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• VCITU037

  Understand that Italian is spoken in a variety of forms within and outside of Italy

  Elaborations

  • recognising that Italian is one of the most widely used languages among the many languages spoken in the Australian community
  • recognising that there is the standard language called ‘Italian’ as well as a number of different dialects spoken throughout Italy and the Italian diaspora, and that these may be used in hybrid ways
  • discussing the influence of English words on the Italian language and considering why word borrowing occurs, for example, English words incorporated into Italian (il tennis, i jeans, fare lo shopping, l’email) and Italian words incorporated into English (espresso, bellissimo)
  • identifying cognates, for example, nouns such as cioccolata, cinema, pera, parco and stazione; adjectives such as intelligente and interessante; and verbs such as arrivare, studiare, telefonare and visitare

  VCITU037 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCARU134

  Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose

  Elaborations

  • reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour
  • understanding that Arabic as a language has a standard form called اللغة العربية الفصحى , which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi and Gulf regional dialects
  • understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

  VCARU134 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELC122

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω
  • asking how to say or write a word or expression, for example, Πώς το λένε;
  • praising and encouraging peers, for example, Μπράβο σου, Ωραία, Προσπάθησε, Έλα, Πάλι!
  • using words, phrases or interjections which can be used in conversation, for example, Α καλά, έτσι μπράβο, Ποπό! Ωραία! Όπα!

  VCELC122 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC137

  Notice how ways of communicating and behaving reflect identity and relationships

  Elaborations

  • using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and comparing their choices and how they think about their identity
  • sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group
  • noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region

  VCJAC137 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHIU036

  Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices

  Elaborations

  • understanding that languages carry cultural ideas and values, as in the use of words such as देसी as opposed to विदेशी, the use of blessings by older people to children, the use of indirect forms of language such as कोई बात नहीं as a way of deflecting a difficult situation
  • identifying forms of address or expressions associated with cultural events or celebrations that reflect values and traditions, for example, बधाई हो
  • noticing how family values such as familiarity, politeness or respect are expressed in Hindi and associated behaviours, for example, addressing cousins or distant male siblings as भइया; the concept of जूठा
  • identifying words and expressions that reflect cultural beliefs, practices and traditions, such as offering of प्रसाद to God, offering to God or visitors फूल, मिठाई, फल, पानी पीजिए to guests when they visit
  • noticing that some Australian terms and expressions are only meaningful in the Australian context and have no equivalent in Hindi, for example, ‘fair go’, ‘she’ll be right’
  • recognising words and expressions in Hindi that reflect traditions and distinctions that are not easily translated into English, for example, forms of address such as स्वामी जी for a religious leader, गुरुजी for a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages

  VCHIU036 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCFRC029

  Explore their own sense of identity, including elements such as family, friends and interests, and ways of using language with different people

  Elaborations

  • using simple words and expressions selected from word banks and modelled statements to create personal profiles, highlighting key characteristics and features, for example, je suis australien et grec, je suis sportif, je suis courageuse, je parle anglais et grec, j’ai beaucoup de cousins
  • noticing how they communicate with each other, their families, teachers and other adults, identifying differences in behaviour and language and explaining reasons for these
  • talking about identity and language use, and creating visual representations of their own memberships of families, friendship groups and communities, for example, ma famille, mon équipe, ma classe
  • reflecting on the experience of becoming bilingual (or in the case of some learners plurilingual), considering what advantages this brings and whether it impacts on identity

  VCFRC029 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCFRC027

  Create bilingual versions of texts such as picture dictionaries, action games or captions for images

  Elaborations

  • participating in Circle Time sessions, helping each other to use as many French words and expressions as possible
  • creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different
  • creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)
  • alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors
  • creating bilingual texts for the classroom or school community (for example, posters, library displays or online newsletter items), and discussing how to represent meaning in different languages for different audiences

  VCFRC027 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• 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

• VCZHC131

  Gather and organise factual information from familiar sources about countries and places

  Elaborations

  • interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for example, 我可以问我的妈妈，因为她去过新加坡
  • gathering information by surveying family and friends about languages spoken, country of origin, or participation in cultural events and leisure activities, and displaying information on frequency charts
  • collating key information to share with others, such as summarising and sharing one aspect of a topic to contribute to a group response, for example, experiences of participating in organised activities involving aspects of Chinese culture (龙舟比赛;剪窗花)
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter titles of a book
  • identifying key structural words to assist in understanding information, for example, in a procedural text

  VCZHC131 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VCZHU144

  Explore how the Chinese language represents cultural meanings in specific ways

  Elaborations

  • identifying culturally specific terms and phrases, for example, ‘mate’ in Australian English and 吃了吗 in Chinese, and sharing insights into why particular cultures value certain colloquial language
  • associating the literal and cultural meanings of words and expressions such as 红红火火
  • discussing the contextual and cultural meanings of words that cannot be directly translated into another language, for example, translating 手足 as ‘brothers’
  • reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for birthdays, 大吉大利 for New Year and 团团圆圆 for Mid-Autumn Festival

  VCZHU144 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCADRD026

  Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place

  Elaborations

  • experimenting with the loudness/softness, pace and pitch of their voices to create roles and situations, time and place
  • exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
  • developing sensory and spatial awareness when creating dramatic action
  • experimenting with body language and gesture used in drama from different cultures and times, for example, in dramatic traditions or practices from Asian societies

  VCADRD026 | The Arts | Drama | Levels 3 and 4 | Drama Practices

• VCDEU135

  Recognise that German and English are related languages and that German is an important European and global language

  Elaborations

  • exploring some similarities between Germanic languages, such as Dutch, English and German cognates
  • recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland, Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol
  • finding examples of German used at home or in the community and creating a class collection or display, for example, products, labels or words used in English language advertisements, shop signs, recipe books or menus

  VCDEU135 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELC125

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events
  • comparing a Greek myth or legend to myths and legends of a country of the Asia region, such as China, and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

  VCELC125 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCELC128

  Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

  Elaborations

  • creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

  VCELC128 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY287

  Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing

  Elaborations

  • reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies, including rereading, self questioning and pausing, and self correction strategies such as confirming and cross-checking
  • reading aloud with fluency and expression
  • reading a wide range of different types of texts for pleasure

  VCELY287 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCIDC026

  Produce texts such as descriptions and signs in both Indonesian and English for the school community

  Elaborations

  • preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community (for example, posters, songs and online newsletter items), discussing with others how to represent meaning in different languages for different audiences

  VCIDC026 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating