand the structure and language features of familiar texts such as recipes, recounts, narratives, procedures, emails and stories, recognising that linguistic choices depend on purpose, context and audience

  Elaborations

  • identifying and comparing the language features of different text types, such as descriptive language in narratives or persuasive language in advertisements, and making connections between these features and the purpose of the text, for example, the use of descriptive language to entertain, or emotive language to persuade
  • identifying the context, purpose and audience of a range of imaginative, procedural, persuasive or informative texts, such as stories, recipes, advertisements and news reports
  • identifying the context, audience, purpose and structural features of short familiar texts in Vietnamese, such as messages, notes, signs, instructions, personal emails/letters, diary entries/blog posts, advertisements, announcements, recipes, stories, songs and poems
  • recognising structural features of familiar personal, informative and imaginative Vietnamese texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
  • discussing ways in which different sets of vocabulary are seen in different contexts, for example, the use of imperatives in a set of instructions (Đứng lên! Ngồi xuống! Mở tập ra! Nghe và lặp lại), the frequent use of time and place markers (ngày xửa ngày xưa, hôm qua, hôm nay, ngày mai, tuần tới) in narratives, the types of adjectives (đẹp, tốt, bền, tiện lợi) seen in advertisements, and personal pronouns (ông, bà, tôi, anh, chị, em) in everyday conversations
  • understanding how to create textual cohesion by using elements such as adverbs of sequence for example, thứ nhất, thứ nhì, trước tiên, kế đến, rồi, sau cùng, and conjunctions, for example, và, với, hay, hoặc, vì, nhưng, to sequence and link ideas

  VCVIU153 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHC212

  Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance

  Elaborations

  • identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to a native Chinese speaker; the different perspectives of a city resident versus a rural resident
  • developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
  • creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…
  • accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, for example, 有人认为愚公很傻， 尤其是生活在现代的人
  • presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective
  • engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
  • presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女
  • collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas readers
  • collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people

  VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC210

  Participate in planning and presenting a social or cultural event, negotiating options and solving problems

  Elaborations

  • designing a campaign to promote a community organisation and persuade people to join, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！
  • asking open questions, inviting others to elaborate their ideas and restating to confirm understanding, for example, 请说一下您为什么决定…？为了保护环境，你一般做什么？你已经说过…；你说的是…，对不对？
  • considering how the use of a polite tone and respectful language when making a complaint may empower both speaker and listener to achieve a positive outcome, and how advice may be given in a non-judgmental way, for example, 你最好/我觉得你应该/我知道…对你很重要，可是… rather than 你一定要/如果你…，就…/你太…
  • negotiating to achieve desired goals by asserting, conceding, and expressing obligation (for example, 必须、一定要) or absence of choice （for example, 没办法、不得不）in an appropriate manner
  • participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction
  • participating in shopping scenarios with classmates, expressing opinions about qualities of goods (for example, 这个红色的裤子真好看), making comparisons with other retailers or service providers (for example, 他要一百块，你要一百三十块) and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging others’ ideas and opinions, and offering alternatives, for example, 这件大衣太大了，我不要，我看一看那件吧
  • acknowledging the ideas and opinions of others and expressing agreement (for example, 好的、 我同意), disagreement (for example, 对，可是), excitement (for example, 太好了) or disappointment (for example, 真可惜) when interacting with others

  VCZHC210 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC067

  Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed

  Elaborations

  • discussing differences in the way events are reported in different media sources, such as local and national Chinese TV news programs
  • collating and analysing data on life in Chinese communities (such as positive and negative experiences of adjustment to life in Australia, impressions of Australian education system, and perspectives on the Australian national character) by interviewing Chinese speakers and utilising a range of graphic organisers to collate and compare ideas from diverse sources and perspectives
  • presenting or supporting a personal position or view by reconstructing information from diverse sources, summarising key points, and using quotes or supporting information, acknowledging diverse perspectives and sources of information and the views of others by using reported speech, and using forms of presentation appropriate to the subject matter, for example, using charts or images to support text
  • gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
  • extracting details and main ideas from texts, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
  • comparing different perspectives on the same event or on a topical issue such as intergenerational relationships, the environment, or food choices
  • making presentations on aspects of cultural practices and lifestyles in Chinese communities, providing a balanced perspective and avoiding stereotyping, for example, 很多中国人…；据报道，百分之三十的人口…
  • creating and displaying posters to raise peers’ awareness and help promote the messages of charity organisations conducting work in China
  • sharing own interest in people, places and events in the Chinese world by reading about places and historical figures (such as 秦始皇, 毛泽东) and writing articles for the school newsletter to inform others, recommending further reading and websites (Chinese and English)

  VCZHC067 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC129

  Interact and socialise with peers and teachers to exchange thoughts and feelings about home routines, leisure activities and community events

  Elaborations

  • participating in conversations about home and leisure activities, expressing opinions and comparing experiences relating to hobbies, interests and routines, for example, 你喜欢做什么？ , 我喜欢游泳。, 你几点放学？, 我三点放学，比较早
  • discussing topics beyond the immediate home context, including subjects from other learning areas, for example, 乘法口诀, 名人 and 地理
  • asking questions to seek permission from the teacher, for example, 我可以上厕所吗？ / 老师，我们明天有没有汉语课？/ 老师，我可以用铅笔写字吗？
  • repeating the teacher’s instructions to help clarify and maintain class activities, for example, 老师说我们先看这个DVD，再做题
  • initiating and maintaining communication by taking turns (for example, making suggestions such as 我们要不要一起去 or 我们一起去吧) and responding to the suggestions of others in an appropriate manner, such as 好的, or through gesture
  • creating short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
  • producing short texts such as descriptions of a place or feature or the rules of behaviour for different events, situations or activities
  • participating in shared blogs, exchanging information with students from sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
  • using emoticons such as >_<||| in digital communication to enhance meaning

  VCZHC129 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC181

  Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience

  Elaborations

  • using signs to agree or disagree on relevant topics, such as:
    AGREE YES HOMEWORK SHOULD
    Yes, I agree we should do homework.
    PRO1 KNOW WHAT MEAN, BUT….
    I know what you mean, but …
    PRO1 DOUBT
    I’m not sure.
    AGREE-NOT, PRO1 THINK…
    I don’t agree; I think …
    
  • participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences
  • contributing to online videoconferencing with other Auslan users to compare and contrast aspects of their school and learning experiences
  • using appropriate NMFs when turn-taking, for example:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    WAIT….COME
    Can you just wait a moment … Right, what did you want?
    
  • clarifying meaning, for example by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [fingerspell word]?
  • using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
  • engaging with deaf visitors from different groups and backgrounds and creating a vlog about the visits

  VCASFC181 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCVIC162

  Respond to different types of imaginative texts by explaining themes, messages and plot, and commenting on characters and events

  Elaborations

  • listening to, viewing and reading a range of narratives, including multimodal and digital narratives, such as cartoons, films, comics, stories, poems and songs, and identifying and analysing themes, messages and plot
  • comparing different expressive forms of the same story, event, character or place, to consider how form affects meaning and creates effects, for example, comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
  • reflecting on the ways in which people, places and experiences are described in Vietnamese imaginative texts, and comparing representations with those expressed across cultures, for example, comparing Vietnamese and Australian folk songs (hò leo núi/kéo gỗ/cấy lúa and ‘Waltzing Matilda’) or Vietnamese and Western folk tales (Tấm Cám and Cinderella), and discussing the reasons for similar or different values, practices and beliefs
  • comparing key messages and beliefs from Vietnamese stories (Sự Tích Trái Dưa Hấu, Sơn Tinh Thủy Tinh) and imaginative texts in the Australian context, including Aboriginal and Torres Strait Islander texts such as ‘The Rainbow Serpent’
  • responding to different expressions of humour in Vietnamese comedies and comparing them with Australian/Western expressions of humour, for example, comparing comedies by Thúy Nga, Asia with Anh Do/Mr Bean
  • commenting on and stating personal preferences relating to characters, actions and events in texts, using descriptive and evaluative language, including antonyms such as hiền lành/hung dữ, thành thật/gian xảo, rộng rãi/keo kiệt, thiện/ác, and relevant idioms or proverbs such as ở hiền gặp lành, gieo gió gặt bão, có chí thì nên, ăn quả nhớ kẻ trồng cây
  • comparing contemporary music popular among Vietnamese and Australian teenagers by listening to radio music stations and albums and viewing video clips, identifying similarities and differences in themes, messages, expression, styles of performance and singers’ fashion

  VCVIC162 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARU183

  Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making

  Elaborations

  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
  • understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,

    كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ

  • manipulating interrogative verb forms to ask a range of questions, for example,

    قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,

    مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية

  • using cohesive devices to sequence ideas, for example,

    في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة

  • extending use of negative forms, for example,

    لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً

  • using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
  • using comparative and superlative forms of adjectives to describe people and objects, for example,

    صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء

  • understanding how to use exaggeration and emphasis for effect, for example,

    ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك

  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb tenses to persuade, encourage and advise others, for example,

    شاركوا في الردّ على الموقع الإلكتروني؛ لا تنسوا شاهدوا الفيلم الأسطوري؛ سيعجبكم جداً؛ هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ؛ إتّصلوا على الرقم المذكور في الإعلان

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    قد يكون كلامك صحيحاً ولكني لست متأكّداً منه؛ ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة

  • creating compound and complex sentences by using embedded clauses, for example,

    أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!

  VCARU183 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language