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• VCFRU088

  Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange

  Elaborations

  • exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and technology
  • identifying elements of language use in the Australian community that reflect the linguistic and cultural diversity of the population, (for example, intercultural exchange and experience), and words and expressions borrowed/used across contexts and activities such as sports, martial arts, dance, cooking, fashion
  • considering the development of le franglais in communities of French speakers (for example, la pharmacie du corner, faire du shopping), and developing awareness of some aspects of current debates and discussions around its use

  VCFRU088 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIU014

  Understand that language is organised as ‘texts’ that take different forms and use different structures to achieve their purposes

  Elaborations

  • understanding texts as different forms of communication that can be spoken, written, digital or visual, recognising that they can be very short, for example, रुको, or much longer, for example, तुम ज़रा ठहर जाओ।
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list
  • using metalanguage to talk about texts, for example, by naming different genres, such as lullabies, stories, rhymes, tongue twisters, and by describing typical features, for example, ‘कहानियों की शुरुआत …’, ‘गाने अक्सर …’,
  • noticing how familiar texts, such as poems or stories, are sequenced and organised, for example, by identifying titles, connections between pictures and written texts or familiar opening lines, such as एक समय की बात है...

  VCHIU014 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC049

  Compare everyday social experiences and related language use and consider own responses and reactions and those of others

  Elaborations

  • comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto
  • exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others, for example, fare il bidet
  • learning the appropriate phrases to mark respect for age, gender, or social authority
  • reflecting on experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio)

  VCITC049 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAC167

  Present information about events, experiences or topics of shared interest, using modes of presentation such as charts, diagrams or digital displays to suit different audiences and contexts

  Elaborations

  • using data collected from one another to analyse and communicate information about themselves, their interests and experiences to other Japanese speakers
  • researching a Japanese cultural event, such as ゆきまつり、おしょうがつ、花見(はなみ)、お月見(つきみ), and creating an informative multimodal text that communicates key elements of that event for other learners of Japanese
  • creating texts such as brochures, posters or website posts to inform others about upcoming events such as Languages Week, a Japanese-language performance or a school exchange visit
  • creating a video clip or a photographic or journal record of activities such as a school camp, excursion, performance or sporting event as a contribution to a school or community event
  • creating a virtual introduction to the school and neighbourhood for Japanese-speaking visitors

  VCJAC167 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC025

  Create own or shared texts in different modes and formats to inform or entertain others, or express ideas, attitudes and perspectives, using imaginary characters, places and experiences

  Elaborations

  • presenting a day in the life of an imaginary or real character from familiar anime, manga or film, incorporating elements such as humour or surprise to express different characteristics
  • using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
  • creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
  • working collaboratively to compose and perform a skit such as a manzai based on an imagined scenario that allows for experimentation with expressive language
  • creating a digital persona or avatar in a Japanese-speaking fantasy world, incorporating communicative styles and behaviours observed in Japanese texts

  VCJAC025 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOC162

  Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture

  Elaborations

  • finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these
  • comparing interactions between Korean speakers and interactions insimilar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting on the street or in shops, identifying who bows at the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake hands)
  • recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address
  • noticing the impact of their own assumptions about Korean people and culture when engaging with texts, and considering what assumptions Koreans might hold about Australian people and culture

  VCKOC162 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting

• VCNRC111

  Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
  • creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts
  • creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
  • creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in the language with footnotes in English about the ingredients

  VCNRC111 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC216

  Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning

  Elaborations

  • viewing documentaries on historical events and figures and determining appropriate English equivalents for key terms with multiple meanings, for example, translating 运动 as ‘(political) movement’ rather than its more familiar meaning, ‘sport’
  • reading bilingual signs from a range of places, such as restaurants, shops, pools, schools, hospitals and construction sites, and evaluating the effectiveness of the English translations, and possible reasons for such interpretations
  • comparing word choices for signs across languages and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • observing others involved in interpreting meanings in bilingual contexts and identifying challenges and potential issues in mediation
  • expanding their own linguistic repertoire by exploring available choices to translate unfamiliar ideas when moving between languages, and reflecting on their own choices and preferences
  • experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools

  VCZHC216 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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

• VCZHC002

  Interact with simple written texts in familiar contexts to contribute to class discussions

  Elaborations

  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8),面 (‘noodles’), 春 (‘spring’)
  • discussing the differences between the Roman alphabet and characters, for example, compare the sound and shape of each
  • labelling images of family from a provided list of characters, for example, 妈妈，爸爸，哥哥，妹妹
  • recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters
  • recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese
  • labelling and illustrating a class photo wall of a shared event or visit

  VCZHC002 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• Languages | Victorian Aboriginal Languages: Learning in Victorian Aboriginal Languages

  Victorian Aboriginal Languages

  Languages can be identified differently, depending on if one is taking a community or linguistic perspective. The two views are complementary, allowing understanding of different aspects of language.

  From a community perspective, a language is identified with a...

  Overview material | Victorian Aboriginal Languages

• VCARC121

  Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work

  Elaborations

  • asking and responding to questions in group activities such as number and memory games, for example,

    كم ورقة عندك؟ أي عدد إخترت؟ ما هي الأعداد التي تريدها؟ إخترت عدد ثمانية؛ عددي المفضل ستة؛ وصلت إلى الرقعة الثالثة؛ أنا في الخانة الأولى

  • negotiating roles for shared tasks using simple expressions such as

    ماذا عن دور الأب؟ أنت لا تقدر ان تكتب كل القصة؛ أنا اكتب النصف وأنت تكتب النصف الآخر؛ أنا دوري المشتري وأنت دورك البائع؛ هل تحب أن تكون البائع؟

  • participating in role-plays, such as buying goods from a shop, using props, for example, هل عندك حليب؟ , to engage in conversation
  • preparing, rehearsing and presenting a group activity for class or school about a familiar situation or event, using expressions such as

    اليوم سوف نقدم لكم عرضاً عن عيد الأم؛ شكراً لاستماعكم؛ أنا كامل وهذه لينا وهذا محمود؛ نرجو أن تستمتعوا بالعرض

  VCARC121 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCARU150

  Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience

  Elaborations

  • identifying the purpose, context and audience of a range of familiar texts, for example, fairy tales, songs, poems, short plays and video clips
  • listening to, reading and viewing different types of texts with a common topic and comparing features, for example, examining a print report, a television report and an internet announcement about an accident and discussing how the different features of each text combine to make similar meaning
  • discussing key features, audience and purpose of different types of texts, for example, a shopping list serves as a reminder to self of items to be purchased, whereas a permission note seeks permission from another person to do or have something
  • making connections between the degree of formality of a situation and the form of Arabic used, such as the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken situations and in written texts
  • analysing how different types of texts create specific effects by using particular aspects of language, for example, superlative adjectives and imperative verb forms in advertisements designed to persuade customers

  VCARU150 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC236

  Engage in various collaborative tasks that involve making decisions, solving problems and evaluating progress

  Elaborations

  • participating in visits to a Deaf club or organisation and sharing responsibility for individual elements of a report that highlights key features of the experience
  • working with peers to solve problems, such as how to use video editing and/or captioning programs
  • working with a team to plan a fundraising event or a promotional display for Auslan at an open day/night and evaluating the experience to improve subsequent planning and organisation
  • assuming the role of a chairperson managing a small group discussion and conducting decision-making processes
  • contributing to the solving of hypothetical scenarios using conditionals, for example designing questions for a job interview such as:
    PRETEND SOMEONE DS:one-person-approach-other BLAST, PRO2 D-O WHAT?
    Pretend someone approaches you and tells you off; what will you do?
    I-F PRO2 BOSS PRO2 WILL CHANGE WHAT?
    What would you change if you were boss?

  VCASFC236 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting