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• VCFRU066

  Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning

  Elaborations

  • recognising the function and form of commonly used morphemes, suffixes and prefixes (for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse), and collecting groups of words that share a common stem (for example, la bouche, la bouchée; le jardin, jardiner, le jardinage)
  • recognising the impact of non-verbal elements of French expression such as hand gestures to replace words (for example, c’est nul, ça suffit!, quoi encore?), or sounds and facial expressions to reinforce spoken language (for example, oh là là! Aïe! T’as fait quoi?)
  • revising the pronunciation of the alphabet, practising spelling out words and using the correct terms for letters and symbols, for example, g, h, j, w, accent aigu, accent cédille
  • distinguishing vowel sounds, for example by recognising distinctions between nasal vowel sounds (cinq, sympa/manger, entre/dont, des bonbons)

  VCFRU066 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIC116

  Translate and interpret familiar social and community texts such as emails/text messages, informal conversations with friends, proverbs or quotations, considering the nature of translation and the role of culture when transferring meaning from one language to another

  Elaborations

  • translating and glossing words, symbols or expressions commonly used in emails and sms messages, for example, हे हे – LOL
  • recording, transcribing and translating short conversations between family members or friends from English into Hindi or vice versa, recording words or phrases that either do not translate or require no translation
  • translating proverbs such as दूर के ढोल सुहावने, examining literal translations for cultural information and identifying English-language proverbs that approximate the ideas behind the words (The grass is always greener on the other side of the fence)
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning
  • discussing how translation sometimes involves literal decoding of word-for-word meaning, sometimes involves interpreting meaning and finding equivalent forms in the other language, and sometimes involves cultural meaning that cannot be translated
  • interpreting the significance of terms or phrases that carry specific cultural connotations which might be unfamiliar when translated into English, for example, साला, बहु, दलाल

  VCHIC116 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC076

  Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs such as lain ladang lain belalang, Tak kan lari gunung dikejar or sayings such as ‘It’s raining cats and dogs’, ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions, for example, ‘best friend’ (teman baik), ‘better late than never’ (biar lambat asal selamat), ‘home sweet home’ (kampung halaman/tanah air), and those for special occasions such as Maaf lahir batin, panjang umurnya
  • translating signs and symbols such as public signs and emoticons, for example, ^_^ (senang), >^< (marah), O.O (heran)

  VCIDC076 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITU108

  Develop awareness of features of the Italian sound system, including pronunciation, syllable stress, rhythm and intonation, and how these are represented in written form

  Elaborations

  • listening to and producing the sounds of Italian, and noticing sound–symbol correspondence, for example, consonant combinations (for example, famiglia, gnocchi, chiesa, barche), vowel combinations (for example, buono, chiave, ciliegia) and double consonants (for example, sono and sonno)
  • using the Italian alphabet, making connections between spoken and written forms, understanding the effect of grave and acute accents (for example, città, perché)
  • recognising differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Vai a casa? Vai a casa!
  • noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities
  • checking pronunciation of words using sound files and text-to-speech software
  • recording individual words to create a talking dictionary

  VCITU108 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOC200

  Examine and modify own cultural assumptions and practices, taking responsibility for language use and choices, and recognising the significance of shared responsibility and mutual effort in intercultural communication

  Elaborations

  • reflecting on own engagement in communication with Koreans and how their language use was perceived by self, and making adjustments to own Korean language use, for example, to feel comfortable with some silence during conversation; to be indirect when making refusals (saying 잘 모르겠는데요, 글쎄요); to speak in a rather monotone without being negative; to use address terms infrequently during conversation
  • reflecting on aspects of own experiences of intercultural communication, such as possible causes of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions
  • considering ways to improve intercultural understanding and acting on them, for example, by keeping a record (for example, journal, log, posting on forum) of memorable incidents involving intercultural interactions
  • recounting own experiences of intercultural language use in oral or written forms, for example, speeches or essays, reflecting on concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
  • discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual exchanges or service encounters

  VCKOC200 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCLVC158

  Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language

  Elaborations

  • creating and performing their own stories, songs and skits, incorporating non-verbal elements to enhance audience comprehension and entertainment, for example, gesture, facial and vocal expression
  • experimenting with different ways of telling stories, using a range of different texts, for example, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces
  • creating, performing and presenting imaginative texts such as skits, songs and raps, using digital techniques
  • creating real or imaginary characters, places or animals and presenting them through performance, digital display or visual representation
  • incorporating onomatopoeic sounds into written/performed texts to enrich the texts and to entertain readers/the audience
  • creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, performances for the school or community, cartoons, video clips, vokis or animation, selecting language and images that enrich the visual or listening experience
  • creating shared art work (visual or performative) to tell a story, using symbols and expressive techniques appropriate to Country/Place

  VCLVC158 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCTRC091

  Engage with imaginative and creative texts such as stories, cartoons, poems and songs, identifying favourite elements and discussing events, characters and messages

  Elaborations

  • listening to, reading and viewing imaginative texts such as folktales, shadow puppetry or short stories, such as Karagöz ve Hacıvat, Kaşağı, Falaka, demonstrating understanding of plot, sequence and characters, for example, by retelling or re-enacting events in their own words or by creating a timeline
  • creating digital profiles of characters they enjoy in fictional and imaginative texts, providing physical and character descriptions and examples of their style of communicating and behaving
  • sharing responses to songs, stories, poems or television programs, providing both positive and negative critique, such as …beni… çok etkiledi çünkü …, Çok komikti, çok sürükleyiciydi, akıcıydı, dili anlaşılırdı,biraz uzundu. Sıkıcıydı, Karmaşıktı, Çok üzücüydü, Anlaşılması zordu
  • identifying key messages in traditional texts such as Nasreddin Hoca fıkraları, Keloğlan, discussing their relevance to contemporary times and contexts
  • considering how humour is expressed in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Turkish and English
  • recognising the many different ways a story can be told, for example, through Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC091 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCVIC006

  Engage with a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, picture books, comics, poems and songs, and identify and describe key elements such as theme, setting, characters and actions

  Elaborations

  • identifying and describing settings, characters, events and key ideas in imaginative texts by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? and tại sao?, or by producing a profile of a character or a timeline of events
  • reading and viewing imaginative texts, such as animations, films and photo series, and performing scenes that illustrate aspects of the characters’ attitudes, personality or reactions, the story’s ending or the writer’s messages
  • illustrating an extract from a text by selecting images, such as a picture, colour, symbol or emoticon, to reflect the content, mood or key message of the text, and explaining the reasons for selections
  • participating in performing for the class an imagined dialogue between characters from a story
  • listening to Vietnamese versions of English songs, for example, Chúc Mừng Sinh Nhật (‘Happy Birthday’), Tiếng Chuông Giáng Sinh (‘Jingle Bells’), and comparing aspects of each version such as language use and cultural representations

  VCVIC006 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIU156

  Understand that language use is shaped by the values and beliefs of a community

  Elaborations

  • discussing connections between the Vietnamese language and cultural beliefs, for example, con số hên, số đẹp, ngày tốt/tốt ngày
  • understanding that Vietnamese values and beliefs influence language choices, for example, the use of family terms such as chú, bác, cô or dì instead of first names reflects the importance of family in Vietnamese culture
  • discussing the meaning of ‘culture’, how it involves visible elements such as language, symbols, food, national costumes and dancing, and invisible elements such as values and beliefs, including respect for the environment; and comparing these visible and invisible elements of Vietnamese culture to other cultures of the Asia region
  • making connections between language and culture, such as vocabulary and expressions related to people, lifestyle and the environment, for example, con rồng cháu tiên, khéo ăn thì no, khéo co thì ấm, trời nắng tốt dưa, trời mưa tốt lúa

  VCVIU156 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCZHU093

  Identify the characteristics of familiar text types, noting particular textual features distinctive to Chinese

  Elaborations

  • exploring features and conventions of Chinese texts, including lack of word spacing and punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • describing the major features of familiar text types in Chinese (for example, narratives), and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • comparing textual features and language used in different types of written communication within and across languages, for example: How does the formatting of a letter and an email differ in English? Why are there such differences? How does the formatting of a letter in English compare to Chinese formatting?
  • discussing how the organisation of information reflects concepts of hierarchy and authority, for example, the placement of the date in personal correspondence; how the address is organised on a letter (小区名，楼号，楼, for example, 龙江小区蓝天园15栋2单元504室)
  • comparing textual and linguistic features in diverse forms of written Chinese texts, such as letters, emails and text messages, and exploring the use of visual symbols such as emoticons in digital correspondence
  • experimenting with features of text presentation in Chinese, for example, text direction, word spacing, punctuation, and overall paragraph format when using squared paper

  VCZHU093 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU216

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • analysing language used in pathological and sociocultural models of deafness, and the impact that each model, the philosophy that frames it and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in stories featuring gaslight
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has the right to learn and use Auslan as part of their birthright, along with their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • understanding that sign language literatures recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities, and that they embody history and values of Deaf culture, for example, the Gallaudet and Clerc meeting or US Civil War stories that validate and reference shared Deaf identity, culture, language and experience
  • recognising that Auslan signs change over time due to shifting cultural values and experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus

  VCASFU216 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIU031

  Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCHIU126

  Understand that the Hindi language and associated cultures, like all languages and cultures, shape and are shaped by each other in ways that change over time and contexts, and that cultural experience, values and identities are reflected in language

  Elaborations

  • tracking changes in Hindi language forms and usage over different times and contexts such as मोटरगाड़ी, कार
  • explaining the significance of single words in Hindi that represent complex and culturally significant concepts that do not translate directly into English, for example, दक्षिणा, शुभमुहुर्त, पूजा, साधू
  • considering reasons for the trend among young Hindi speakers to create abbreviated adaptations of English words, for example, funda (fundamental), despo (desperate), enthu (enthusiastic), comparing with the use of abbreviations such as ‘arvo’, ‘brekkie’, ‘footie’, ‘barbie’ in Australian English
  • identifying compound words used in colloquial Hindi that fuse Hindi and English to capture trends, convey concepts and engage with intercultural experience, for example, tension mat lo, accent maarna
  • discussing the significance of naming in different languages and cultures, for example, by exploring the origins and meanings of Hindi names such as आद्या, आशा, आर्य, बोधि, धर्म, गीता, सलमान and comparing with popular names in English and other languages
  • identifying changes in some forms of Hindi that reflect the impact of globalisation and intercultural experience, for example, the increasing mixing of languages and adoption of practices associated with other communities and cultures
  • exploring the idea that some elements of a language carry particular cultural significance, having come to assume symbolic as well literal value in ways that make translation difficult, for example, Hindi terms such as बिदाई, सन्यास, शुभमुहुर्त, मुहूर्त, and Australian expressions such as ‘mateship’ or ‘fair dinkum’
  • researching and classifying terms associated with particular cultural traditions and practices that have cultural significance or history and whose meanings are difficult to convey in other languages, for example, words associated with yogic practice such as संसार, मंत्र, कर्म, गुरू, ब्राह्मण, मोक्ष

  VCHIU126 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCJAC184

  Analyse ideas presented in a range of texts, identifying context, purpose and intended audience

  Elaborations

  • identifying underlying values, cultural references and the purpose and intended audience of different types of community texts such as advertisements or posters
  • summarising the gist and some specific details of media texts such as documentary features or community notices
  • comparing and evaluating perspectives and intentions reflected in texts such as public information notices or street signs in Japanese and Australian contexts, identifying words, expressions or images that suggest cultural similarities or differences
  • scanning websites of Japanese schools or clubs, discussing and comparing choices they would make in relation to offered activities if they were students in that context
  • identifying culture-specific terms and representations in Japanese promotional materials such as travel brochures, symbols on maps, magazine features or online resources, for example, 小学校(しょうがっこう)の新聞(しんぶん)
  • planning a real or imagined trip to a selected region of Japan, using resources such as internet sites and travel brochures to map out elements such as transport, itineraries and selected events, for example, しんかんせんにのりたいですね。 広島(ひろしま)に行きましょうか。
  • analysing key perspectives or themes reflected in interview data collected from Japanese speakers discussing roles and responsibilities in home, school and community contexts, and comparing with their own views on the topics

  VCJAC184 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC004

  Locate key points of information in a range of texts and resources and use the information in new ways

  Elaborations

  • identifying key information such as names of people and places, times and activities in familiar types of texts such as conversations, profiles, emails and announcements
  • gathering, classifying and summarising results of class surveys on topics such as students’ likes and interests, family, neighbourhood, activities or habits, and presenting findings to others, for example, ひるごはんに 何(なに)を　食(た)べますか。日(にち)よう日(び)に　何(なに)を　しますか。しゅうまつに　どこに　行(い)きますか。
  • listening to and reading texts and reorganising information to present in new ways, for example, by sequencing activities chronologically by completing a timetable or timeline, chart, table or itinerary
  • reading, listening to and viewing texts such as video clips, brochures, websites, menus, labels and packaging to obtain information about aspects of Japanese culture, for example, daily routines, food, writing systems, significant places or geography
  • locating, interpreting, classifying and listing factual information from modified texts such as notices, timetables, announcements, advertisements or signs
  • identifying cultural values reflected in a range of texts, such as the use of symbols, signs or images in advertising
    

  VCJAC004 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOU012

  Recognise features of the Korean sound and writing systems including Hangeul, making connections between spoken and written Korean texts

  Elaborations

  • listening to and reproducing the sounds of Korean, noticing sound-symbol correspondence, for example, in consonants (발 versus 팔, 갈 versus칼), in diphthongs transcribed as combinations of vowel letters (반가워요, 와요, 왜, 의사, 가위) and in tense consonants transcribed by double-consonant letters (살 versus 쌀, 자요 versus 짜요, 고리 versus 꼬리, 방 versus빵)
  • recognising the differences in intonation between statements, questions, requests and commands, for example, 가요; 가요?; 가요; 가요!
  • constructing syllable blocks in different shapes, where a consonant and a vertical vowel are positioned side by side (for example, 가), a horizontalvowel is positioned underneath a consonant (for example, 누), or a consonant or a consonant cluster is added as asyllable-final consonant (받침) under the first two types of syllable blocks, for example, 각, 눈, 닭
  • combining syllable blocks to write a word and applying spacing rules (띄어쓰기) and basic phonological rules (for example, 친구가 교실에서 책을 읽어요) when reading and writing

  VCKOU012 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

• VCTRC074

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • analysing humorous texts, such as Hababam Sınıfı, Temel fıkraları, Nasrettin Hoca Fıkraları, karikatürler, identifying techniques used to engage and amuse the audience, considering whether the humour would ‘travel’ if translated into English
  • exploring how the use of rhythm, rhyme, imagery and metaphor, for example, in şiirler, maniler, türküler, tasavvuf müziği, create effects that reflect cultural traditions and values
  • identifying features of traditional forms of literature, for example, meter, the use of repetition, identification of the composer in a refrain, as in halk şiiri veya türküsü, comparing with characteristic features of more contemporary literature, such as poems by Ümit Yaşar Oğuzcan or Atilla İlhan or novels by Ayşe Kulin or Elif Şafak
  • comparing how concepts such as sadness, joy, humour or regret are conveyed in music, art, drama and poetry across languages and cultures, for example, by comparing the lyrics of popular songs in Turkish and English
  • comparing the impact of different texts relating to Gelibolu and Çanakkale, including songs, films, diaries and letters, identifying commonalities and differences in perspectives and expression by soldiers involved in either side of the combat
  • telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug
  • providing a commentary of a performance of Mevlevi Dervişleri, Halk Dansları, interpreting movements, significance of costumes and key ‘messages’ of the performance

  VCTRC074 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating