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• VCKOC198

  Translate texts for different audiences and contexts, and reflect on how cultural values, attitudes, assumptions and world views are differently encoded in languages

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, identifying cultural elements and reflecting on how they are encoded in common words or expressions, for example, the use of family terms, titles and terms of address, and the way of answering negative questions and of using 가다/오다 from a perspective different from that involved in using ‘go/come’ (나하고 같이 갈래요? 샘하고 같이올래요? 지금 가요! 제니가 지금 와요!), and providing additional explanation, information or exemplification
  • translating texts that contain cultural elements, for example, old sayings or proverbs, considering how differently cultural values or culture-specific concepts are embedded in texts in different languages to represent same/similar ideas or practices, for example, 호랑이도 제 말하면 온다 (‘speak of the devil’), 소 잃고 외양간 고친다 (‘to shut the barn door after the horse has bolted’)
  • translating texts such as advertisements, songs or film extracts, including those in online or digital form, examining the appropriateness of translation for specified audiences and contexts
  • comparing own translation with others, noticing similarities and differences, and reflecting on why interpretations may vary

  VCKOC198 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFU161

  Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality

  Elaborations

  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpreters
  • identifying how deaf people modify space to maximise visual attention, such as adjusting seating or removing visual obstacles
  • exploring different expressions for gaining attention or signalling enjoyment, such as tapping, waving, stomping or using visual applause, and their suitability for visual language users
  • recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values
  • understanding cultural values associated with the conferment of name signs to people, such as second language learners of Auslan who are joining the Deaf community
  • exploring the vitality of Auslan and other spoken and signed languages, appreciating that a language with strong vitality is one used by many people in the home and other domains, across generations, to talk about most topics
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of cultural belonging and pride
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and recognising that this ownership rests with the Deaf community and is determined by traditional social groupings/families, places, history and stories

  VCASFU161 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness

• VCESC130

  Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests

  Elaborations

  • surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
  • collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blanca… La moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
  • comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
  • working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

  VCESC130 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRC019

  Participate in routine exchanges such as asking each other how they are, offering wishes and sharing information about aspects of their personal worlds

  Elaborations

  • exchanging greetings in different contexts, for example, Bonjour, Madame Patou, comment allez-vous? Salut, Nicole, ça va? Pas mal, et toi?
  • offering wishes for particular occasions, situations or times of day, for example, Bonne nuit, Papa! Bonjour, Messieurs; Bonne fête, Hafiz! A demain, Mademoiselle; A bientȏt! Bonne année! Bon courage!
  • exchanging information about self, family, friends or interests, building vocabulary, using simple statements and cohesive devices such as the conjunctions et, mais and ou, and experimenting with gestures (for example, shrugging, thumb/fingers gesture for l’argent), intonation and expression, for example, J’ai deux soeurs et j’ai un frère; j’aime les sports et les voyages — mais j’adore la musique!
  • using common responses to frequently asked questions or comments (for example, très bien, voilà, oui, bien sûr, d’accord), imitating modelled intonation and stress patterns
  • asking and answering questions relating to concepts such as time, place or number, including days of the week, months and seasons, for example, Ça fait combien? Ça fait cinq; Quelle heure est-il? Il est dix heures; Aujourd’hui c’est vendredi? Non, c’est jeudi; En hiver il fait très froid
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCFRC019 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• German - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, they use short formulaic...

  Level description | Languages | German | F–10 Sequence | Foundation to Level 2

• VCESU030

  Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions

  Elaborations

  • recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
  • understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
  • adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
  • using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
  • listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

  VCESU030 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Japanese - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. They use formulaic and rehearsed...

  Level description | Languages | Japanese | F–10 Sequence | Levels 3 and 4

• VCITU055

  Recognise the dynamic nature of language and culture

  Elaborations

  • investigating how media and digital technologies have changed the way Italian is used, for example, noticing the influence of English words in television programs, advertisements, and text messages
  • considering and explaining why word borrowing occurs in the Italian language, asking, for example, Why do you think Italian uses English words for sports like rugby, tennis, cricket and hockey? How would you explain netball or cricket to an Italian student? Why are there no separate Italian words for iPod, Nintendo DS, MP3 or email?

  VCITU055 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHC248

  Recognise and explain differing viewpoints on the world, cultures, individuals and issues as represented in major forms of literature such as 散文，小品，小说, and use this knowledge to create analytical and imaginative responses for identified audiences

  Elaborations

  • identifying various representations of multiculturalism in contemporary media and exploring the origins and nature of stereotypes commonly encountered
  • exploring cross-cultural influences in contemporary media, for example, examining the impact of Korean culture on Chinese entertainment in diverse contexts (Hong Kong, Taiwan, mainland China)
  • responding to films with a Chinese theme produced in other communities, for example, writing a personal response to a foreign film portraying Chinese-speaking communities

  VCZHC248 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Auslan - Second Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace unknown signs to support continued interaction, such as

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8

• Latin: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for...

  Level description | Languages | Latin | Levels 9 and 10

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCELU117

  Recognise that in Greek, greetings and forms of address vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, Χαίρετε, Καλησπέρα or Καληνύχτα depending on the time of day, using first names when greeting friends but adding a salutation when addressing teachers/adults: Γεια σας κυρία Αγγελική
  • recognising that there can be different forms of address for the same person, for example, μαμά, μητέρα

  VCELU117 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESC109

  Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things

  Elaborations

  • greeting and farewelling others at different times of the day and in different contexts, using appropriate forms of address, for example, ¡Hola amigos! ¡Buenos días profesora! ¡Buenas tardes abuela! ¡Hasta mañana tía!
  • introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase de español; Este es mi papá, Esta es mi mamá; Mi perro es blanco y grande. Tengo una bicicleta verde
  • using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo
  • using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!
  • using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!

  VCESC109 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCRAU098

  Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, verbs, adjectives, word order and other elements of grammar

  Elaborations

  • identifying people using, for example, terms of address, pronouns and some nouns
  • identifying things and animals using concrete nouns describing the qualities of people, for example, adjectives of character and appearance
  • describing qualities of objects and animals using adjectives
  • indicating quantity using plurals
  • referring to numbers of things using cardinal numbers and things in a sequence using ordinal numbers
  • greeting and farewelling
  • telling others to do something using imperatives
  • indicating possession
  • describing simple actions
  • negating
  • specifying place and location
  • referring to existence/presence
  • giving directions and information about place using prepositions
  • locating events in time and referring to the past and future seeking information and assistance using interrogatives
  • joining ideas using cohesive devices
  • expressing emotion
  • expressing modality
  • comparing things using comparatives and superlatives

  VCRAU098 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU143

  Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region

  Elaborations

  • understanding the status of Japanese as the official language of Japan, a major language in the Asia-Pacific region, a world language and an Australian community language
  • understanding that there is a standardised form of Japanese, and that different dialects are spoken in different regions of Japan
  • comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCJAU143 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCGRCU030

  Reflect on self as a language learner, explaining how the study of Classical Greek influences own communicative behaviours, ways of thinking and viewing the world

  Elaborations

  • exploring own sense of identity, challenging own and others’ assumptions about family and civic responsibilities, traditions, values and attitudes
  • drawing on knowledge of ancient society to examine and interpret own world, including aspects such as ancestry, values, traditions, social status, family and national pride
  • reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Classical Greek and their impact on perceptions of own cultural experience and ways of communicating
  • identifying challenges and achievements associated with learning Classical Greek, for example, learning to ‘read between the lines’ to identify thought implicit in the use of language
  • reinterpreting own experience of learning Classical Greek, listening to others’ perspectives and comparing these with own experience
  • discussing how learning Classical Greek impacts on own ways of thinking and viewing the world

  VCGRCU030 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Reflecting

• Languages | Arabic: Learning in Arabic

  Arabic language learning

  Arabic is spoken by approximately 280 million people in 22 countries over several continents. It is the official language of the Arab world, which includes countries of the Middle East, North Africa and the Gulf region, and is one of the official languages of the United...

  Overview material | Arabic

• Indonesian - 7–10 Sequence: Levels 7 and 8 description

  Students are introduced to the written and spoken forms of Indonesian, noticing that it uses the same alphabet as English but with some differences in pronunciation. They become familiar with a base word system with prefixes. Students are introduced to word order and simple sentence construction...

  Level description | Languages | Indonesian | 7–10 Sequence