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• VCZHU032

  Identify how terms are used to indicate relationships and express aspects of culture that may be different from their own

  Elaborations

  • participating in exchanging good wishes in celebrations such as 龙年快乐, and comparing cultural practices of celebration from around the world
  • exploring the use of language and symbolic images during cultural events, and describing the cultural meaning represented, for example, looking at the use of the colour red during Chinese New Year and in good wishes of 红红火火 and asking why red is so widely used during celebrations in China; What is the cultural connotation of 红？
  • discussing possible reasons why Chinese family names are placed before given names, and exploring the cultural meaning of various Chinese names, for example, 静 ，明， 勇
  • exploring the more complicated Chinese kinship relationships, and learning to address family members with a title rather than by their given names, for example, drawing a family tree and labelling each member with their Chinese title

  VCZHU032 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | The role of language and culture

• VCARC125

  Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements

  Elaborations

  • listening to, reading and viewing a range of print, digital and oral texts through shared and guided participation, and responding to questions about characters, ideas and events
  • comparing an Arabic fable such as سندباد البحري؛ علاء الدين والمصباح السحري؛ على بابا والأربعون حرامي with an Aboriginal or Torres Strait Islander story and highlighting the similarities and differences in characters, events and the moral of the story
  • discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts
  • role-playing events in imaginative texts, using movement and actions to reinforce meaning and experimenting with voice and gestures to animate characters

  VCARC125 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCDTDI020

  Recognise different types of data and explore how the same data can be represented in different ways

  Elaborations

  • recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
  • using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
  • recognising representations of different types of data such as waves for sound
  • exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

  VCDTDI020 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCKOC139

  Participate in and reflect on imaginative experiences such as digital interactive stories or video clips, identifying characters, main ideas and events, and sharing feelings or ideas by acting out responses or expressing preferences or opinions

  Elaborations

  • listening to, viewing and reading text in different formats, including digital texts such as video clips, paintings and stories, for example, Korean traditional tales (해님달님, 흥부와 놀부)
  • participating in shared reading and responding to questions about characters, ideas and events, for example, by illustrating and captioning aspects of the texts
  • playing mime games using characters from imaginative stories experienced
  • sharing imaginative experiences in short statements about aspects such as characters, settings or events (흥부가 착해요)
  • using movement or actions to reinforce meaning in texts such as television programs, songs or games

  VCKOC139 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts in the language related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCRAC021 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCLVC155

  Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

  Elaborations

  • finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
  • labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
  • obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
  • reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
  • viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
  • surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
  • labelling, drawing and matching inside and outside body parts
  • observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
  • classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
  • mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
  • investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
  • surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

  VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCADRR028

  Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of drama they are making and how their drama has been influenced by drama they have viewed or performed
  • comparing the expectations and requirements of performers and audience in different cultural settings and apply learning in their own performances
  • comparing drama in their community to drama of other people, times and locations, for example talking with local Koorie community members about how Koorie people told traditional stories through drama in earlier times and how the same stories are communicated now
  • using drama terminology, write about and discuss the meaning and intentions of their own drama, for example, responding to questions such as ‘what are the stories and the ideas in the drama they watch and listen to, which characters do they identify with, what relationships and situations do they recognise in the drama?’

  VCADRR028 | The Arts | Drama | Levels 3 and 4 | Respond and Interpret

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAC132

  Participate in and respond to imaginative texts such as interactive stories and performances, for example by acting out responses or making simple statements to identify and compare favourite characters and elements

  Elaborations

  • viewing excerpts from texts such as anime and children’s television programs, listening for key words and familiar phrases and interpreting cultural expressions and behaviours
  • collecting favourite exclamations, words or expressions used in imaginative and expressive texts in oral, print and digital formats, such as へえー、うそー、あれ？、うーん、どうしよう、こまった、できた、やったー！、おめでとう、がんばって、すごい、いいよ、だめ and using them in their own communicative exchanges in similar modes
  • drawing their own versions of characters encountered in imaginative texts, and selecting simple descriptive modelled statements as captions to their pictures
  • sequencing elements of imaginative texts such as cartoons or simple narratives, for example, by creating a storyboard using pictures and captions
  • recognising character traits or behaviours in texts such as anime, manga and children’s stories that reflect Japanese culture and traditions

  VCJAC132 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCVIC128

  Respond to imaginative texts such as fables, folk tales, songs and stories by identifying favourite elements and making simple statements about settings, characters and events

  Elaborations

  • reading, viewing and listening to a range of fiction texts such as short stories, children’s fables (phim/truyện ngụ ngôn) and folk tales (truyện cổ tích), and retelling or summarising the basic plot and making statements about the setting and main characters using descriptive language
  • creating a timeline of the main events of a story using words, pictures or simple sentences
  • performing a scene from a text such as a Vietnamese folk tale, for example, Tấm Cám, Hằng Nga và Hậu Nghệ, using modelled language
  • discussing personal responses to imaginative texts, providing short statements about favourite elements such as characters, settings or events

  VCVIC128 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHU143

  Explore diversity in dialects and in contexts in which Chinese is used in Australian communities

  Elaborations

  • identifying locations of major dialect groups in China, discussing environmental and historical reasons for the existence of dialects, and appreciating the value of a common language
  • making personal connections with particular dialects of Chinese, asking peers which dialects are spoken in their families, and inviting others to say a few words in their own dialect, for example, 我爷爷说广东话
  • investigating diversity in spoken Chinese and identifying differences in phonology across dialects, for example, exploring greetings in dialects such as Cantonese, Hakka and Shanghainese, and comparing the pronunciation of words
  • accessing local Chinese media such as radio stations, satellite TV stations, and newspapers, and viewing Chinese programs in mainstream media (such as Chinese news programs or websites) to enhance their appreciation of Chinese language use in local media and explore the extent of their comprehension of Chinese used in diverse contexts
  • discussing reasons why Chinese is used in communities within Australia, and making personal connections to these reasons, for example, 我父母是丛香港来的，他们说广东话

  VCZHU143 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCZHU026

  Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds

  Elaborations

  • explaining the use of Pinyin as a learning tool to reflect the sound of Chinese spoken language, and recognising sounds associated with individual letters and syllables, differentiating, for example, qī , piě, rán and qù from English sounds for such letters and syllables
  • listening to and viewing simple conversational exchanges, recognising tone-syllables and experiencing the differences between Chinese and English intonation
  • recognising when and why some tones are not expressed in some contexts, for example, repetition of syllables in ‘Mama’, neutral tone on second syllable
  • listening to and reading out loud a nursery rhyme with strong Chinese prosodic features such as 《小老鼠，上灯台》
  • engaging in activities to raise tonal awareness, such as competing with classmates to read a tongue twister (妈妈骂马) and using hand gestures to help pronounce different tones

  VCZHU026 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCHIU033

  Understand that the way the Hindi language is used varies according to the age, gender and background of speakers and that it involves different dialects and accents

  Elaborations

  • understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • reflecting on how they communicate with family and friends and people less close to them or in authority, noticing differences in word choice, gestures and communicative behaviour
  • comparing language used among different family members, such as grandparents, parents and siblings, noticing words that reflect status or position in the family, for example, addressing older siblings as आप rather than तुम
  • comparing language use at home and school, for example, by identifying differences in ways of thanking someone or asking for help; the use of nicknames or terms of affection such as राजा बेटा, रानी बिटिया
  • making personal connections with different language dialects spoken in regions of India, in Fiji, Mauritius and other parts of the world
  • understanding the importance of using appropriate language when interacting with different people, for example, the use of ultra-formal language such as बैठिएगा when speaking with elders or strangers

  VCHIU033 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCTRC024

  Create simple imaginative texts, such as stories, dialogues, songs or chants, which allow for exploration and enjoyment of language

  Elaborations

  • using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
  • collecting rhyming words and using them to create their own poems on selected topics, such as mevsimler, milli bayramlar
  • composing dialogues between imagined characters in challenging or amusing situations, using expressions and behaviours that convey emotion or humour and capture elements that are typical of the context or experience
  • using models such as the nursery rhyme Komşu komşu to create and present a digital story or scripted play that uses words and expressions to build rhythm and rhyme
  • creating simple rhymes, raps or songs that experiment with alliteration, repetition and word play
  • creating texts to share with younger learners, such as Big Books, comics or Vokis, incorporating humorous and expressive language
  • adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds

  VCTRC024 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRU032

  Understand that language varies according to factors such as the age, gender and social position of speakers, and that it involves regional dialects and accents

  Elaborations

  • understanding that language varies based on the age, gender and social relationships between speakers, for example, ways of speaking to parents are different to ways of speaking to siblings, lütfen yapma(yın)/yapmasana!
  • recognising how language used to greet, apologise and show appreciation with friends, family, elders and less familiar people varies, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family members or authority figures, such as teyze, amca
  • noticing how people adapt language when speaking with young children, using expressions such as bebişim, cici, and how young children speak differently to adults and to older children, for example, using the ending -cik as in anneciğim ve babacığım when talking to parents
  • understanding that Turkish has a standard form spoken in Istanbul and many varieties involving different accents, dialects and vocabulary spoken in different countries and regions in the world
  • discussing how accents and dialects vary between different Turkish-speaking communities and different regions of Turkey

  VCTRU032 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCZHC130

  Collaborate in and make decisions about group activities and learning experiences in familiar contexts

  Elaborations

  • participating in group activities and role-plays involving scenarios such as buying food or goods or ordering a meal, and making requests in an appropriate way, for example, 请来…;我想买…; 你有…吗？
  • negotiating details in a transaction, such as stating preferred size, quantity or price, and concluding the transaction with the exchange of currency
  • offering their opinions to help others in transactions, for example, 我喜欢红色的/我最喜欢那个
  • taking collective action to plan and present a cultural item, such as celebrating a festive occasion by performing a song or dance for members of school community
  • discussing cultural items to present for a school event, for example, performing a song, cooking Chinese food or making craft (剪纸, 做灯笼)
  • using digital media to produce a publicity flier for an upcoming cultural or sporting event such as 汉语比赛
  • responding to scaffolding questions about the scientific world in Chinese, for example, answering questions such as 你喜欢下雨吗？; 现在下大雨了， 我们怎么办？; 为什么有人害怕下雨呢？ when learning about rain

  VCZHC130 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCAMUR028

  Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology

  Elaborations

  • identifying the features of music used in different contexts, and, using music terminology describe the ways in which it fulfils specific purposes in its composition and presentation
  • discussing the planning, developing or refining of aspects of music they are composing or preparing to perform and how their music has been influenced by music they have listened to or previously performed
  • evaluating compositions, performances and creative processes, for example, ‘how successfully did the group collaborate to communicate the intended ideas in the composition?’
  • comparing the expectations and requirements of performers and audience in different cultural and social settings and apply this learning in their own performances, for example, viewing a performance at a Tanderrum and talking with a representative from the local Koorie community about how the performance space is organised and using ideas from this conversation to plan how the performance space will be organised for their next performance
  • comparing music in their community to music of other cultures, times and locations, for example, ‘what clues in the music tell us where it was made, who made it and why? Do you use similar ideas in your music?

  VCAMUR028 | The Arts | Music | Levels 3 and 4 | Respond and Interpret

• VCASFC150

  Engage with different types of imaginative texts, identifying favourite elements, characters and events and responding through modelled signing, actions and drawing

  Elaborations

  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events
  • participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • engaging with different kinds of Deaf expression such as handshape poems or art, indicating their response using lexical signs such as:
    LIKE THAT
    I like that one.
    DON’T LIKE
    I don’t like it.
    PRO1 HATE THAT
    I hate that.
    
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • retelling favourite elements of a signed story using modelled signing
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

  VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCFRC024

  Participate in interactive stories and performances, acting out responses, identifying favourite elements, and making simple statements about characters or themes

  Elaborations

  • interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J’adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que tu aimes le fromage?)
  • viewing excerpts from imaginative texts such as Ratatouille, listening for key words and phrases, picking up cultural cues, and choosing vocabulary to describe key characters, for example, Rémi: un rat, gastronome, chef, intélligent; Emil: un rat, le frère, gros, gourmand; Linguini: jeune home, timide, maladroit, bête
  • collecting and using favourite exclamations, words or expressions from different imaginative and expressive texts, for example, Terrrrible! Ça y est! Pas vrai!
  • reading simple narratives and responding to images that evoke positive or negative emotions such as affection, sadness or anger, and making connections with their own experiences by using stem statements such as Je suis folle quand…; Je suis contente si…; J’ai peur de…

  VCFRC024 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Creating