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• VCFRC092

  Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • collaboratively creating computer-generated designs such as a virtual ideal home or leisure centre, negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense…, ah non, moi je préfère un grand jardin
  • managing an allocated budget for online shopping, deciding on selected items and explaining choices, for example, le 2ème à moitié prix; 3CD à 15 €
  • creating displays, presentations or performances for family, friends or school community to showcase French learning
  • organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language (for example, c’est combien? un très bon prix, vente flash! non, c’est trop cher… une échange?...), and using imperative, declarative and interrogative verb forms to buy, sell or swap items
  • issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, es-tu libre samedi prochain? je t’invite; je ne suis pas libre - c’est possible dimanche? j’ai le grand plaisir de vous inviter…
  • organising social or sports events, and planning location, date and time (for example, rendez-vous au Stade Central à midi; 19 h chez ma cousine; n’oublie pas ton sac de couchage), using aller + infinitive forms of verbs such as venir, arriver, partir and commencer, for example, nous allons partir à sept heures
  • making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte combien?

  VCFRC092 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• 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

• VCELC020

  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, for example, Συγγνώμη δεν κατάλαβα, Μήπως θέλεις βοήθεια;
  • clarifying meaning or instructions Ορίστε, Συγγνώμη; Κοίτα/Κοιτάξτε, Τι είπατε;
  • participating in discussions using modelled language, expressing opinions, for example, πιστεύω, νομίζω, and agreeing/disagreeing, for example, Συμφωνώ, Δεν συμφωνώ, on topics such as wearing hats in summer, for example, Φοράμε καπέλα το καλοκαίρι
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCELC020 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC002

  Participate in shared action with peers and teacher, contributing ideas through key words, images, movement and song

  Elaborations

  • contributing to collective activities such as creating a class vegetable garden or photo display of a recent excursion or visit, by labelling and illustrating
  • contributing to guided, shared decisions, such as about a classroom display or a class party, for example, mi piace il rosso; io porto i biscotti
  • playing games, for example, counting games, sorting and order games, number games, tombola
  • making simple choices, based on given options, for example, Vuoi leggere questo? Giochi dentro o fuori?

  VCITC002 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCNRC095

  Engage with speakers of the language being studied, recognising that interaction involves the expression of cultural experience and values as well as language

  Elaborations

  • participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures and explaining why they vary in different cultural and social settings and contexts
  • researching language used in different contexts, for example, informal texts such as text messages, recognising elements that reflect cultural attitudes and trends
  • reflecting on choices made when using the language to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register
  • participating in intercultural experiences, for example, visiting a cultural establishment, reflecting on etiquette, cultural expressions and language choices

  VCNRC095 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCNRC104

  Participate in collaborative planning and decision making for events and shared experiences, and engage in different forms of spoken and written transactions

  Elaborations

  • planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
  • making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to the purchase, for example, currency conversion, change
  • planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with target language names and symbols
  • planning collaboratively for an event by participating in scenarios related to travelling in countries where the target language is spoken for example, planning an itinerary
  • sharing opinions about the benefits of visiting various tourist sites in countries where the language is spoken

  VCNRC104 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or 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 in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELC010

  Engage with speakers of Greek recognising that interaction involves the expression of cultural experience and values as well as language

  Elaborations

  • participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures and explaining why they vary in different cultural and social settings and contexts
  • researching language used in different contexts, for example, informal texts such as text messages, recognising elements that reflect cultural attitudes and trends, for example, τα λέμε
  • reflecting on choices made when using Greek to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register Kαλημέρα σας κυρία/κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, φιλάκια
  • participating in intercultural experiences, for example, visiting a Greek cultural establishment, reflecting on etiquette, cultural expressions and language choices

  VCELC010 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESC005

  Present information on selected topics in spoken, written and digital forms

  Elaborations

  • producing informative texts that combine print, digital or visual elements for specific audiences, for example, a brochure about their school or community for visiting students, a virtual tour of the neighbourhood, or a report on a favourite band or music event
  • presenting information in spoken, written and digital forms on significant events in their personal worlds, such as family celebrations or travel, school excursions or competitions
  • creating resources such as posters, pamphlets or displays to present commentary and compare perspectives and experiences on topics associated with lifestyles, events or causes, for example, Un día sin coches en la ciudad, Una hora para salvar el planeta. Campaña para limpiar los ríos
  • using different modes of presentation to profile significant events, people or places related to the cultures or histories of different communities of Spanish speakers

  VCESC005 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITU054

  Recognise that language use varies according to the contexts of situation and culture

  Elaborations

  • discussing the differences in register when using language in different contexts, for example, when giving an oral presentation to the class, talking to friends in the schoolyard, going shopping, or visiting the doctor
  • observing that language changes depending on the age and gender of the participants
  • noticing that language varies depending on how people feel, who they are interacting with and their relationship with each other, for example, emotive language is used with friends and peers (Ma dai! Non ci credo! Che barba!), more formal language is used with unknown adults (Scusi? Per cortesia), and a range of salutations of varying degrees of formality are used in written communication (Tanti cari bacioni/Un grande abbraccio/Distinti saluti)
  • comparing language use in similar social situations in Italian and English

  VCITU054 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• 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

• 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

• 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

• VCASFU071

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

  VCASFU071 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCGRCU026

  Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, from the Hellenistic period onwards, Koine Greek developed from Classical Greek to become the lingua franca of Eastern Mediterranean lands and the language of the New Testament
  • discussing the spread of Greek influence across the Mediterranean and Black Sea, including the use of Greek as the common language for government, trade, commerce, education and law
  • investigating how the Greek language allowed the spread of innovative Greek ideas in the areas of science, medicine, mathematics, historiography, geography and philosophy, for example, μαθηματικά, γεωγραφία, ἱστορία, φιλοσοφία
  • recognising that there were many dialects of Greek spoken in antiquity, such as Doric, Aeolic, Arcado–Cypriot
  • exploring famous centres of Greek learning and culture such as Alexandria, Antioch and Ephesus
  • recognising the spread of Greek ideas in the Roman world, shown by the use of borrowed Greek vocabulary in Latin to denote such concepts as stadium, palaestra, rhetor theatrum, comedia, stoica, philosophia
  • exploring abstract concepts derived from Classical Greek, such as philanthropy, idol, autonomy, paradox, aesthetics, nostalgia, agony
  • exploring and discussing the meaning of Classical Greek sayings used in literature, such as μηδὲν ἄγαν, γνῶθι σαυτόν, μολὼν λαβέ
  • recognising words in English that are a hybrid of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference, television, automobile
  • discussing Classical Greek derivatives that are used in fields such as business and education, for example, macroeconomics, monopoly, pedagogy, syllabus
  • examining the Classical Greek roots of English words in subjects across the school curriculum, such as theorem, metaphor, photosynthesis, chlorine, atom, planet, geophysical, ecosystem, orchestra, music, scene, dialogue, chorus, athletics
  • identifying Classical Greek roots in English scientific, technical and medical terminology, for example, catalyst, aerodynamic, pathogen, bacteria, atherosclerosis, acne, asthma, chromatography, symmetry, thermometer, seismic
  • exploring how Classical Greek is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as gigabyte, nanotechnology, antioxidant, polymer, genotype, triglyceride
  • applying knowledge of Classical Greek to form plurals of borrowed English words, for example, criterion/criteria, phenomenon/phenomena, crisis/crises, thesis/theses, stigma/stigmata
  • discussing the enduring use of Classical Greek in religious contexts, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, βάπτισμα, συναγωγή, κλῆρος, ἄγγελος, πρεσβύτερος, ὕμνος, βίβλος, εὐαγγέλιον

  VCGRCU026 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture