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• VCIDC040

  Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions

  Elaborations

  • recalling and/or illustrating main characters and events in texts, for example, responding to questions (Siapa?, Di mana?, Berapa lama? Apa?) about a story or song
  • conveying understanding of plot and sequence in texts, such as by re-creating the sequence using a storyboard, labelling key events or creating a timeline
  • discussing reactions to texts such as stories, television programs and songs that reflect contemporary Indonesian values such as respecting parents, appreciating diversity or being a good friend
  • discussing key messages in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character (cerdik, sombong, baik hati)
  • responding to a creative text by manipulating the original text to create a new version, for example, resequencing events, adding a new element, changing the location or creating an alternative ending
  • writing a review, using modelled language, of a song, story, comic or television program

  VCIDC040 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCITU129

  Analyse the features of a range of spoken, written and multimodal texts, recognising grammatical structures, cohesion and coherence

  Elaborations

  • comparing procedural, recount and persuasive texts in Italian and English (for example, recipes, advertisements and weather reports) and describing their similarities and differences
  • understanding the elements that create coherence at a whole text level such as the use of cohesive devices, linked paragraphs and sequencing of ideas

  VCITU129 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU091

  Analyse and apply linguistic, cultural and textual features of specific text types

  Elaborations

  • using knowledge of text types in Italian to analyse different texts, for example, a narrative, letter, recipe, message or report
  • comparing Italian and English versions of particular text types, noticing any differences
  • using knowledge of text types to create texts that respect the conventions

  VCITU091 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRC105

  Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • interacting in class routines by requesting, advising and apologising
  • clarifying meaning or instructions
  • participating in discussions using modelled language, expressing opinions, and agreeing/disagreeing, on topics such as wearing hats in summer
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCNRC105 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC060

  Produce short bilingual texts such as digital stories, comics, blogs and contributions to newsletters or websites which capture the experience of ‘living between languages’

  Elaborations

  • contributing posts to websites or online forums which provide examples of challenges involved in bilingual communication, for example, by glossing Australian expressions, such as ‘to cost an arm and a leg’, ‘to barrack for’, ‘bush tucker’, ‘snags’ and ‘good on you!’
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English
  • creating subtitles, captions or commentaries for texts such as video clips, displays or slide shows which introduce the school community to significant aspects of Turkish culture, such as Ramazan/Kurban Bayramı, 19 Mayıs Gençlik ve Spor Bayramı, Cumhuriyet Bayramı, yayla festivalleri
  • creating glossaries for friends and relatives in other Turkish-speaking countries to explain aspects of Australian lifestyles and terminology, for example, the use of abbreviations and colloquialisms such as ‘barbie’, ‘arvo’, ‘brekkie’, ‘g’day’, ‘fair dinkum’ or ‘No worries!’
  • creating humorous bilingual texts, such as comics, stories or dialogues between Turkish-speaking characters in Australia, highlighting challenges associated with the experience of ‘living between languages’

  VCTRC060 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC196

  Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences

  Elaborations

  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • creating posters (for example, about a local city or popular site) to convey information to Chinese peers, using pictures, maps and data to support text
  • presenting information in alternative formats to suit the purpose and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理
  • selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression
  • obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
  • presenting information on topics of interest related to the natural world, human history and endeavour, geography, or the built environment, using visual supports such as tables, charts, calendars and maps
  • analysing what information is needed to research a topic, employing Chinese search engines to access diverse sources of information online and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC196 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC154

  Consider how their ways of communicating and responding to each other shape and reflect their sense of identity

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they identify with, such as friends, family, sporting, interest and community groups
  • creating a profile to capture their sense of self, for example through creating an avatar or montage, using key signs, fingerspelled letters or simple Auslan expressions in a digital file to identify significant characteristics, traits or experiences
  • comparing their own and each other’s ways of communicating, identifying elements that reflect cultural differences or influences of other languages
  • identifying markers of identity that may be important across all cultures and communities, for example, family membership, environment, language background, age or gender

  VCASFC154 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity

• VCDEC121

  Participate collaboratively in shared class experiences and transactions

  Elaborations

  • creating a shared digital photo story after a class activity or event such as a visit to a German restaurant
  • following procedures and instructions with peers, for example, how to create a Hampelmann or Lebkuchenhaus
  • preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play
  • conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?

  VCDEC121 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC025

  Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts

  Elaborations

  • reinterpreting familiar stories or fictional characters, referencing cultural characteristics while creating new situations or different effects, for example, incorporating alternative text into popular cartoons such as Mafalda
  • composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience
  • composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish
  • creating a video clip or digital story involving imaginary persona or avatar in a Spanish-speaking fantasy world, incorporating communicative styles and behaviours observed in texts from Spanish-speaking contexts

  VCESC025 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC151

  Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events

  Elaborations

  • producing songs, raps, short scripted plays or video clips based on modelled examples of these genres to perform to younger children who are learning Spanish
  • creating individual or collaborative poetry, experimenting with rhyme and rhythm, for example, a shape or acrostic poem or jingle, riddle or rap
  • creating, performing and recording/filming own texts such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event
  • representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker, talking books or memes, using different voices, captions or word bubbles to capture different moods or feelings

  VCESC151 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCIDC058

  Compose individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, wayang plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for Indonesian fiction texts such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the Indonesian market

  VCIDC058 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCIDC089

  Identify gist and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then cancelling an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about Indonesian places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCIDC089 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC137

  Notice how ways of communicating and behaving reflect identity and relationships

  Elaborations

  • using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and comparing their choices and how they think about their identity
  • sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group
  • noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region

  VCJAC137 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCKOC005

  Present ideas and information obtained from different sources in a variety of ways for a different audiences such as listing, tabulating, sequencing or charting information

  Elaborations

  • reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요
  • presenting in the form of graphs or tables information collected from surveys, for example, results from a class survey about likes and dislikes, leisure activities or diets
  • creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
  • describing and classifying aspects of Australian culture for a Korean audience, for example, food/diet, daily life, significant places or cultural practices

  VCKOC005 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC089

  Identify meaning and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then announcing the cancellation of an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCRAC089 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC108

  Respond to aspects of imaginative texts such as character, ideas, events and setting by expressing reactions and opinions, and by modifying aspects

  Elaborations

  • listening to, reading and viewing songs, stories, television programs and films with subtitles, and responding by expressing views
  • responding to texts by modifying key aspects, for example, creating a new scene, continuing the story, acting out a scene, or re-creating a video clip using parody
  • comparing and contrasting different creative forms, and considering how ideas and cultural values are represented
  • reading stories such as folktales and discussing ideas and values conveyed (for example, attitudes towards greed, jealousy or loyalty), and considering how these relate to contemporary society and own culture

  VCRAC108 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC222

  Engage with different types of creative texts, identifying and discussing ideas, characters, events and personal responses

  Elaborations

  • participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a computer keyboard, and so on
  • viewing creative Auslan stories, poems and theatre performances and identifying ideas, characters and events, for example, by accessing Auslan Storybooks, and work by the Australian Theatre of the Deaf
  • viewing and responding to creative visual texts such as handshape art and art produced by and about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan
  • comparing different versions of imaginative signed texts and indicating which they prefer, for example, different Auslan versions of ‘The Timber Joke’, or fairytales
  • viewing and comparing personal responses to representations of deaf people in different creative texts, performative or entertainment texts, for example, reality television shows with deaf contestants or participants
  • responding to signed poems and ‘visual vernacular’ descriptions of a character’s appearance by shadowing, mimicking and drawing, for example, work by Frédéric Vaghi
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or different personal feelings

  VCASFC222 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating