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• VCDEC145

  Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
  • creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
  • creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest

  VCDEC145 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCELC009

  Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts

  Elaborations

  • creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCELC009 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELU031

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader through the use of personal pronouns, imperative verb forms and negative indicators, and emotive language and images
  • comparing Greek and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCELU031 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCESC118

  Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)

  Elaborations

  • comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home
  • using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
  • responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts

  VCESC118 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESC009

  Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community

  Elaborations

  • creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus
  • creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
  • designing and maintaining a bilingual website with a sister school or another group of Spanish learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, such as songs or games for younger learners of Spanish, or a schedule for an online event likely to interest both English and Spanish speakers, noticing how meanings need to be tailored for different intended audiences

  VCESC009 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESU162

  Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers

  Elaborations

  • describing own/one another’s ways of communicating, identifying aspects that may reflect Australian traditions, values and practices
  • choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
  • noticing similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice
  • noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement

  VCESU162 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCFRC096

  Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects

  Elaborations

  • responding to questions about characters or events in different types of imaginative texts, and listing and using associated key words or expressions
  • interacting with texts such as stories, poems, songs or cartoons, using modelled and scaffolded language to express opinions, for example, trop triste, si amusant, affreux; pour moi les images…; personnellement, je préfère…
  • noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments
  • listening to or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures

  VCFRC096 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCFRC025

  Create short imaginative texts that allow for exploration and enjoyment of language

  Elaborations

  • creating short imaginative texts designed to amuse or entertain, such as fantasy stories featuring imaginary creatures with names created out of two or more real animal names, for example, le chevaloon, le lapinat, les moutaches
  • producing and presenting picture/digital books or short scripted plays or animations that use favourite French words and expressions to build rhythm or rhyme
  • creating and performing alternative versions of stories or action songs, using voice, rhythm and gestures to animate characters, or using support materials such as drawings or story maps to create visual context

  VCFRC025 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCFRU052

  Understand that the French language is constantly changing due to contact with other languages and to the impact of new technologies and knowledge

  Elaborations

  • investigating influences on the French language of major community languages in France such as Arabic (for example, le toubib, le bled, kif-kif), Italian (for example, le fiasco, bravo, espresso) or Chinese, (for example, le ginseng, le tai-chi, le litchi)
  • understanding that French, like all languages, is constantly expanding to include new words and expressions in response to changing technologies, digital media and intercultural experiences, for example, skyper, googliser, le courriel, photophoner

  VCFRU052 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRU035

  Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

  Elaborations

  • knowing that French is spoken in many regions of the world (for example, le Québec, le Sénégal, le Maroc, la Suisse, le Monaco, la Nouvelle Calédonie), with different accents and dialects
  • understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)
  • identifying ways in which French language and culture influence the lives of Australians

  VCFRU035 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCFRU122

  Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader by the use of personal pronouns, imperative/interrogative verb moods and emotive language in advertisements
  • comparing French and English versions of texts with easily recognisable language features (for example, love songs, recipes or horoscopes), noticing differences or similarities in imagery or focus that might be culturally significant
  • interpreting, explaining and using textual conventions popular with young French speakers, for example, the use of contractions, abbreviations and acronyms in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU122 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGRCE004

  Read aloud, recite or perform Classical Greek texts, using phrasing and voice inflection to convey meaning and to entertain others

  Elaborations

  • listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Classical Greek to convey meaning, using restored pronunciation and appropriate phrasing and expression
  • presenting orally short texts in Classical Greek, such as stories, dialogues, poems or speeches, to peers or the class, for example, a scene from Aristophanes or an epigram
  • performing short extracts from comedy or passages of dialogue in collaboration with others, using strategies to convey the emotions of the characters
  • reading aloud or reciting extracts from Classical Greek literature, such as the initial lines of the Iliad and the Odyssey

  VCGRCE004 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCHIC027

  Create simple bilingual texts, such as signs, notices or captions for displays in the classroom and wider school community

  Elaborations

  • creating bilingual captions for a photographic or digital display to show parents or other student groups
  • designing a flyer for a class event or performance that uses both Hindi and English, considering how to convey information and ideas in each language
  • creating bilingual texts for the classroom or school community, such as a school map or signs indicating appropriate behaviour
  • generating parallel Hindi and English versions of classroom texts such as timetables, menus or instructions for activities or games
  • matching and sequencing words and pictures in Hindi and in English to complete speech bubbles in digital or print versions of short conversations or picture stories

  VCHIC027 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITC001

  Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play

  Elaborations

  • using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale
  • introducing themselves, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai?
  • naming family members and friends, for example, mio fratello Carlo; il papà Tom
  • understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal objects: la cartella, la bambola, la palla; school objects: il quaderno, la matita, i colori, il banco; toys and games: il treno, la bicicletta
  • indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
  • answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, for example, Quanti anni hai? Hai un animale?
  • talking about and describing people and belongings, using familiar formulaic expressions, for example, Questo/a è,. Ecco il mio pallone
  • talking about simple actions in the present tense, for example, Gioco a football, Mangio la pizza
  • using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!
  • expressing satisfaction/dissatisfaction, for example, Sì; no; mi piace; non mi piace
  • copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, for example, È Marco. È grande. È bravo
  • imitating Italian speech, using Italian patterns of intonation, pronunciation and stress, and incorporating appropriate gestures and body language

  VCITC001 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCITC005

  Locate specific items of information in texts using early literacy skills

  Elaborations

  • participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning
  • demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming
  • identifying words in written Italian
  • responding to questions eliciting specific details about participants, objects (size, colour) or events, for example, C’è il gatto? Sì/no. C’è il treno? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no

  VCITC005 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC152

  Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning

  Elaborations

  • providing explanations or interpretations of formulaic expressions such as おめでとう used in a range of situations and celebrations, for example, congratulations おめでとう　ございます and birthday wishes おたんじょうび 　おめでとう
  • collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま
  • demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems
  • experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

  VCJAC152 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCJAC119

  Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups

  Elaborations

  • making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です 。
  • identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は 15 さい　で す。, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations
  • noticing and comparing their own use of words or expressions from different languages when communicating in English

  VCJAC119 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC170

  Translate short texts such as signs, simple dialogues or phone conversations from Japanese into English and vice versa, noticing when it is difficult to transfer meaning from one language to the other

  Elaborations

  • creating captions to translate short segments of a video clip or アニメ, noticing when direct translation is not possible
  • identifying Japanese words and expressions that involve cultural meanings which are difficult to translate into English, such as もしもし、よろしくおねがいします
  • comparing translations of short Japanese texts such as signs, conversations, audio messages or digital texts, identifying differences and similarities between their tone and style and that of equivalent texts in English
  • reflecting on challenges associated with transferring meaning from one language to another
  • translating short conversational exchanges between Australian or Japanese speakers, comparing content and style of communication and discussing how to translate culturally embedded terms

  VCJAC170 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC140

  Create and perform simple imaginative and expressive spoken and written texts such as dialogues or collaborative stories, using formulaic expressions and modelled language

  Elaborations

  • composing, modifying and completing own versions of skits, chants and songs, with teacher’s guidance and scaffolding, and the stimulus of different imaginative texts and experiences
  • creating individual texts such as comics, diary entries and short stories, using modelled language to express own ideas and imagined experience
  • producing and presenting picture/digital books or short scripted plays or animations that use favourite Korean words and expressions
  • creating and performing alternative versions of stories or action songs, using voice, rhythm and gestures to animate characters, or using drawings or story maps to create visual context

  VCKOC140 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Creating