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• VCDEC161

  Interpret and/or translate for friends or visitors terms associated with German or own culture

  Elaborations

  • translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
  • translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
  • comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
  • explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools

  VCDEC161 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU170

  Reflect on different aspects of the cultural dimension of learning and using German

  Elaborations

  • recognising that different expressions are used across cultures to communicate ideas, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)
  • exploring how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, Stehcafé, religious/public holidays, choice of Fremdsprachen offered in schools
  • discussing the use of appropriate gestures and body language when communicating in German, for example, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact
  • identifying changes in own ways of thinking about culture and identity as a result of learning German

  VCDEU170 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCDEC156

  Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions

  Elaborations

  • initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
  • stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
  • discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
  • participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt.; Sie hat Recht.; Ich bin anderer Meinung.

  VCDEC156 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEC001

  Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences

  Elaborations

  • exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Danke! Alles Gute zum Geburtstag! Frohe Ostern! Guten Appetit!
  • introducing and describing self, others and possessions, for example, Ich heiße … und du? Das ist …, sie ist nett.; Ich bin … Jahre alt und meine Augen sind braun.; Ich wohne in … .; Ich komme aus … .; Das ist mein Vater/meine Freundin/mein Handy.
  • interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
  • expressing likes, dislikes and preferences, for example, Ich mag Rot; Meine Lieblingsband heißt … .; Ich lese gern.; Ich esse gern Pizza, aber ich esse lieber Nudeln.
  • expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
  • exchanging information about daily routine, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto.; Wann stehst du auf? Um sechs Uhr.
  • sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional preferences

  VCDEC001 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCICCD016

  Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community

  Elaborations

  • exploring how councils or Governments support community commemorations and celebrations, such as Chinese New Year
  • identifying buildings or spaces that are used for cultural gatherings/meeting or religious purposes, such as libraries, theatres, community halls, prayer rooms, churches and mosques
  • discussing the ways in which different community members participate in events held across the year, such as annual fairs and music events, or by looking into the services or programs offered at libraries, in your local paper or within the school
  • using Australian Bureau of Statistics census data to create a presentation that tracks changes to the cultural composition in the local community over time and use an online service such as Trove (National Library of Australia) to uncover images or newspaper articles to include in the presentation
  • asking students to imagine they are coordinating a local event and to outline the steps they would take to show the value placed on including culturally diverse community members

  VCICCD016 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCDEC157

  Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest

  Elaborations

  • accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts
  • analysing and summarising information and viewpoints on a range of issues, such as information from a television news report about social media, a documentary on early German settlement in Australia, or an interview with an older German speaker on the topic of her/his Kindheit und Jugend, using tools such as guided note-taking, timelines and/or concept maps
  • accessing, collating and summarising information on youth-related issues such as Musik, Schulsport or Fernsehen from sources such as the internet, magazines and personal communications
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
  • researching young people’s lifestyles across German-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, Wintersport, Reiseziele

  VCDEC157 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCIDC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others, for example, using a timeline to show a sequence of events or create a profile of a famous Indonesian
  • analysing and summarising information from reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCIDC055 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others for example, by using a timeline to show a sequence of events or creating a profile of a famous speaker of the language
  • analysing and summarising information from, for example, reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCRAC055 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC008

  Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences

  Elaborations

  • translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
  • recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound
  • translating public signs from German to English and vice versa, noticing similarities and differences
  • interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names after the titles Frau and Herr, unlike the English use of just ‘Miss’ or ‘Sir’

  VCDEC008 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU016

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

  Elaborations

  • noticing that German and English share many words, for example, Computer, Bus, Taxi and Auto, and understanding that this is a result of historical events as well as the dynamic nature of languages
  • recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, recognising the link between the Middle English ‘What thinkest thou?’ and Was denkst du?
  • recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!
  • recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland and Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol

  VCDEU016 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCRAC058

  Create individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for fiction texts in the language such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products

  VCRAC058 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARU017

  Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making

  Elaborations

  • exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible aspects, such as how people live, what they value and how they think of themselves and others
  • noticing similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names from other cultures and languages
  • understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles
  • recognising and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, for example,

    تفضل صحة وهنا؛ بالهناء والشفاء

  • exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and emotions, for example,

    الدبكة الفلسطنية والعراقية؛ والرقص الفلكلوري

  • exploring words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Arabic speakers, for example, ‘mate’, ‘fair dinkum’

  VCARU017 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCFRU108

  Explore the relationship between language and culture

  Elaborations

  • exploring how language and culture influence each other, for example, French terms of address that reflect respect and status such as Madame la Directrice and Monsieur le Président; diverse cuisines and food-related terms and expressions that reflect cultural diversity in contemporary France or Australia
  • investigating connections between language and significant cultural values or practices in French, English and other languages, for example, la Marianne; la patrie; la laïcité; Reconciliation, Aussie Rules, ‘fair go’
  • noticing how people think and talk about themselves and others, for example, comparing ways of addressing and thinking about older people or strangers
  • creating a gift pack of symbols and expressions to introduce French students to Australian languages and cultures, and explaining the reasons for particular choices
  • developing language to analyse and explain the nature of the language–culture relationship, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’
  • reflecting on own tastes, interests and language use that have been shaped by intercultural influences, for example, Japanese manga or anime, or American fashion, music and dance

  VCFRU108 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCVIU173

  Analyse the ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • comparing cultural elements reflected in language use and social norms such as body language, volume of voice, or the use of personal space and silence in different cultural contexts and exchanges
  • recognising that some Vietnamese social behaviours, for example, not saying ‘thanks’ or ‘sorry’, and not opening gifts straight away in front of guests, may be misinterpreted by Australians as a lack of courtesy
  • identifying Vietnamese and Australian cultural practices, concepts, values and beliefs presented in diverse situations and contexts, for example, everyday conversations, television programs, films, documentaries, musical performances, folk tales and short stories
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • explaining cultural references in Vietnamese folk and contemporary literature, for example, mừng tuổi, xông đất, trầu cau
  • exploring the various ways Vietnamese and Australian cultures are representated such as in depictions of scenery or icons, costumes, foods, social behaviours, gestures and language, for example, tô phở/chai nước mắm, nón lá/áo dài, folding hands/bowing head and use of dạ/thưa may represent Vietnam while the Sydney Opera House, a boomerang, shaking hands, and terms like ‘fair dinkum’ may be used to represent Australia

  VCVIU173 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCHIC094

  Access and identify specific points of information such as details about people, places or events from a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • collecting information from print and digital sources on social or environmentally related events, recording key facts and associated vocabulary for use in their own projects, for example, प्रदूषण एवं पर्यावरण; स्वच्छ भारत; गंगा नदी की सफ़ाई; स्वच्छ ऑस्ट्रेलिया दिवस
  • collecting information via surveys or face-to-face conversations with friends and family members on questions related to social behaviours or trends, such as preferred modes of communication, for example, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग, compiling a summary of findings in table or graph form
  • listening to recordings of phone conversations, announcements or radio interviews, transcribing key facts or details such as dates, times, events or locations in note form or through checklists or timelines
  • accessing information from videos, books and websites produced in different cultural contexts on topics such as family life, community living, housing or schooling, summarising and reporting back on key trends and cultural factors
  • collecting facts, figures and vocabulary from resources such as posters, websites and brochures, and using them to draft a position for an in-class discussion of a topic such as healthy lifestyles, benefits of travel or animal protection
  • presenting an oral summary of an action or event reported in the media, using appropriate register, language features and non-verbal language to capture key elements and engage audience interest

  VCHIC094 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC089

  Identify key points of information such as details about people, places or events in a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • reading/viewing texts such as promotional materials, websites and maps to compile information about geographical features, lifestyles and cultural practices in Turkey or other Turkish-speaking countries, using the information to create a shared database to support their own projects
  • gathering information about people or events recently featured in media reports and using this information to create timelines, digital profiles, diary entries or schedules that re-present key points of interest
  • listening for key facts in short spoken or recorded texts, such as phone messages, announcements or TV advertisements, and transposing them to note form in order to communicate to others
  • identifying points of information in media texts such as sports commentaries, weather reports or newsflash items, using them to create messages or announcements to other people, for example, notifying the cancellation of an event due to a bad weather forecast or summarising sports results
  • classifying and summarising data collected via class surveys on issues such as study options, music preferences or favourite foods, presenting findings in table or graph form
  • compiling details of their family biographies through talking with family members, presenting key elements in oral or digital presentation modes
  • compiling facts, statistics and commentaries from sources such as websites, documentaries, travel brochures and magazine articles on famous sites, such as Kapadokya, Pamukkale, Kapalıçarşı, Ayasofya, Galata Kulesi

  VCTRC089 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing