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Result list

• VCTRC041

  Create and perform expressive and imaginative texts such as stories, dance, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • creating and performing texts to entertain others which incorporate elements such as dance, mime, singing and narration and reference values and traditions associated with Turkish communities
  • creating a video clip to launch an imagined product designed to appeal to their peer group
  • creating their own music and lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir, Tin Tin Tini Mini Hanım
  • adopting the role of parent or older sibling to tell a bedtime story or sing a lullaby, using props, gestures and appropriate language
  • creating their own presentations adapted from performances they have enjoyed to perform at a school or community event, combining language, music and movements to communicate key messages and cultural expression
  • creating stories based on a theme such as values associated with Turkish communities to share with younger learners, for example, by creating Big Books, comics or digital texts

  VCTRC041 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRC024

  Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and enjoyment of language

  Elaborations

  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar
  • composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
  • using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme
  • creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play
  • creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
  • adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds

  VCTRC024 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRC077

  Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts

  Elaborations

  • identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Küçük çocukların evlendirilmesi doğru mu? Pazara kadar değil, mezara kadar
  • explaining cultural allusions in texts associated with historical, religious, national or civic events, for example, bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin
  • identifying terms associated with particular elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language ‘works’ most effectively for different elements of the presentation

  VCTRC077 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC019

  Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

  Elaborations

  • working together on collaborative activities such as designing posters or menus for special events, planning puppet shows or creating picture books for ‘buddy’ classes, negotiating and making decisions about content, vocabulary and design, for example, Kim Karagöz olmak ister? Kuklaları kartondan yapalım. Doğum günü davetiyesini kim yazacak? Ben pastayı getiririm
  • working with visual, print and digital modes of expression to create texts such as invitations to a party, performance, class or community event, for example, bayram eğlencesi, yıl sonu eğlencesi
  • composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir
  • conducting simple science experiments that involve asking and answering factual questions and recording basic results
  • participating in group interactions such as role plays or simple interviews that involve asking and responding to questions or invitations and providing insights to cultural experience or values, for example, misafir ağırlamak, huzurevinde yaşlıları ziyaret etmek
  • participating in real or imagined transactions that involve requesting information, considering options and buying or selling, for example, Elmanın kilosu ne kadar? Bana bir porsiyon köfte, yanına da piyaz lütfen
  • following instructions to create craft, artworks and designs adapted from Türk el sanatları, such as ebru sanatı, hat sanatı, halıcılık, çinicilik , for example, boya, kes, katla, yapıştır

  VCTRC019 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCTRC092

  Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres

  Elaborations

  • creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voiceovers or subtitles, experimenting with elements such as humour, pathos or suspense
  • composing songs, jingles, posters or video clips to promote real or imaginary Australian products for a Turkish market
  • rehearsing and performing interpretations of poems or choral recitations for a public performance or verse speaking competition
  • creating a new event, character or alternative ending for a familiar text such as Keloğlan, Hacıvat ve Karagöz
  • performing unscripted scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions
  • composing and performing a song or assuming the character of a figure associated with a significant contemporary celebration or event in Australia or the Turkish-speaking world, for example, Cumhuriyet Bayramı, Atatürk’ü Anma Gençlik ve Spor Bayramı, Çanakkale Şehitlerini Anma Günü, dini bayramlar

  VCTRC092 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRU048

  Understand how different types of text in Turkish, including prose and verse, create effects to suit different audiences

  Elaborations

  • analysing and comparing language used in particular types of texts, for example, descriptive language in recounts or narratives, persuasive language in advertisements, humorous language in comic verse or puppet theatre plays, instructional language in recipes and manuals, expository language and factual statements in news reports
  • analysing characteristic features of texts that they use and interact with in their everyday lives, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in blogs and on websites
  • discussing the use of imagery in different kinds of creative or performative texts, identifying how this helps to convey meaning and engage/entertain the audience
  • understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, kukla oyunu and masal, the use of deyimler ve atasözleri in Turkish legends and short stories
  • discussing how poems or song lyrics, such as Arkadaşım Eşşek and Çanakkale Türküsü, create particular moods (özlem ve acıma) and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address

  VCTRU048 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIC163

  Create and present a range of texts, including multimodal and digital texts, involving imagined places, events, people and experiences, to entertain others

  Elaborations

  • creating texts such as a diary entry to reflect on an event in a story or film, or an interview with an imaginary character in a story or film
  • performing scenes that illustrate aspects of the personality and attitudes of characters from a variety of written and visual imaginative texts
  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts such as a folk tale, short story, drama or film
  • performing a dramatisation of a creative text, for example, imagining themselves as characters in a poem, song or painting and creating a scenario and dialogue
  • adapting stories or films to new settings and contexts, imagining how characters might behave and react differently in different contexts and times
  • creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, tết Nguyên đán, tết Trung thu, Australia Day, Anzac Day, Harmony Day
  • creating and performing simple raps, songs, skits or poems, using own imagination or relating own and others’ experiences

  VCVIC163 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC129

  Create and perform imaginative texts such as captions, chants, raps, dialogues and stories, using formulaic expressions, modelled language and visual supports

  Elaborations

  • expressing own ideas and imagined experiences in texts such as short stories, using modelled language
  • creating and performing simple imaginative texts such as action songs, dialogues or plays, using gestures, movements and facial expressions to enhance characterisation or effect
  • creating an alternative version of a story, using pictures or online slideshows and photo albums, favourite characters, formulaic expressions and modelled language, for example, Hồi đó, lâu lắm rồi, một ngày nọ, một hôm, có một cậu bé/anh chàng

  VCVIC129 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCVIC146

  Present, reinterpret or create alternative versions of imaginative texts, adapting events or characters to different modes and contexts

  Elaborations

  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts, such as a folk tale, short story, drama or film
  • creating and telling a story in the form of a photo slideshow, using modelled language and speech bubbles, captions or other visual/audio aids to enhance effect
  • producing and performing short scripted plays to retell a traditional folk tale in a modern context
  • composing and participating in imagined interactions with characters from familiar texts, for example, a conversation between characters, or meeting a character from a Vietnamese story or film for the first time

  VCVIC146 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCVIC182

  Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences

  Elaborations

  • creating programs for Vietnamese cultural events, including footnotes in English to explain key words, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng
  • creating a range of bilingual texts, such as advertisements, announcements and recipes, for different audiences and contexts, and discussing ways of expressing concepts in each language
  • creating bilingual ‘survival guides’ on language and etiquette in the form of brochures or slideshow presentation for visitors to Vietnam or Australia, and providing advice for specific scenarios, for example, at the airport, hotel, supermarket, restaurant or tourist attraction
  • creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
  • translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
  • adapting classic Australian stories for young Vietnamese readers, and explaining language and setting choices

  VCVIC182 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC112

  Create and perform simple imaginative texts such as chants, songs and stories, using familiar language and non-verbal forms of expression

  Elaborations

  • composing and performing rhymes, songs or stories, illustrating meaning through the use of non-verbal forms of expression such as clapping, gestures and facial expressions
  • creating a narrative through a photo story or animation by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example, Ngày xửa ngày xưa, trong một khu rừng/ngôi làng… có một gia đình/em bé
  • creating and presenting own Big Books or digital texts based on imagined scenarios in familiar contexts
  • expressing an experience through a puppet play or dramatic performance

  VCVIC112 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC246

  Identify and analyse the effects of how information is organised in authentic texts, and apply this knowledge to create purposeful texts that persuade and inform

  Elaborations

  • examining the ways in which information is presented across diverse Chinese-speaking communities, for example, viewing news reports of world events from Beijing, Taiwan and Singapore
  • evaluating how information is presented in diverse forms of media across cultures, for example, comparing the impact of live news reports involving interviews with witnesses, and newspaper articles on the same event
  • applying understanding of news articles and other formal text types to create own response to contemporary issues in Chinese-speaking communities

  VCZHC246 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC120

  Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English

  Elaborations

  • sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time
  • comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

  VCZHC120 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC152

  Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context

  Elaborations

  • acting as interpreter for visitors from diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses

  VCZHC152 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | 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

• VCZHC134

  Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community

  Elaborations

  • creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》
  • creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • 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?
  • considering alternative endings to well-known stories, using learnt sequences and teacher guidance

  VCZHC134 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC037

  Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts

  Elaborations

  • singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as 比喻 （我爱你,我爱你， 就像老鼠爱大米） or 重复 （我是女生，漂亮的女生，我是女生，爱哭的女生）
  • retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the cause of an action (using 因为)
  • expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
  • participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect
  • creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion show, or visiting or hosting a Chinese friend
  • reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
  • reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to situations or the actions of others.

  VCZHC037 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC198

  Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects

  Elaborations

  • creating songs or jingles to promote products, services or events in imaginative ways
  • performing Chinese songs, experimenting with rhythm, voice, emotion and gesture to convey the songs’ intended sentiment and meaning and to enhance entertainment
  • exploring personal response to people, places, events and experiences within texts (for example, creating a diary entry from the perspective of a character encountered in a traditional story), and reflecting on language choices made
  • creating short narratives to capture the experiences, thoughts and emotions of characters in imagined contexts
  • creating digital stories by producing labels for pictures, photographs and cartoons, and presenting them in combination with sound, voice and music to convey a sequence of events
  • plotting a storyline in Chinese, 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?
  • creating narratives to describe imagined experiences in diverse contexts, based on sample topics and texts, for example, imagining a visit to China and recounting a visit to a homestay family or an adventure on the Great Wall, or describing experiences when a Chinese student comes to stay in Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to capture the intensity of characters’ emotions and to create tension, for example, 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC198 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC184

  Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges

  Elaborations

  • experimenting with different options, rephrasing until the most suitable meaning is conveyed, for example, translating 同学 as ‘classmate’ then changing it to ‘student’ or ‘peer’ as appropriate in the context （这是我的同学。 and 同学们好）
  • analysing information presented in context and being aware that what is not said also matters （言外之意), for example, 该来的人来了, implying that those who turned up earlier are 不该来的人
  • developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared to in a Chinese dictionary 成语字典 and on a 成语故事 website

  VCZHC184 | Languages | Chinese | Background 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