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• VCARC177

  Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes

  Elaborations

  • creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in modern society
  • creating imaginative texts in print, digital or online formats, such as short stories, video clips or plays, and building characters, themes and settings to entertain a specific audience, such as younger learners of Arabic
  • composing and presenting imaginative poems and songs that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

    الأعياد الوطنية؛ عيد المعلم؛ العيد الوطني الأسترالي ؛ عيد شهداء الأنزاك

  • creating reflective and critical texts such as diaries, blogs and articles to express own opinions on imaginative texts such as films, stories or poems, using expressions such as

    يا إلهي كم كان الفيلم مملّاً؛ دور الأم في الفيلم كان قاسياً جداً؛ لم أستمتع بقراءة القصة أبداً؛ لقد كانت أحداثها غير منطقية؛ قافية القصيدة جيدة لكنّ تعابيرها متكررة

  VCARC177 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEU187

  Understand that language and culture are interrelated and that they shape and are shaped by each other

  Elaborations

  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using German
  • reflecting on how learning German has impacted on own assumptions about German language, culture or identity and on awareness of own communicative and cultural behaviours and of how these may be interpreted by others, for example, Früher dachte ich, dass die Schweizer … Jetzt verstehe ich, dass …
  • analysing how language use and culture reflect and shape relationships, practices and attitudes, such as expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi)

  VCDEU187 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELC026

  Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of Greek-speaking students, posting items of interest, comments and questions in Greek and English
  • creating a storyboard outline which brings familiar English-speaking characters to Greek-speaking worlds and contexts, such as Harry Potter as your tour guide in Athens or Nicosia
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά
  • creating bilingual captions for tourist attractions in Greece, Cyprus or Australia to explain their significance and cultural references, for example, bush, beach, το Αιγαίο, Πέτρα του Ρωμιού, Άγιον Όρος
  • creating bilingual texts to give information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in Greek with footnotes in English about the ingredients

  VCELC026 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCHIC077

  Present information related to social and cultural issues of interest to their peer group using different modes and formats to take positions and to capture different perspectives

  Elaborations

  • writing a review or creating a commentary of an event such as an India-Australia cricket match, music festival or street fashion show, incorporating expressions and style that characterise these text genres and reflect the writer’s perspective
  • creating texts such as blog posts or items in school newsletters that address social and environmental issues such as पर्यावरण परिवर्तन; बेरोजगारी
  • producing a segment for a local radio station to report on a charity fund raising activity
  • presenting information in the form of promotional or persuasive letters or speeches for audiences such as peers, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, पौष्टिक आहार और स्वास्थ्य़
  • using data collected via online research or recorded/published interviews to create a digital profile of a significant member of their local community or of the wider Hindi-speaking world, such as a musician, chef, artist or sporting figure
  • presenting an overview of traditional games and sports played in different Hindi-speaking regions, such as कबड्डी or खो-खो, for example, by watching video clips and then writing up the rules

  VCHIC077 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC125

  Interact in Italian with the teacher, peers and others, and exchange reactions and responses to ideas, issues and experiences being discussed

  Elaborations

  • noticing differences between Italian and English ways of communicating which involve cultural dimensions, for example, when corresponding with an Italian peer and analysing the other student's references to aspects of culture, particularly the language choices the student makes such as E tu, cosa ne pensi …?
  • decentering from their own primary linguistic and cultural world to reflect on being a communicator and user of Italian in a variety of social situations, considering their own positioning and values in relation to others
  • reinterpreting own experiences of using and learning Italian across diverse experiences: listening to/reading others’ perspectives and language use, comparing and connecting these to own experiences, forming an opinion and articulating own reactions to another person’s responses, and recognising comfort/discomfort in the use of language in interactions with diverse others, for example, Sono d’accordo. Mi sento a disagio
  • developing a metalanguage for discussing ideas, issues and experiences related to intercultural communication

  VCITC125 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCJAU035

  Understand that the Japanese language has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • understanding that each region of Japan has its own dialect and accents, and that Japan, like Australia, also has some indigenous languages
  • finding examples of ways in which social and cultural influences impact on language, for example, the abbreviation of borrowed words in Japanese, such as スマホ、 パソコン、 the combination of borrowed words + する、 オーガナイズ する、 and メル友 for e-pal
  • considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages
  • discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication
  • exploring the influence of Japanese popular culture in Australia and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay

