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• VCESC004

  Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways

  Elaborations

  • identifying key points of information in short spoken or recorded texts such as phone messages, announcements or television advertisements, and transposing them to note form for own reference or to communicate to others
  • identifying details and points of information in texts such as sports commentaries, weather reports or news-flash items and using them to create own messages or announcements, for example, announcing sports results, or cancelling an event due to a bad weather forecast
  • locating, classifying and summarising data collected from sources such as class surveys, notices, timetables and video clips, and presenting findings in suitable formats for different audiences, for example, oral summaries, posters, wall charts, concept maps or timelines
  • reading and viewing texts such as brochures, web posts and video blogs to collect and classify information about people, places or events in the Spanish-speaking world, using different modes of presentation, for example, a timeline to show the sequence of activities or itineraries, or a captioned photo display to create visual effect

  VCESC004 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESU194

  Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics

  Elaborations

  • analysing different types of texts, such as television dramas or news bulletins, to demonstrate how language is used to create particular effects such as emotional impact or interest
  • noticing the different conventions that shape texts, for example, the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates
  • identifying textual conventions associated with types of texts in different cultural contexts, for example, the salutation in an email ("Hola Luis"), informal language in blogs, or rhetorical language in political pamphlets
  • creating sample texts for a resource bank, identifying key features and functions that characterise particular types of texts such as voicemail, slogans, informative articles or short stories
  • comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose

  VCESU194 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC029

  Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people

  Elaborations

  • using simple words and expressions selected from word banks and modelled statements to create personal profiles, highlighting key characteristics and features, for example, je suis australien et grec, je suis sportif, je suis courageuse, je parle anglais et grec, j’ai beaucoup de cousins
  • noticing how they communicate with each other, their families, teachers and other adults, identifying differences in behaviour and language and explaining reasons for these
  • talking about identity and language use, and creating visual representations of their own memberships of families, friendship groups and communities, for example, ma famille, mon équipe, ma classe
  • reflecting on the experience of becoming bilingual (or in the case of some learners plurilingual), considering what advantages this brings and whether it impacts on identity

  VCFRC029 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCFRC114

  Respond to a range of traditional and contemporary texts, and compare themes and language style

  Elaborations

  • comparing treatment of particular themes, such as romance, adventure or family, in a range of texts created at different times, identifying changes in values and perspectives over time (for example, les fables, les contes, les dessins animés, la science fiction)
  • creating a shared database of imaginative, performative and expressive texts that they have enjoyed (such as songs, poems, cartoons and films), cross-referencing titles, genres, themes and values, and giving ratings and brief explanations for selections
  • comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music stations, identifying similarities and differences in expression, themes and styles of performance
  • reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context

  VCFRC114 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC007

  Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation and drawings to support written text
  • creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud

  VCFRC007 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCFRC022

  Locate specific points of information in different types of texts relating to social and natural worlds

  Elaborations

  • collecting information about different animal species (for example, les insectes, les animaux domestiques/sauvages), and creating a display with names and appropriate adjectives, for example, la fourmi — minuscule; le lion — féroce
  • listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
  • locating information relating to school activities in a French context (for example, l’emploi du temps, la lecture, l’orthographe, le vocabulaire, les mathématiques) and comparing with own daily schedule
  • ‘finding French’ at home or in the community to create collections or displays, for example, French words used in English language advertisements, shop signs, recipe books or menus

  VCFRC022 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRC095

  Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms

  Elaborations

  • creating texts to share with a French-speaking audience such as a video or web page to capture and interpret aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; les copains; mon quartier; le weekend
  • creating resources such as posters, pamphlets, websites or journals to present topics related to lifestyles, events or causes, for example, Le Jour de la Terre, Le Clean-Up Day
  • using different modes of presentation to profile significant events, characters or places related to French culture, history or environment
  • describing aspects of their own lifestyles that may interest young learners of their own age in French-speaking environments, for example, surf lifesaving, school camps or excursions, music events

  VCFRC095 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRU124

  Examine the nature of language change in response to changing cultural conditions

  Elaborations

  • identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations
  • finding examples of cross-cultural influences between French, English and Australian-English cultural expressions, art forms and vocabulary, for example, young musicians in France studying le didgeridoo
  • considering the concept of ‘ecology’ in relation to French and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, language shifts and exchange
  • understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

  VCFRU124 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIC043

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

  Elaborations

  • adapting a familiar story, cartoon or poem to include a new character, event or change of mood, for example, an Australian partner for चाचा चौधरी; a lullaby that is exciting rather than soothing
  • developing storylines, characters and settings that explore themes or concepts that are relevant to their own social worlds, for example, मित्रता; परिवार; दया
  • creating and performing expressive texts that incorporate features such as mime, music, video clips and evocative language to convey concepts such as दोस्ती; प्रेम; अहिंसा; अतिथि-सत्कार; अनेकता में एकता
  • adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of audience
  • experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

  VCHIC043 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCHIC023

  Present simple information about home, school and community, using visual support such as photos, maps or charts

  Elaborations

  • using simple descriptive language and supporting resources to introduce family members and friends and to identify relationships with them, for example, मौसी; चाचा, providing details such as age, religion, occupation or regional backgrounds, for example, वह ऑस्ट्रेलियाई है। उसकी उम्र तीस साल की है।
  • presenting information they have collected about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues
  • presenting information via picture stories or multimodal displays on events or topics of potential interest to Hindi-speaking children of their own age in other contexts
  • working together to design posters or web pages to promote a cultural event or regional profile
  • creating a class book or digital display about topics they have been studying in Hindi and/or other curriculum areas, for example, इस्तेमाल की जा चुकी वस्तुओं से कुछ और बनाना; जीवन-चक्र; विश्व संगीत

  VCHIC023 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIU071

  Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives

  Elaborations

  • finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions they use when communicating in English or when thinking about themselves and their families
  • investigating different forms and functions of multilingualism in today’s society, for example, by tracking the mixing of languages such as Hindi, Urdu, Punjabi and English in Bollywood scripts and song lyrics, or by creating their own hybrid-language advertisements, songs or raps, for example, Life style से तय होगा car का premium..
  • reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of people’s ways of communicating are shaped by cultural standpoints and perspectives

  VCHIU071 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDC108

  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, for example, saya rasa, yang sangat menakutkan…
  • 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 such as pantun, wayang orang/kulit/golek, ketoprak or sinetron, and considering how ideas and cultural values are represented, for example, Semar bersifat cerdas
  • 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

  VCIDC108 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCJAC185

  Present different types of information for specific purposes and contexts using appropriate formats and styles of presentation

  Elaborations

  • creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。 一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります 。
  • creating informative or promotional texts such as posters, leaflets or web pages targeted at their own age group, for example, promotional materials for recreational activities, advice on healthy eating or environmental sustainability, reviews of new music releases
  • researching and reporting on community attitudes towards and challenges in relation to issues such as recycling, using presentation techniques such as Venn diagrams, digital displays, flow charts or captioned photographic displays
  • composing individual and group contributions to different forms of social media, such as tweets, memes, blogs, shared websites or student newsletters on issues related to their own social worlds

  VCJAC185 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC011

  Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age, gender
  • sharing reactions to intercultural experiences, and considering whether their individual background, age and interests contribute to attitudes and/or beliefs that impact on the experience
  • preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols
  • creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, languages spoken, interests and activities
  • comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages

  VCJAC011 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOC138

  Present information gathered from different types of texts relating to people, objects, places and events

  Elaborations

  • reporting on information gathered from sources including online resources such as interviews, surveys or brochures, using different media including those in digital formats such as drawings, posters and captioned photos
  • using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (우리 엄마예요; 친구예요) and cultural backgrounds (호주 사람이에요;한국 사람이에요)
  • creating a class profile from information collected from each other, for example, creating a chart or database to identify favourite sports, food, or colours (크리켓, 불고기,빨간색)
  • presenting information on events or topics of possible interest to Korean children of their own age (for example, 생일, 방학), using multimodal resources and realia support and building vocabulary to describe actions and feelings

  VCKOC138 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VCZHU028

  Use nouns, adjectives and simple sentences to record observations

  Elaborations

  • exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence 我看书? Do sentences work the same way in Chinese and English?’
  • recognising grammatical features and how their use differs in Chinese and English, for example, the lack of articles in Chinese; that adjectives can be used as verbs; limited use of the verb ‘to be’ (是)
  • following patterns of word order and sentence structure and using negation when creating sentences to express own meanings, for example, replacing the subject pronoun in 我喜欢绿色 to create the sentence 我妈妈不喜欢绿色

  VCZHU028 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC113

  Convey factual information and opinions in signed texts

  Elaborations

  • describing home and school routines in the correct sequence, for example, weekend activities or their school timetable
  • reporting to the class about a shared school event such as Deaf Sports Day or school camp
  • creating signed texts to explain a hobby or interest using visual supports such as photos or props
  • presenting descriptions of school equipment such as those used in woodwork, science or sports and giving simple signed explanations of how they work
  • instructing the class in a procedural text such as a simple recipe, using props

  VCASFC113 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating