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• VCESC186

  Engage with and review creative texts, identifying and explaining cultural attitudes and key messages

  Elaborations

  • collaborating in critical and cultural readings of the imaginative content of texts such as blogs or song lyrics to explore Spanish-language forms of creative expression
  • composing a review of a film or short story, identifying how the text uses language and textual features to convey emotions and perspectives, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes en este texto se sienten felices
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities
  • expressing responses to oral, written and digital texts such as short stories, poems, cartoons, films, raps and songs (es muy conmovedor, es preocupante, son melancólicas, es demasiado hermoso, es divertido, da risa), and identifying how mood is created and how storylines are developed
  • analysing the lyrics of contemporary songs from the Spanish-speaking world, identifying key messages and evaluating expressive styles

  VCESC186 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESU195

  Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities

  Elaborations

  • comparing texts created for different audiences in different Spanish-speaking regions and countries, or for urban and rural communities, noticing how language reflects ideas, concerns and priorities of specific communities, for example, Alturas de Machu Picchu by Pablo Neruda …labrador, tejedor,. pastor callado: domador de guanacos tutelares: albañil del andamio desafiado…
  • investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
  • analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources
  • recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish shared interest or identity

  VCESU195 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRC074

  Engage in shared activities such as planning and managing events, exchanging resources and information

  Elaborations

  • using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language learners
  • planning a demonstration or performance for family and friends to showcase what they know and can do in French, incorporating factual, fictional and expressive elements and some interpretation and explanation of linguistic and cultural features of French language use
  • organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
  • creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre envoyé spécial… l’enquête de… les titres/en tête/à la une de cette édition…
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics

  VCFRC074 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRU086

  Analyse how different types of text incorporate cultural and contextual elements

  Elaborations

  • analysing how writers of community texts such as advertisements, radio requests or online trading posts make decisions in relation to language, style and register in order to achieve their purpose and suit the context, (for example by using personal pronouns, engaging language and images, or by creating problems/offering solutions (Un…deux, un…deux, on rit, on s’esclaffe, on glousse! Pour être au top lors de l’arrivée des beaux jours!)
  • understanding the dynamic relationship between different modes of communication in different cultural contexts, (for example, hybrid texts such as emails or text messages that combine features of spoken and written texts, or formal lectures or news reports that resemble spoken versions of written texts)
  • analysing cultural differences in genres such as cover letters for job applications or letters of complaint, noting protocols and conventions (for example, stating the purpose of a formal letter at the beginning: le recyclage proposé dans notre ville..)
  • collecting, interpreting and using textual conventions popular with young French speakers, for example, contractions, abbreviations and acronyms used in text messaging (bjr = bonjour; A+ = à plus; biz = bisous; 12C4 = un de ces quatre)

  VCFRU086 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRU089

  Identify examples of French language used to influence social and cultural relationships and practices

  Elaborations

  • finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l’intimidation, l’abus; menacer, blesser, battre])
  • understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion through the use of langage codifié (le verlan d’une sous-culture: zyva — vas-y; ouf — fou; zarbi-bizarre)
  • examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic language)

  VCFRU089 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCGRCE018

  Respond to Classical Greek texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading texts in Classical Greek and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • discussing how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems, letters or speeches, for example, Pericles’ funeral oration
  • discussing epic plots and characters, such as the depiction of Croesus in Herodotus’ Histories, Dicaeopolis in Aristophanes’ Acharnians, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, through the use of particles πῶς γὰρ οὔ; καὶ γάρ, ἆρα οὐ/ἆρα μή
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, such as hyperbole, for example, μύριοι, or irony, for example, Socratic dialogue or dramatic irony
  • evaluating the effectiveness of texts, by considering the use of techniques, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCGRCE018 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCHIC112

  Organise information from different sources and in different modes of presentation for re-presentation in formats suitable for specific audiences and purposes

  Elaborations

  • identifying different perspectives on selected issues presented in different media outlets, such as news sites or specialty magazines such as प्रदूषण, जनसँख्या, भेदभाव, and using the material as stimulus for in-class or online debates or opinion pieces
  • listening to interviews with celebrities from fields such as sport, the arts, entertainment or politics, identifying and classifying words, expressions or cultural references that convey information about culture or context
  • presenting information collected from print and digital sources on a topic such as regional food specialities, for example, by creating a glossary of terms by categories, for example, herbs and spices मसाले, हल्दी, धनिया, फल, सब्जियाँ, सूखे
  • evaluating information retrieved from online discussion forums and social media outlets on issues relevant to their peer group, for example, family relationships, youth identity or generational change, selecting and editing content to include in a summary statement or report
  • analysing coverage of issues relating to Hindi-speaking communities from a range of news media, classifying and recording in a shared data base the most commonly addressed issues or perspectives
  • researching aspects of a selected activity or business operating in their community, for example, restaurants, boutiques, youth centres, presenting their findings in the form of digital displays or posters for a community information evening

  VCHIC112 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC073

  Construct and present a range of texts (such as presentations, reports and reviews) related to social issues and topics of interest

  Elaborations

  • creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • giving presentations presenting different perspectives on an issue, for example, discussing mainstream medical treatments and alternatives such as jamu
  • presenting information on topics such as part-time work, balancing study and leisure, or recycling to conserve resources, explaining and justifying opinions using for example, alasannya begini, ternyata, tidak dapat disangkal, mau tak mau, sehingga, setidak-tidaknya, jangan-jangan, oleh karena itu
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others, for example, kita semua tahu, kalian tentu setuju, misalnya, keadaannya buruk sekali, bukan?

  VCIDC073 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDU117

  Develop awareness of register, comparing language choices and considering how and why language varies in formality

  Elaborations

  • observing that Indonesians are typically multilingual and regularly shift between languages according to context, for example, use of Bahasa gaul among teenagers, bahasa daerah with local community, and bahasa baku in formal communication
  • identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when talking to people in authority to show respect, the use of informal language in commercials to create a sense of familiarity
  • examining variations in language used in face-to-face and written/online communication, particularly noticing colloquial language and how it differs from standard forms, for example, kasih aku coklat, dong; boleh minta coklat, Bu
  • making connections between aspects of language use and the identity of participants, for example, Muslim expressions such as Insya’ Allah, Puji Tuhan, Syukur, Alhamdullillah

  VCIDU117 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITC082

  Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences

  Elaborations

  • using models of media texts such as television reports, video clips and social media to create informative texts in spoken and written form, to achieve different purposes, for example, to persuade, to entertain or to inspire, such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Insomma gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
  • designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for choices
  • conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!

  VCITC082 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC195

  Construct and present texts in different formats for different audiences, taking into account own perspectives and intended purpose

  Elaborations

  • producing texts for different types of audience (for example, classmates, parents, peers on social-networking websites, possible future employers) and for different purposes and in different contexts (for example, school, community, social clubs, part-time jobs) to convey own ideas and interpretation of particular texts,using oral, print, multimodal and digital media such as blogs, letters, instructions, articles, podcasts and speeches
  • creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others, for example, on global warming (지구온난화), attending to the audience and context, for example, 우리 모두 생각해 봅시다. 지구온난화를 막지 못하면지구가 죽습니다. 북극과 남극의 빙하가 녹고, 자연이 파괴됩니다. 그러므로 … 우리가 먼저 지구 온난화를 막아야 합니다 …
  • combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, 다문화사회

  VCKOC195 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOU034

  Analyse and compose different types of texts, considering issues such as coherence, cohesion, and the relationship between textual conventions and audiences and contexts

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects (for example, using 나 instead of 저 in an advertisement to make the target audience identify with the social group that would use the goods being advertised)
  • exploring and identifying basic cohesive devices in texts such as:
    • consistent use of the informal polite-style ending –어/아요 throughout texts of multiple sentences
    • agreement of honorific elements such as particles, words and suffixes in a sentence (for example, 선생님께꽃을 드려요; 할머니께서 주무세요; 저에게 말씀해 주세요; 그분은 누구세요?) and throughout the text
    • use of conjunctive adverbs, for example, 그런데, 그래서, 그러면, 그렇지만, 하지만 and conjunctive suffixes (clausal connectives) such as –고, –어/아서, –(으)면
  • creating short texts, (print or digital), with a focus on textual coherence and cohesion

  VCKOU034 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU205

  Analyse and compose different types of texts in spoken and written modes for different purposes such as information exchange, social and cultural interaction or sharing imaginative experiences, using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying register used in Korean texts, for example in recipes, such as the formal polite style used for statements (–ㅂ/습니다) and commands (–(으)십시오) or vocabulary used to determine audience, purposes and context
  • examining cohesive devices used in Korean texts such as consistency in speech levels and honorific elements, conjunctors (–지만, –(으)니까, –어/아서, …), conjunctive adverbs (그러니까, 하지만, 그러므로, ...) and ellipsis, and their appropriateness for Korean discourse
  • creating own texts in Korean including those in digital or online forms for particular audiences and purposes in particular contexts, for example, to introduce Korean food culture to parents invited to the Korean evening, using a range of appropriate discourse devices for coherence and cohesion including appropriate vocabulary
  • comparing and contrasting the structures of a variety of authentic texts in Korean and English, exploring how the audience, purpose and context are considered differently in each language

  VCKOU205 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCLAE018

  Respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading Latin texts and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • exploring how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems and letters, for example, Cena Trimalchionis; odi et amo
  • discussing epic plots and characters, such as the Aeneid, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing literary features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, sine dubio, satis constat, ut mihi videtur
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, for example, diminutives such as puellula or homuncule
  • evaluating the effectiveness of texts, by considering the use of stylistic features, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCLAE018 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCLVC175

  Engage in activities that involve collaboration, planning, organising, promoting and taking action

  Elaborations

  • participating in planning and making arrangements, using language related to place and activity, for example, organising class events, such as holding a lunch, party or performance
  • creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the language
  • giving and following instructions, using hand signs as appropriate, for example, explaining how to cook bush tucker or to make artefacts
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to an art exhibition or performance, sharing responses and reactions
  • designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, the importance of learning the language of Country/Place at school
  • promoting events in the local community, such as festivals, sporting, music and cultural events that support/promote well-being and community development
  • promoting Reconciliation in community by showcasing local language learning and language revival activities

  VCLVC175 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCLVU194

  Explore language building processes and protocols in communities

  Elaborations

  • investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities
  • understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
  • investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing associated ethical issues
  • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
  • discussing the importance of reviving languages for the individual, the language community and the wider Australian society
  • identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and respected community members
  • appreciating the role of languages advocacy, education and research in building languages
  • understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

  VCLVU194 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCRAC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language
  • investigating aspects of the culture/s studied to choose a particular course of action, for example, determining a suitable placement for an exchange student, a suitable menu for a group of visitors who speak the language or an appropriate time of year to visit a region where the language is spoken
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other curriculum areas
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCRAC072 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language