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• Turkish - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• VCESC172

  Reflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture

  Elaborations

  • reflecting on experiences of authentic or virtual interaction in Spanish, for example, face-to-face interactions with community members through an excursion, or web-chatting, ePal or social networking, identifying moments of enjoyment, discomfort and successful intercultural communication
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Spanish, noting personal reactions and reflections over time
  • comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally determined perspectives
  • noticing the impact of own assumptions when engaging with Spanish-language texts and experiences, and considering what assumptions Spanish speakers might hold about Australian people and associated cultural behaviours
  • finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect changes in social values, such as the adoption of some feminine forms of professional titles (La doctora/el doctor, la abogada/el abogado, la jefa/el jefe)

  VCESC172 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESU177

  Examine how elements of communication, including gestures, facial expressions and use of silence, vary according to context, situation and relationships across languages and cultures

  Elaborations

  • identifying variations in linguistic and cultural requirements of specific situations across different contexts, for example, situations such as shopping or travelling in various Spanish-speaking countries
  • identifying and comparing features of spoken and written language (such as gestures, greetings and facial expressions; or headings, text structure and grammatical choices) that reflect the purpose for which they are used, and discussing how silence can be used effectively as an element of communication
  • identifying and comparing how emotions or attitudes such as embarrassment or respect are shown across different languages and cultures
  • comparing elements of communication such as body language and use of personal space and silence in different cultural contexts and exchanges
  • identifying levels of formality in spoken and written texts, and considering what these reveal about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le interrumpa, ... Me gustaría invitarte a mi boda, eres el amor de mi vida,...)

  VCESU177 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRC059

  Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences

  Elaborations

  • organising and presenting information to raise awareness or invite action in relation to social or community issues, using multimodal forms of presentation such as sound and visual images or websites with hyperlinks
  • classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key language
  • presenting findings related to the investigation of a social or cultural issue (for example, la mode et les codes vestimentaires: l’influence des marques), summarising opinions and attitudes collected from surveys, interviews or media sources
  • conveying information and ideas by matching language features and text types to topics and themes, for example, using emotive images and captions to highlight issues such as la faim or l’égalité des sexes, or rap rhythms and punchlines to engage with controversial ideas or provoke reactions
  • combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, l’Australie et les régions asiatiques, or le multiculturalisme

  VCFRC059 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRC055

  Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating

  Elaborations

  • using the appropriate register when exchanging greetings, introductions, apologies or health enquiries, for example, Salut mon pote! Ça roule? Bonjour, Mademoiselle Charpent, comment allez-vous? Enchanté! Je m’excuse, Monsieur, vous vous appellez comment? Ciao, Pierre, à tout de suite!
  • using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut redoubler…!
  • communicating in face-to-face or online discussion and debate with peers and French-speaking contacts about social and environmental issues, such as l’influence de la musique, l’environnement digital or le recyclage, referencing community attitudes and changing practices
  • composing formal and informal versions of invitations and/or replies to invitations, taking account of the context and the relationship with the recipient of the text

  VCFRC055 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCFRC092

  Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • collaboratively creating computer-generated designs such as a virtual ideal home or leisure centre, negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense…, ah non, moi je préfère un grand jardin
  • managing an allocated budget for online shopping, deciding on selected items and explaining choices, for example, le 2ème à moitié prix; 3CD à 15 €
  • creating displays, presentations or performances for family, friends or school community to showcase French learning
  • organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language (for example, c’est combien? un très bon prix, vente flash! non, c’est trop cher… une échange?...), and using imperative, declarative and interrogative verb forms to buy, sell or swap items
  • issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, es-tu libre samedi prochain? je t’invite; je ne suis pas libre - c’est possible dimanche? j’ai le grand plaisir de vous inviter…
  • organising social or sports events, and planning location, date and time (for example, rendez-vous au Stade Central à midi; 19 h chez ma cousine; n’oublie pas ton sac de couchage), using aller + infinitive forms of verbs such as venir, arriver, partir and commencer, for example, nous allons partir à sept heures
  • making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte combien?

  VCFRC092 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC003

  Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests

  Elaborations

  • responding with actions/gestures to questions such as Wo ist … ? and instructions such as Steht auf! Alle zusammen! Mach die Tür bitte zu!
  • using repair strategies such as asking for repetition or details of tasks and expressing lack of knowledge, for example, Wie bitte?; Welche Seite?; Wie sagt man das auf Deutsch?; Ich verstehe das nicht .
  • apologising, for example, Entschuldigung!, Es tut mir leid
  • making polite requests, including for assistance and permission, for example, Ich möchte … , bitte; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?

  VCDEC003 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC066

  Translate texts, discussing different versions and why these might occur

  Elaborations

  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence, for example, fare la passeggiata
  • translating texts describing events occurring in present and past, considering that Italian expresses concepts across time in different ways to English
  • selecting from options to translate short phrases and texts, and explaining choices
  • taking note of ‘false friends’ in translation, for example, that the English word ‘annoyed’ does not translate to ‘annoiato’ in Italian
  • comparing own translation to one done by using an electronic translator, and discussing the advantages and disadvantages of using electronic translators and the sort of issues that emerge from their use
  • using strategies to avoid literal translation
  • using monolingual and bilingual dictionaries and word lists to assist in developing meaning

  VCITC066 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAU098

  Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, verbs, adjectives, word order and other elements of grammar

  Elaborations

  • identifying people using, for example, terms of address, pronouns and some nouns
  • identifying things and animals using concrete nouns describing the qualities of people, for example, adjectives of character and appearance
  • describing qualities of objects and animals using adjectives
  • indicating quantity using plurals
  • referring to numbers of things using cardinal numbers and things in a sequence using ordinal numbers
  • greeting and farewelling
  • telling others to do something using imperatives
  • indicating possession
  • describing simple actions
  • negating
  • specifying place and location
  • referring to existence/presence
  • giving directions and information about place using prepositions
  • locating events in time and referring to the past and future seeking information and assistance using interrogatives
  • joining ideas using cohesive devices
  • expressing emotion
  • expressing modality
  • comparing things using comparatives and superlatives

  VCRAU098 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU090

  Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken language

  Elaborations

  • exploring key features of Chinese phonology, examining the range of sounds and recognising how spoken syllables and tones are represented in Pinyin, by spelling words in Pinyin, or reading aloud words and sentences in Pinyin with attention to pronunciation, tone and phrasing
  • differentiating between sounds and tones when listening to or producing spoken Chinese, for example, distinguishing between 我买 / 我卖东西, or between 庄 (zhuang) and 专 (zhuan)
  • recognising and discriminating between homonyms in Chinese (for example, shì — 是 and 室), relying on context to assist understanding, and differentiating syllables with different tones, for example, shì (是) and shí (十)

  VCZHU090 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC155

  Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • participating in decision-making scenarios, for example, planning to go to a celebration of Apokries, or making arrangements to attend a Greek film festival, agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ παλιάτσος, Να βρεθούμε έξω από το κινηματογράφο στις εφτά, Θα φάμε έξω.
  • participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, Τι θα πρέπει να πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; Τι θα πρέπει να ψωνίσουμε για τη γιορτή; or arranging an online meeting with sister-school students in Greece or Cyprus and discussing how the interaction will be organised, for example, Να επικοινωνήσουμε αύριο με το σχολείο μας στην Ελλάδα με το διαδίκτυο;
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο;/ Πάμε για ποδόσφαιρο; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
  • transacting and negotiating in real or simulated situations, such as comparing similar offers for goods on online Greek language internet sites and discussing preferences and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα γαι το ταξίδι μας

  VCELC155 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC055

  Translate texts for different audiences varying the language to explain key points for these different audiences

  Elaborations

  • identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for producing different versions of texts for different audiences
  • describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
  • avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
  • comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning

  VCZHC055 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• German - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...

  Level description | Languages | German | 7–10 Sequence | Levels 7 and 8

• Vietnamese - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8

• VCARU014

  Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning

  Elaborations

  • understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions
  • understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an item
  • recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning
  • identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and the signature of an email and a letter, a description in a recount and in a diary entry
  • identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips
  • comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning
  • describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something
  • analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

  VCARU014 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC170

  Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

  Elaborations

  • comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version
  • commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language or images in terms of cultural associations
  • translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring meaning from one language to another
  • assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
  • selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado

  VCESC170 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating