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• VCTRC043

  Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers

  Elaborations

  • creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages
  • designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
  • creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information
  • designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
  • contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

  VCTRC043 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRC078

  Reflect on their language choices and styles of communicating when interacting with speakers of different languages, identifying strategies that assist in intercultural communication

  Elaborations

  • comparing reflections on successful or unsuccessful intercultural communication, identifying factors such as social relationships, age, status, values and traditions
  • discussing the concept of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ that can be used to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, asking for repetition or clarification, rephrasing, considering the other person’s standpoint
  • considering which language they are more comfortable using when expressing particular feelings, ideas or experiences, for example, başından geçenleri anlatmak, korkmak, şaşırmak, üzülmek, heyecanlanmak, sayı saymak

  VCTRC078 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRU085

  Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning

  Elaborations

  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, (for example, an imperative verb mood can indicate authority or enthusiasm (Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle); shifting from the use of vous to tu can signal a more informal, friendly relationship)
  • exploring how choices of words such as nouns and adjectives can indicate values and attitudes, (for example, c’est un bon à rien/c’est un brave jeune homme; ce sont des illégaux/ce sont des réfugiés)
  • understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)
  • recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j’essaie)
  • using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
  • using le passé composé verb forms, recognising verbs conjugated with être as the auxiliary that involve agreement between subject and past participle, (for example, elles sont parties)
  • understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
  • being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
  • understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entra?née…)
  • understanding the function and use of relative pronouns such as qui, que, dont
  • understanding that past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, J’ai acheté une tartelette aux fraises — je l’ai mangée trop vite!
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
  • using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
  • understanding the use of the si clause and how to coordinate meaning through various tenses, for example, si j’avais voulu, je serais partie de bonne heure
  • further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’

  VCFRU085 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• French - F–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as verb tenses (l’imparfait, le futur simple, le conditionnel) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions. Task characteristics and conditions...

  Level description | Languages | French | F–10 Sequence

• VCITC085

  Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts

  Elaborations

  • analysing texts such as signs and considering the lack of equivalence in translation, for example, le maschere della Commedia dell’Arte, l’abito bianco nel matrimonio, il vestito nero, i riti del funerale, la visita domenicale al cimitero, I “fiori dei morti”
  • reading and listening to multiple interpretations of the same text and to different perspectives within texts in Italian (for example, reading messages on a particular theme on social media sites, emails, blogs and wikis), and sharing understanding of cultural meanings and opinions
  • reflecting on their own experiences of the process of translating
  • using strategies to maintain the integrity of meaning of original texts when translating and interpreting for different audiences, for example, considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as ‘the outback’ or ‘slip, slop, slap’

  VCITC085 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC145

  Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning

  Elaborations

  • designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
  • using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
  • creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

  VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFU156

  Identify the movement and location of different signs and notice how they combine with handshape to form signs, and understand that Auslan can be videoed and transcribed to assist learning

  Elaborations

  • identifying the location of a sign on the body or in space
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • recognising that handshapes must be performed in a particular orientation
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative
  • identifying single, double and two-handed signs, and recognising which hand is dominant (the pen hand) and which is non-dominant (the paper hand) within two-handed signs
  • comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang
  • learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

  VCASFU156 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDEC122

  Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning

  Elaborations

  • asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Wie spät ist es? Bist du fertig?
  • apologising, making polite requests (including attracting attention), and asking for assistance and permission, for example, Tut mir Leid! Entschuldigung, Frau Lenz! Hilfe, bitte!; Darf ich bitte auf dieToilette gehen?
  • commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!

  VCDEC122 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC047

  Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning

  Elaborations

  • noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)
  • applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!
  • explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
  • interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!
  • observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games

  VCITC047 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRC112

  Reflect on their own and others’ language choices when interacting in bilingual/bicultural situations, identifying adjustments they make and strategies they adopt to assist in intercultural communication

  Elaborations

  • drawing on their own bilingual/multilingual experience to identify elements of successful intercultural communication, for example, noticing differences in expectations, recognising and responding to signals of misunderstanding, switching strategically between Turkish and English
  • providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case
  • keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either English or Turkish in different contexts and situations
  • considering the idea of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification
  • reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons

  VCTRC112 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC056

  Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning

  Elaborations

  • translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
  • producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
  • preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording

  VCZHC056 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 description

  Students engage with a range of texts in the language. They participate individually and in groups in tasks and experiences, such as corresponding with peers, reviewing a video clip or planning an excursion. They participate in presentations, conversations, narration and interviews, sometimes...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• 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

• French - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken French to interact with teachers, peers and others and exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language...

  Level description | Languages | French | F–10 Sequence | Levels 7 and 8

• Italian - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

  Level description | Languages | Italian | F–10 Sequence | Levels 7 and 8

• VCZHC087

  Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation

  Elaborations

  • translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to include the culturally attached value when expressing the meaning of these symbols in English
  • learning how to look up unfamiliar characters and words in bilingual dictionaries, and experimenting with different online dictionaries and translation tools to investigate how specific meanings are rendered into English
  • translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, ‘resting’
  • using etiquette phrases within appropriate contexts and discussing whether the translation of 对不起 is the same across contexts, for example comparing its meaning in 对不起，让一让 and 对不起，我错了

  VCZHC087 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• French - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...

  Level description | Languages | French | 7–10 Sequence | Levels 7 and 8