Search results

Result list

• VCGRCE017

  Convey interpretations of information and ideas about ancient Greek society and culture, in oral, written and digital forms, using Classical Greek as appropriate

  Elaborations

  • discussing how cultural attitudes are conveyed in Classical Greek texts, such as attitudes to slaves or women, cleanliness, food, for example, conducting a role-play, forum on salient issues, ‘Q & A’ session
  • investigating legal rights and obligations of citizens, social classes or property rights, for example, building a digital representation of social strata
  • researching ancient Greek urban planning and architecture through the study of an archaeological site, and presenting findings, for example, by creating a virtual tour of the Agora or the Acropolis of Athens, with written or oral text in English or simple sentences in Classical Greek
  • examining architectural remains of ancient Greece, such as places of entertainment and worship, and discussing what they reveal about the values and attitudes of ancient Greeks
  • gathering and collating information about ancient Greek art, including sculpture, jewellery and painting, for example, producing and presenting an online exhibition catalogue
  • researching references in Classical Greek texts to historical or mythological characters, such as Themistocles or Achilles
  • exploring Classical Greek inscriptions to elicit and present information about ancient Greek society, for example, vases, funerary stelae, ostraka, and creating own examples in English or Classical Greek

  VCGRCE017 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCHIC119

  Reflect on the relationship between language, culture and identity, and how this shapes and reflects ways of communicating and thinking

  Elaborations

  • identifying variations in the ways they communicate with people from different language backgrounds, for example, in relation to the use of humour, respect or communication in public or formal situations
  • reflecting on differences in communication styles between speakers of different languages that they know, such as ways of expressing identity or responding to others’ comments, including observations of each other’s ways of communicating in different contexts and languages
  • considering the relationship between styles of communication and cultural factors such as generation or social environment, for example, by talking about the kinds of questions they ask or comments they make when interacting with people of their own age compared to how they talk with older people in their families or communities
  • describing ways they adjust their interactions in different languages, situations and contexts, for example, by comparing typical exchanges with Hindi- or English-speaking friends in different situations
  • exploring how ways of thinking, communicating and behaving both influence and reflect cultural identity, for example, by identifying ways of expressing ideas that they see as being more Australian or Índian
  • reflecting on intercultural learning in school and intercultural experience in and out of school, discussing how each context presents different opportunities for developing intercultural capabilities

  VCHIC119 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHIC112

  Organise information from different sources and in different modes of presentation for re-presentation in formats suitable for specific audiences and purposes

  Elaborations

  • identifying different perspectives on selected issues presented in different media outlets, such as news sites or specialty magazines such as प्रदूषण, जनसँख्या, भेदभाव, and using the material as stimulus for in-class or online debates or opinion pieces
  • listening to interviews with celebrities from fields such as sport, the arts, entertainment or politics, identifying and classifying words, expressions or cultural references that convey information about culture or context
  • presenting information collected from print and digital sources on a topic such as regional food specialities, for example, by creating a glossary of terms by categories, for example, herbs and spices मसाले, हल्दी, धनिया, फल, सब्जियाँ, सूखे
  • evaluating information retrieved from online discussion forums and social media outlets on issues relevant to their peer group, for example, family relationships, youth identity or generational change, selecting and editing content to include in a summary statement or report
  • analysing coverage of issues relating to Hindi-speaking communities from a range of news media, classifying and recording in a shared data base the most commonly addressed issues or perspectives
  • researching aspects of a selected activity or business operating in their community, for example, restaurants, boutiques, youth centres, presenting their findings in the form of digital displays or posters for a community information evening

  VCHIC112 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC087

  Make plans and obtain goods or services in real or simulated situations, through corresponding and transacting with others using modelled texts

  Elaborations

  • participating in scenarios such as being lost and asking for and giving directions (for example, Dari sini jalan ke timur sampai perempatan) or assistance, for example, Permisi Pak, boleh saya bertanya di mana…
  • negotiating and making decisions about goods and services such as transport, ordering goods such as food and drink (for example, Mau beli bakso? Mau menonton film atau bermain sepak bola nanti sore?), or purchasing goods, for example, bisa kurang, Wah! terlalu mahal, saya rugi
  • giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja
  • exchanging details such as time, place, activity and participants when organising events, using texts such as phone conversations, emails, text messages, notes and letters, for example, mau berbelanja di mal dengan saya?

  VCIDC087 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC070

  Take responsibility by initiating interactions, solving problems and encouraging others to act

  Elaborations

  • negotiating arrangements, weighing up alternatives and reaching shared decisions, for example, Sudah ada acara besok malam?, Bagaimana kalau kita ke…, Lebih baik naik…atau…?, Kamu pilih yang mana?
  • solving problems by discussing ideas, suggesting a range of options, making concessions or finding ways to attain agreement/consensus, for example, Menurut pendapat saya…, Tentu lebih baik kalau…, Sesudah dipikirkan dengan serius…, Dilihat baik buruknya…
  • transacting for goods and services, including persuading someone to sell them something or change an item (for example, Silakan lihat-lihat saja, Coba dulu) and evaluating quality, for example, harganya tidak mahal tapi mutunya tinggi
  • participating in real and simulated transactions and considering ethical and/or competitive dimensions, for example, bargaining over the price of a watch, the service of a pembantu, or the price of a bride in Dayak communities

  VCIDC070 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC057

  Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

  Elaborations

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips, for example, Menurut pendapat saya, Saya pikir (bahwa), Saya rasa, Saya suka/tidak suka…
  • stating personal preferences about characters, attitudes and events in texts (for example, Saya paling suka/lebih suka/kurang suka…), including commenting on reactions, for example, Dia ganteng tetapi kurang sopan, Saya kurang suka gurunya karena jahat, Bapak Mira sangat lucu karena sering bercanda
  • comparing key messages and beliefs from Indonesian and Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences, for example, Isu-isu remaja sama di Indonesia; Lingkungan sangat penting di Indonesia dan Australia

  VCIDC057 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC101

  Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources

  Elaborations

  • describing a person, place, object or event in their local environment using [article + subject + verb + adjective], including negative expressions, for example, è/non è simpatico/cattivo; di legno/di ceramica; è interessante/difficile
  • comparing aspects of daily life across cultures, for example, fare la passeggiata, eating habits, school life and routines and presenting results in class in oral presentations or written descriptive texts
  • surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti…)
  • collecting, collating and presenting data in Italian using online survey software

  VCITC101 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC058

  Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences

  Elaborations

  • using appropriate forms of address to express and receive thanks and good wishes, and to apologise, for example, Tantissimi auguri. Cento di questi giorni. Grazie infinite. Mi dispiace, non posso/sono impegnato. Scusa se non vengo …
  • exchanging personal information such as routines and experiences, using essere, avere and other common verbs, including reflexive verbs (for example, Vengo da Sydney. Questo è mio fratello. Vesto leggero); and comparing their own experiences with those of others in different cultural contexts, for example, È più grande di me e studia economia
  • sharing views and creating spoken and written texts about favourite forms of entertainment, celebrities and significant figures, and expressing preferences, feelings and opinions, for example, Ogni weekend vado al cinema/al mare. Gioco a … Sono andato/ a … ho visto.. ho comprato … ho mangiato
  • recounting events, describing activities and personal experiences, for example, Dove sei andato/a? Con chi? Cosa hai fatto?; Mi sono divertito/a. Il cinema/teatro era interessante

  VCITC058 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITU094

  Understand that language use has the power to influence social relationships, beliefs and values

  Elaborations

  • examining the language of texts such as protest songs, posters and graffiti to identify ways in which language is used for social commentary
  • identifying features of language such as lexical choices and idiomatic expressions used to achieve different purposes, for example, Chiamaci — ti aspettiamo (advertising). Batti un colpo
  • investigating the impact of media and technology on Italian, including blended forms used to express new concepts, for example, the influence of English in Italian media (Fra le iniziative che vale la pena ricordare, c'è la campagna di sensibilizzazione online ‘Stop Cyberbullismo’, avviata nel 2008 dal Ministero della Pubblica Istruzione)
  • analysing Italian vocabulary related to art, music and cuisine and the impact this has had on other languages, for example, the use of terms such as opera, chiaroscuro, allegro con brio, le lasagne verdi
  • reflecting on own experiences of the influence of language and culture, identifying experiences of inclusion or exclusion, or the marking of respect, values and attitudes

  VCITU094 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAC131

  Present factual information relating to familiar home, community and cultural contexts, using graphic and digital support such as photos, tables, lists and charts

  Elaborations

  • describing family members and friends, identifying relationships such as お母(かあ)さん, using simple descriptive, modelled language and supporting resources, for example, これ　は　わたし　の　お父(とう)さん　です。Ken　です。お父(とう)さん　は　やきゅう　が　すきです。お父(とう)さん　は　やさしい　です。
  • creating a display such as a chart, diorama, mini book or digital presentation to showcase elements of their Japanese language learning, for example, ぼく/わたし　の　ふでばこ、ぼく/わたし　の　かばん
  • labelling aspects of their daily routines, selecting captions or attaching word bubbles, including expressions of time, for example, waking in the morning with a clock displaying 七(しち/なな)じ and the words おはようございます。

  VCJAC131 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCJAC136

  Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations

  Elaborations

  • noticing how respect is shown to teachers and classmates through practices such as apologising for ‘interrupting’ when entering a room, しつれいします、おくれて　すみません, expressing humility by not going first or putting oneself forward どうぞ, or not using さん for self
  • practising ways of accepting compliments or praise in Japanese, for example, by saying いいえ instead of ありがとう。, and comparing this with what they would do in a similar situation in their own language(s)
  • noticing differences between Japanese and Australian-English language used in certain social situations, for example, いただきます、ごちそうさまでした, before and after meals, and ただいま、おかえりなさい, when leaving or returning home, including forms of address and the use of body language, intonation and expression
  • considering how some aspects of Australian ways of communicating such as greetings, responding to thanks or using direct eye contact may be interpreted by people from a Japanese cultural background

  VCJAC136 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAC022

  Access ideas and information from a range of spoken, print and multimodal texts, compare views, state opinions, and present information in different formats to inform or interest others

  Elaborations

  • examining factual information from a range of print, online/web-based travel and leisure texts, using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思(おも)います。東京(とうきょう)から京都(きょうと)まで二時間半(じかんはん)かかります。バスで八時間ぐらいかかります。
  • understanding the gist and recording specific details from texts such as websites, newspaper articles, documentaries, reports or podcasts on topics such as popular culture, schools, sports or leisure activities in Japan
  • obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital reports
  • identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

  VCJAC022 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAU198

  Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret

  Elaborations

  • providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations (for example, replying positively to the enquiry お元気(げんき)ですか), or strategies to preserve values of humility and honour
  • discussing how the cultural value of 内(うち)/外(そと) is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
  • exploring cultural concepts embedded in Japanese language which embody important core values and behaviours and for which there is no direct English translation, for example, えんりょ and 和(わ)
  • discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity

  VCJAU198 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCJAU015

  Identify textual conventions of familiar spoken, written and multimodal types of texts

  Elaborations

  • recognising structures and key features of familiar types of texts such as めいし、 emails, conversations, speeches, advertisements, stories and songs, identifying formulaic expressions and comparing with similar texts in English, for example, by comparing ways of answering the phone or starting and ending a letter
  • identifying how certain types of texts are typically constructed, for example, the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures
  • understanding that the format of Japanese texts can include either たてがき or よこがき、 according to the context, purpose and intended audience
  • understanding how to create textual cohesion, using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, そして、それから、 でも
  • understanding conventions associated with using げんこうようし、 for example, the size of small characters, the position in the square and the placing of punctuation

  VCJAU015 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU195

  Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English

  Elaborations

  • identifying the use of cohesive devices such as conjunctions to sequence and link ideas and actions in both Japanese and English media texts, for example, verb て form, だから、それに、それで
  • identifying features of familiar types of texts such as emails, songs, slogans or public signs, and noticing how the choice of language and structure works to achieve each text’s purpose
  • comparing language features of Japanese and English versions of texts such as weather reports or text messages, including the use of abbreviations and emoticons, and noting differences that might be culturally significant
  • recognising textual conventions employed within a letter, email or article, identifying elements such as introductions, sequencing of ideas and the use of また to link paragraphs
  • comparing features of spoken and written versions of texts, for example, spoken and print advertisements, face-to-face conversations and emails, to understand how text mode shapes structure and helps a text achieve its purpose

  VCJAU195 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU157

  Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text

  Elaborations

  • reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
  • learning that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人
  • recognising frequently used katakana words such as オーストラリア
  • reading and writing words, phrases and sentences using kana, for example, わたし　の　本、これ　は　かぞく　です。
  • understanding the use of basic Japanese punctuation marks such as まる(。) and てん(、), and katakana long vowel marks, for example, in a student’s name such as ルーク
  • understanding the use of furigana as a reading aid

  VCJAU157 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOC177

  Compare ways in which people, places and experiences are represented in different imaginative and expressive texts, drawing on own interpretations, those of peers and personal experiences

  Elaborations

  • expressing personal opinions about ideas in Korean texts in various modes such as stories, excerpts from films, paintings, songs or video clips, for example, …이/가/은/는 착한 사람인 것 같아요; 이/그 노래가 정말아름다워요/슬퍼요/신나요
  • stating personal preferences about characters, attitudes and events in texts (for example, using 제가 가장 좋아하는/싫어하는 ... as a setphrase), including spoken and written comments on reactions, for example, 크리스는 자주 농담을 잘해요, 그래서 재미있어요
  • reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or history, for example, 아리랑, Waltzing Matilda
  • comparing key messages and beliefs from Korean and Australian texts such as 단군신화, Creation or Dreaming stories, fables, myths and legends
  • comparing contemporary Korean and Australian music popular among young people by listening to music stations, viewing video clips, reading print or online music magazines; identifying similarities and differences in expressions, themes and styles of performance

  VCKOC177 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC024

  Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’
  • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에 …
  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes, entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …
  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

  VCKOC024 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC196

  Review and respond to different types of creative texts in different modes, identifying aspects of the language and culture that help to create effects such as emotion

  Elaborations

  • listening to, reading and viewing imaginative texts such as short stories, films, poetry, raps and songs, and:
    • identifying emotional aspects of the texts that are specific to Korean language and culture, for example, the use of expressive language and the description of animals
    • critically reflecting on and sharing own responses with others
  • reading texts including those in digital and online modes such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • identifying and responding to key messages and values in traditional texts such as 민요, (for example, 아리랑, 강강술래), 설화 (for example, 심청전, 흥부전) or dialogues in 탈춤, and considering their relevance in modern times
  • discussing how texts such as films, plays and songs portray social issues (such as conflict in relationships or poverty) and values (such as honesty and humility)

  VCKOC196 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Creating