  VCJAU035 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOC194

  Analyse, interpret and integrate information gathered from diverse sources relating to areas of interest to adolescents or young adults, making connections with own and each other’s experience and with other learning areas

  Elaborations

  • understanding gist and identifying keywords to extract specific information, by scanning through texts from various sources in conventional, digital or multimodal formats such as articles, reports or podcasts on topics such as pop culture, youth employment, the environment and world sports, or those related to other learning areas
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • analysing and interpreting collected information by summarising, sequencing and prioritising, considering audience, purposes and context, for example, 한국에는 태풍이 오고, 호주에는 사이클론이 와요/옵니다. 태풍은 …, 사이클론은 …
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, using persuasive or evaluative language, for example, 나는 ... 믿어요/확신해요; 이것은 분명히…–이에요/예요; 그렇지만 …; 정말 …–(으)ㄹ까요?
  • investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the year for a visit to Korea

  VCKOC194 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC107

  Present information collected from different sources that represents different perspectives on selected issues or activities, using appropriate modes of presentation to suit different contexts and purposes

  Elaborations

  • preparing and presenting an oral or multimodal report on an issue that invites different viewpoints, such as kız-erkek çocukların evdeki rolü, yaşlıların huzurevine gönderilmesi, identifying alternative perspectives and inviting discussion and debate
  • writing an article for a print or online magazine/newspaper with a specified audience in mind, for example, a film review for young learners of Turkish or a travel guide for young Turkish visitors planning a trip to Australia
  • creating texts to inform or promote events or community action, for example, a poster or web post to advertise a multicultural evening or a letter to a community newspaper to highlight a school fundraiser
  • creating an interactive presentation for younger students, friends or members of extended families to highlight the advantages of being bilingual/multilingual in today’s world and of maintaining and strengthening a home/first language
  • explaining a procedure to a specified audience such as older or younger people, using supporting images, actions and gestures to highlight key elements and explain key terms, for example, rules of a sport or board game, elements of a video game, instructions on the care of a sick pet, procedure for a henna night

  VCTRC107 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC183

  Reflect on how meanings vary according to cultural assumptions that Vietnamese and English speakers bring to interactions, and take responsibility for contributing to mutual understanding

  Elaborations

  • considering how being bilingual offers different ways of interpreting the world and representing experience
  • explaining how cultural assumptions influence meaning, for example, the action of hugging as an indication of friendliness in English-speaking contexts versus gender intimacy in Vietnamese-speaking contexts
  • challenging cultural assumptions and bringing different perspectives to new cultural contexts or situations, for example, using the personal pronouns anh/em to indicate informality between colleagues rather than to define husband–wife or brother–sister relationships as traditionally assumed
  • considering own and others’ responses and reactions in Vietnamese–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, knowing that Vietnamese people like to please and therefore may give an inaccurate answer whereas Australians would prefer to say directly what they really think or mean
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments to language and/or behaviours that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility, awareness of differences in cultural and religious practices, respect for elderly people and other traditions, attitudes to privacy or different levels of directness in discussions

  VCVIC183 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC104

  Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures

  Elaborations

  • analysing Chinese texts alongside their English translations to identify the challenges of translating culture, and developing strategies to overcome these challenges, by asking: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites, and determining the effectiveness of the English translations and possible reasons for such interpretations
  • exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions, such as 面子, and experimenting with how to give 面子 in interactions with others
  • translating information about life in Australia to Chinese readers overseas, considering the audience’s cultural experiences in order to determine what concepts they would find difficult to understand, exploring ways to elaborate on ideas to ensure clarity of meaning, and focusing on nuances of word formation and context, for example, 澳洲肥牛 (‘bushwalking’)
  • preparing a voiceover text for a video presentation on the Chinese language program or the school environment, discussing possible interpretations of the text from the viewers’ perspective and adjusting anything that is unclear before voice recording
  • considering the different terms used in the Chinese-speaking world to represent ‘Chinese person’ (中国人，华人，华侨，华裔)

  VCZHC104 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU224

  Explain how languages shape the communicative practices of individuals and groups and identify ways to enhance understanding across cultures

  Elaborations

  • considering ways in which being a bilingual speaker of Chinese and English could impact on and enhance their future life and career
  • examining how language is used to marginalise groups in society, such as how labels are used to simplify identification of groups and influence how such groups are perceived by others, for example, 蚁族、80后/90后
  • considering their own perceptions of the Chinese-speaking world and identifying the influences on their perceptions, for example, trips to China when younger; stories from grandparents
  • exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative
  • exploring what assumptions are inherent in one language and how the same cultural assumptions may not exist in another language, for example, analysing how the terms for ‘getting married’ differ for women (嫁出去) and men (娶妻) and the gender-neutral 结婚

  VCZHU224 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCIDU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts, for example, metaphor (adalah) and simile (sama dengan, seperti, bagai)
  • analysing and comparing textual features across cultures, for example, the convention of apologising at the opening and closing of formal Indonesian speeches, and showing humility in an Indonesian job application
  • understanding the prevalence of acronyms (for example, ultah, penjaskes, narkoba), and their use for convenience

  VCIDU116 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC191

  Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions

  Elaborations

  • reflecting on elements of the experience of learning Japanese that have involved adopting styles of communication that have been challenging, easy or memorable
  • sharing with peers examples of successful interactions with other Japanese speakers, for example, when gestures or communication styles have been well received and clearly understood and have strengthened the relationship
  • creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have impacted on their understanding, attitudes, or sense of identity
  • composing a ‘cultural ID profile’, blog or digital diary to exchange with other Japanese speakers, making decisions about what points of information should be included

  VCJAC191 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOC201

  Investigate different aspects of their personal sense of identity, considering how learning and experiencing Korean language and culture have (or have not) changed own sense of identity, views or attitudes

  Elaborations

  • producing an autobiography in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the experience of learning Korean language and culture that have impacted on their identity and attitudes
  • composing a ‘cultural ID profile’ to exchange with Korean-speaking friends, making decisions about what information will be of most interest
  • sharing with others, views and opinions on the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, composing a self-portrait with reference to Korean language and culture after 10 years
  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including contact with Korean and other languages and cultures), tracking changes over time or context

  VCKOC201 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOU038

  Analyse and comment on cultural and linguistic practices indifferent contexts and reflect on own and others’ communicative practices

  Elaborations

  • examining cultural backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages
  • reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, for example, possible interpretations of such expressions as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions, depending on the context
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations, such as 오빠/형, 언니/누나, 이모, 삼촌
  • recognising that language use can reflect and express cultural identity; that multiple languages exist in both Korea and Australia, including indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCKOU038 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLVC178

  Convey information about Country/Place events, experiences or topics of shared interest, using different modes of presentation

  Elaborations

  • creating a booklet/pamphlet/guide/brochure for the local community that explains the origins of local place names and features their meaning and significance, providing explanations in language and English as appropriate
  • creating a video clip or a photographic or journal record of activities such as an excursion, performance or sporting event to share with other language learners
  • creating and editing a presentation that includes text, images and sounds to record and explain aspects of the Country/Place
  • creating a short documentary to present information and features/stories, for example, about the Country/Place and associated social and cultural events, including, for example, interviews with and quotes from prominent identities
  • compiling a portfolio of texts about Country/Place, for example, a class anthology of stories and songs from the community, procedural texts, histories of the region, profiles of community identities
  • creating an interactive presentation for younger children that highlights the benefits of maintaining and strengthening the language of the Country/Place

  VCLVC178 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• VCVIC184

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • making decisions about relevant information to be included in a cultural identity profile to exchange with non-Vietnamese speakers, for example, deciding what personal details to include such as age, gender and salary, depending on contexts, purpose and relationships
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; and noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian culture than Vietnamese culture may view themselves as more Australian than Vietnamese
  • comparing and contrasting a Vietnamese and Australian experience, such as a celebration, and considering how their own and others’ identity may shift according to the context

  VCVIC184 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC242

  Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • viewing and discussing online Auslan translations, such as the Catching Fire series of safety videos
  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, raining cats and dogs) and recognising the nature and function of cultural elements of communication and how these influence language use
  • comparing different translations of online Auslan and English public announcements and government policy/information texts in terms of approaches to translation, for example in relation to free versus literal
  • comparing their own translations of short texts from Auslan to English and vice versa with those of their classmates, noting variations and discussing possible reasons for these
  • recognising the need to sometimes recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or depicting signs to describe an event such as the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating poems, short stories or songs such as ‘I Am Australian’ from English into Auslan
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in their area, for example, qualifications required for employment, and issues of interpreting and translating in specialised contexts such as health, education or legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts and considering potential consequences of inaccurate interpreting
  • interpreting very simple interactions or role-plays between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story, attending to the interpretation for discussion later in class

  VCASFC242 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating