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• VCVIU033

  Understand how the Vietnamese language has evolved and how it continues to change over time and from place to place due to processes such as globalisation and migration, and the influence of technology and popular culture

  Elaborations

  • understanding that languages and cultures change continuously in response to new ideas, social change and technological development
  • explaining Vietnamese words, phrases and concepts that have emerged as a result of technological development, for example, máy vi tính xách tay, nhấp chuột, điện thoại thông minh, nhật ký điện tử, đồ điều khiển từ xa, trò chơi trực tuyến
  • exploring how globalisation has resulted in the use of English words and expressions in Vietnamese, and discussing the advantages/disadvantages of this influence, for example, the use of English technological terms such as ‘CD’, ‘DVD’, ‘USB’, ‘video’, ‘TV’, ‘remote control’, ‘computer’, ‘laptop’, ‘internet’ and ‘website’ in spite of the existence of Vietnamese equivalents
  • examining how how new words and concepts have entered the Vietnamese language as a result of processes such as migration and international travel, for example, bảo lãnh, hộ chiếu, thị thực nhập cảnh, di dân, định cư, hội nhập, quốc tịch, thường trú nhân
  • analysing the influence of popular culture on Vietnamese language use in Vietnam and in Vietnamese-speaking communities outside Vietnam, including Australia, such as the development of new vocabulary, for example, phong cách/thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop

  VCVIU033 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC065

  Exchange and elaborate on suggestions and opinions in spoken interactions related to planning and negotiating activities and events, adjusting spoken language for familiar and unfamiliar participants, purposes and contexts

  Elaborations

  • participating in discussions and expressing personal opinions on issues relevant to contemporary youth (such as 教育，环境，科技，文化), displaying levels of politeness or assertiveness as appropriate to context, for example, 我希望 versus 我要; 你最好 / 你应该 versus 你一定要
  • inviting others to voice opinions and eliciting alternative positions by asking questions such as 你怎么看？你觉得呢？你同意吗？, and responding to verbal and non-verbal cues (including silence) from participants
  • acknowledging others’ ideas, views and opinions when expressing agreement or disagreement (for example, 好的、我同意), and challenging others’ opinions using rhetorical questions or concessionary or emphatic phrases, for example, 你说的有道理，可是…；你怎么可以说…?；你说的不对
  • commenting on transaction experiences and acknowledging the work of others, for example, 谢谢你的帮助，但是如果你…就更好了
  • planning group events such as an excursion to Chinatown and persuading others to get involved and contribute in different ways, for example, 我们去中国城可以吃到中国的小吃，你不是很喜欢吃早茶的吗？你来决定我们去哪个饭店吧

  VCZHC065 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC177

  Interact and socialise with a range of participants, recognising alternative positions, ideas and perspectives relating to experience and lifestyle

  Elaborations

  • exploring concepts related to topical and contemporary issues, including ethnicity and identity, popular culture, technology, social justice, environment, education and future pathways, through interaction with peers and other Chinese speakers, for example, 我听说现在中国的年轻人很喜欢看韩剧，是这样吗？你也喜欢看韩剧吗？
  • inviting others to contribute to discussions and provide feedback on own ideas (for example, 你不觉得…吗？ 难道…?), and asking questions, acknowledging strengths in others’ arguments and providing evidence to contradict, challenge or rebut alternative views
  • collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是…; 尽管如此…), recapping the main ideas discussed, suggesting a suitable compromise or solution, and explaining the reasons behind the final suggestion
  • discussing how to utilise resources and opportunities outside of the classroom to develop Chinese proficiency, for example, Chinese community school, using Chinese more often with family members and friends, or watching Chinese television
  • listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

  VCZHC177 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC178

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing different views

  Elaborations

  • participate in online discussions and other exchanges to raise awareness of topical issues, for example, 作文大赛《谈谈健康饮食》
  • using social media to communicate with peers in a range of locations in order to inform them about social initiatives in Australia, such as 清扫澳洲日, 地球一小时, and inviting contributions of others to initiate similar events in their regions
  • volunteering their time in a project that supports other members of the local community (for example, organising a concert to perform at an aged-care facility; providing tutoring in English for older members of the Chinese-speaking community), discussing experiences and persuading peers and others to contribute
  • collaborating to make decisions about fashion, purchases, visual appeal, celebrity endorsement and product reliability to determine value for money in relation to own purchases and shopping habits (for example, 虽然这件衣服是名牌，但是质量不太好)
  • investigating services provided to the local community, including social welfare and support services, and considering ways to assist such organisations in promoting and delivering their services
  • designing a campaign to promote and persuade people to join a community organisation, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！

  VCZHC178 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC098

  Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action

  Elaborations

  • corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人？你喜欢学习汉语吗？
  • sharing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了，只有零下五度，还下雪，只能在家呆着
  • sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友， 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育, 我除了踢足球以外，还打板球。我觉得运动很有意思
  • reading promotional material on topics such as healthy eating, and creating similar texts in Chinese to convey the meaning to Chinese readers, for example, 每天吃五份蔬菜，两份水果
  • identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静， 可回收物/不可回收物，关闭手机

  VCZHC098 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHU222

  Recognise how gender, social class and age impact on language use in formal and informal contexts

  Elaborations

  • observing interactions between speakers and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once one participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases that are used to convey authority or objectivity, such as how to name students with different achievements (for example, 尖子生，中间生，临界生 优秀学生, 普通学生,后进的有潜力学生) in a report on school education
  • discussing the transferability of expressions and words across different settings, for example, following the debate on the use of internet language in education and in the media (for example, the use of 网络语言 in student’s 写作)
  • comparing the same meaning conveyed in speech and writing, (for example, in speech (你不可以进去) and on a sign (闲人免进)) and discussing why the language may vary, including aspects such as interactivity and authority

  VCZHU222 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIC025

  Translate and interpret texts from Vietnamese into English and vice versa, compare different versions of translations, explore differences and identify strategies to overcome challenges in translation

  Elaborations

  • explaining the terms used to describe common features of schooling in Vietnam, for example, terms related to the curriculum or to assessment and reporting, such as chương trình, sách giáo khoa, bài kiểm tra, học bạ, bằng cấp, and comparing these with similar terms used for Australian schooling
  • translating simple school documents into Vietnamese, considering language choices and cultural expressions to suit a particular audience, such as Vietnamese parents
  • translating and interpreting short texts, such as announcements, advertisements, articles, reports, or extracts from stories or films, considering audience and context, and reflecting on how cultural elements are encoded in common words and expressions, for example, use of family terms, titles, and terms of address such as anh, chị, cô, chú, tôi and em
  • interpreting and translating a range of texts from English into Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the reasons for possible differences and similarities, selecting the most appropriate version and negotiating any necessary adjustment
  • identifying and applying translation strategies used in bilingual texts to manage the translation of difficult words and concepts or instances of non-equivalence, for example, expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the appropriate meaning if a word can have different meanings or interpretations, for example, cà phê đậm (‘strong coffee’) but người khỏe mạnh (‘a strong person’); thời tiết nóng nực (‘hot weather’), vấn đề gây tranh cãi (‘a hot issue’) and khu vực nguy hiểm (‘a hot zone’)
  • examining and interpreting idiomatic expressions, for example, đẻ bọc điều, có chí thì nên, dạy con từ thuở còn thơ, including expressions that cannot be translated literally and culturally specific terms such as chữ hiếu, tôn sư trọng đạo, and discussing possible equivalent terms in English

  VCVIC025 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOU033

  Understand and use a range of vocabulary associated with different aspects of everyday life, such as basic honorific or humble words, and identify culture-embedded words and expressions

  Elaborations

  • using a range of common nouns and verbs for everyday interactions at home and school on familiar and broader topics (for example, 방학, 시험, 춤, 노래, 여행, 추다, 부르다, 배우다, 하다, 말하다, 끝나다, 만나다, 놓다, 사다, 팔다, 생기다), including words for clothing (for example, 모자, 바지, 쓰다, 입다) and transportation (for example, 버스, 기차, 자동차, 지하철, 타다) and loan words from English (for example, 파티, 이메일, 인터넷)
  • recognising and using some abstract vocabulary in the school context (for example, 과목, 수업, 과외 활동, and names of school subjects such as 수학, 과학, …)
  • using descriptive vocabulary to describe emotions (for example, 무섭다, 슬프다, 기쁘다. 신나다), senses (기분, 맛,맵다, 짜다, 아프다, 덥다, 춥다) and appearance (아름답다, 깨끗하다)
  • using abstract vocabulary relating to cognitive activity (for example, 뜻, 생각(하다), 필요하다)
  • recognising the difference between 나 and 저 referring to self and using them appropriately according to the audience, for example, peers or adults
  • indicating comparative quality using 더, for example, 더 커요
  • expressing relative frequency of events (for example, 가끔, 보통, 자주, 언제나)
  • using common adverbs such as 다시, 먼저, 한번, 열심히
  • indicating time/seasons using 오전, 오후, 주말,아침, 점심, 저녁, 봄, 여름, 가을, 겨울
  • using Korean cardinal and ordinal numbers appropriately with counters, for example, 스무 잔, 백 장, 천 송이, 첫 번째
  • using honorific or humble words such as 분, 주무시다, 계시다, 말씀, 드리다
  • identifying culture-embedded Korean words and expressions in context, for example, 추석, 새해 복 많이받으세요, 쌀밥/보리밥, 아리랑
  • using vocabulary related to youth culture such as 동아리, 힙합, including some hybrid words (for example, K–팝)
  • using reflective vocabulary such as 아마, 글쎄요
  • using location words, for example, 앞, 뒤, 위, 아래, 옆
  • inferring meaning of unfamiliar words or expressions from context, for example, 게으름뱅이 (소가 된 게으름뱅이), 연락하다 (이메일로 연락하세요), 그림의 떡
  • using idiomatic expressions as communication strategies or to enhance the interest of audiences, for example, 제 생각에는 …, –ㄴ/은/는 것 같아요, 괜찮아요
  • using some special vocabulary in Korean to express ideas drawn from other learning areas, for example, 태풍, 강, 호수
  • using exclamatory vocabulary and expressions (for example, 와, 대단해요! 아니, 이럴 수가!)

  VCKOU033 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU122

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs

  Elaborations

  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example WRITE-_carelessly)
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN-SPRINT (base form), MAN SPRINT_-fast (manner added)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance
  • realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements

  VCASFU122 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU210

  Understand the perceptual and articulatory reasons for the structure of signs, consider limitations of glossing and explore how video annotation software can improve transcription

  Elaborations

  • noticing limitations on perception of signed languages, such as the more limited space for signed communication compared to space for mime
  • exploring perceptual and articulatory reasons why some handshapes are more common than others
  • understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY) or meaningful, such as the movement and the handshape in the sign GIVE
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example PRO1 WAIT-_{for-a-long-time} PRO2, observing that English can do the same with changes to the length of phonemes, for example, I screeeeeeaaaaaamed!
  • evaluating video annotation software such as ELAN as a tool to assist in the transcription and analysis of signed languages
  • glossing a text, including identifying which signs are used, and transcribing DSs and periods of CA

  VCASFU210 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU196

  Understand and analyse the power of language to influence people, actions, values and beliefs

  Elaborations

  • examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!
  • analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and examining how specialised language can create barriers for some members of a language community, for example, legal or medical terms, arts-related expressions or bureaucratic language
  • understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, pibe) to include or exclude; and the inclusive language of political speeches (los ciudadanos y ciudadanas ...)
  • recognising the purpose of particular texts to impact emotionally on others such as by influencing opinions and reactions, for example, in persuasive texts such as advertisements or reviews of a film, concert or fashion show

  VCESU196 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRC110

  Participate in collaborative projects that make connections between French language and culture and other curriculum areas

  Elaborations

  • organising class displays that combine print and digital resources with demonstrations and performances around themes such as le 14 juillet, le voyage, la Fête de la Musique, la gastronomie francophone
  • finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular contributions or achievements
  • participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience
  • designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durable
  • using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet sites

  VCFRC110 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCIDC110

  Translate informative and imaginative texts from Indonesian to English and vice versa, comparing own interpretations with others and discussing what differs and why

  Elaborations

  • translating texts such as signs, announcements, notices, songs, advertisements, or extracts from stories and films, and then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • analysing texts for culture-specific terms and expressions (for example, masuk angin, kerok, nasi sudah menjadi bubur) and considering how best to represent these in another language
  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are and how the text could be improved
  • finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, ‘pendopo, a kind of outdoor meeting area or pavilion’
  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, noticing when a word or expression does or does not translate readily and considering why

  VCIDC110 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDU118

  Recognise how Indonesian impacts and is impacted by social, political and cultural changes, such as new information and communication technologies

  Elaborations

  • recognising how and why a language may borrow vocabulary and expressions from other languages, particularly when adopting new products and practices, for example, English terms for technology adapted to Indonesian grammar (nge-lunch, meng-upload, ngopi, memfotokopi), and the use of texting language for convenience and humour
  • analysing word borrowings in Indonesian, such as from Arabic (Assalam alaikum), English (teknis, format), Dutch (rekening, wortel, kantor), Sanskrit (bahasa, belanja), Tamil (roti, mangga) and Javanese (alon-alon asal kelakon), and exploring borrowings in Aboriginal and Torres Strait Islander languages from languages in Indonesia, such as the use of Makassan terms in Yolngu (balanda, rupiah)
  • understanding that cultures are constantly changing and consist of multiple subcultures with distinctive language practices such as family sayings and teenage slang, for example, nongkrong, gebetan, cowok/cewek
  • investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas, for example, reformasi

  VCIDU118 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITC123

  Translate texts from Italian to English and vice versa, and compare different versions for different audiences and contexts

  Elaborations

  • comparing different translations of the same message in Italian and English, for example, Devo scappare/andare/correre can be translated as 'I must/have to run/go' or 'I got to run/go
  • translating texts such as public signs and explaining choices in different renderings, for example, Non calpestare l’erba (Keep off the grass, Don’t walk on the lawn, Don’t trample the grass)
  • using print and digital dictionaries, selecting appropriate meaning from alternatives provided; comparing translations with peers and explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri (literally ‘revved up’; ‘excitable, elated’) and any aspects ‘lost in translation’
  • comparing different translations of a text, including versions created by online translators, and discussing any issues that emerge
  • translating and discussing idiomatic expressions in both Italian and English, for example, Non vedo l’ora! (I can’t wait!), Era ora! (Finally! It was about time!), Lasciami stare! (Leave me alone!), Ma dai! (Come on!), Tocca ferro (Touch wood)

  VCITC123 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC078

  Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views

  Elaborations

  • contributing suggestions about purposes, processes and roles in collaborative planning such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe ...?
  • planning and making decisions with others (for example, about an event or visit), expressing preferences and asking questions to clarify intentions, for example, Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa entro le nove. Cosa pensi se …? Sei d’accordo? Va bene?
  • participating in scenarios such as visiting friends or going on an outing to the city, including negotiating options and stating wants and needs (for example, Se viene …, vengo anch’ io. Secondo te, sarebbe meglio se …?); inviting peers to attend a celebration or party, and expressing agreement, disagreement, disappointment or enthusiasm when accepting and declining offers, requests and invitations, for example, Che bello! Non partire senza salutarmi … Non credere a queste cose. Conviene prendere l’autobus. T’interessa venire ...? Sei libero ...? Non mi va. Che delusione!
  • making shared decisions, solving problems and discussing alternative solutions
  • contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home

  VCITC078 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC024

  Listen to, read and view a range of imaginative texts in multimodal formats, such as anime, manga or J-pop, describe settings, identify key ideas and events, give opinions and analyse cultural content

  Elaborations

  • engaging with a range of contemporary Japanese texts, including songs, memes, manga, television programs, YouTube video clips or subtitled film excerpts, identifying and interpreting cultural elements such as values, for example, せんぱい and こうはい
  • comparing ideas and values represented in Japanese folk stories with similar Western folk stories/fables, for example, comparing いっすんぼうしand ‘Cinderella’
  • reviewing a video clip, anime or film excerpt popular with Japanese students of the same age, identifying aspects that they enjoyed or disliked, for example, おもしろかったです。だから、また見(み)たいです。おもしろかったです。でも、ながかったです。
  • adapting an imaginative text such as a story or computer game, for example, by resequencing events, adding a new element or changing the location or era
  • identifying and describing characters, settings and events and identifying key ideas or themes in texts that they have particularly enjoyed, giving reasons for their choice
  • selecting favourite elements of performance texts, for example, humour in manzai skits, and comparing them with humorous texts popular among their Australian peer group
  • comparing expression and imagery typical of contemporary Japanese and Australian music, for example, by comparing video clips of popular songs or television song contests in Japan and Australia

  VCJAC024 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOC027

  Translate and interpret informative and imaginative texts for peers and the community, taking account of different audiences and contexts, identifying and explaining culture-specific aspects

  Elaborations

  • translating short texts such as announcements, notices, songs, advertisements, or extracts from stories and films, considering audiences and contexts and reflecting on how cultural elements 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 (안 했어요? 네, 안 했어요 / 아니요, 했어요) and of using 가다/오다 from a perspective different from that involved in ‘go/come’ (언제 우리 집에 와요? 지금 가요!)
  • comparing translations of familiar texts such as instructions or children’s stories to determine the ages of intended audiences and any differences in contexts (such as relationships and the degree of formality), noticing how these are taken into account differently in the translated and original versions
  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, considering why a word or expression does or does not translate readily and reflecting on possible ways to translate words and expressions without losing their original meaning, for example, 세배, 새해 복 많이 받으세요, 쌀밥/보리밥
  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Korean), noticing what has or has not been effectively translated, considering the challenges of the translation and how the text could be improved

  VCKOC027 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCVIC026

  Produce bilingual resources in multimodal and digital forms for the school and local community, such as travel brochures, comics, blogs or video clips, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases and information about cultural behaviours, for example, Bao nhiêu tiền? Xin cho biết phòng vệ sinh ở đâu. Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn, đừng ôm hôn khi chào
  • creating a glossary that includes culture-specific terms or expressions in Vietnamese and explanations in English, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng, chúc mừng năm mới, trăm năm hạnh phúc
  • producing a booklet of Vietnamese idioms and proverbs with equivalent expressions in English, for example, xa mặt cách lòng (‘Out of sight, out of mind’), có chí thì nên (‘Where there’s a will there’s a way’), Một giọt máu đào hơn ao nước lã (‘Blood is thicker than water’)
  • composing bilingual texts for specific audiences and purposes, for example, a Big Book or game for young Vietnamese learners, invitations to a class/social event or posters for a performance, a program for a cultural event, or a brochure about the school for a visiting group of exchange students, recognising that meanings need to be tailored to audience, purpose and cultural perspectives

  VCVIC026 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating