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• VCASFU068

  Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships

  Elaborations

  • recognising the nature and function of word classes and understanding that the context of the sign is important and Auslan signs will not always have the same word class as an English word, for example, adjectives can act like verbs in Auslan, for example, PRO3 BIG
  • recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
  • being able to describe various types of clauses and recognising that these often co-occur with particular NMFs, such as questions, topicalised sentences, negation or conditionals
  • analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
  • recognising how NMFs can create emphasis or stress
  • recognising that clauses can be joined by conjunctions to make longer sentences and these conjunctions can be shown with separate signs, such as PLUS or THEN, or NMFs, for example by pausing between clauses
  • noticing with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and DSs, and fully-lexical signs in the same utterance
  • identifying clauses that are linked equally and unequally, where one clause depends on another

  VCASFU068 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU196

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/FS:HOH, DEAF^WORLD/DEAF^COMMUNITY, HUMAM^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, FS:PC, SELFIE

  VCASFU196 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU070

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE

  VCASFU070 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU072

  Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives

  Elaborations

  • sharing understandings of what culture is and how it relates to language and to identity, using prompt statements such as ‘संस्कृति में …’
  • identifying Hindi words or expressions that carry cultural connotations and values, for example, terms such as सुहागन and विधवा in relation to auspicious or inauspicious roles at occasions such as नामकरण or गृहप्रवेश
  • identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, for example, references to gods and legendary heroes such as अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुंचेगा फाइनल में
  • identifying cultural distinctions expressed through language, for example, forms of address such as नमस्कार, नमस्ते, आप कैसे हैं?, तुम कैसे हो? the addition of श्री, श्रीमती for married women and कुमारी for unmarried women, considering whether English makes similar distinctions
  • exploring the cultural significance of concepts expressed in a single word in Hindi or English which are difficult to translate, for example, the term जूठा in Hindi or mateship in Australian English
  • exploring how cultural values and ideals such as truth, duty or filial respect are embedded in traditional fables and legends, such as brotherly love or the concept of the obedient/dutiful child in the stories राम और लक्ष्मण, श्रवण कुमार
  • discussing commonly used words and expressions that reflect family/community values, for example, the practice of using the English terms ‘Auntie’ or ‘Uncle’ when addressing older people even when they are strangers

  VCHIU072 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCLVU195

  Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language

  Elaborations

  • identifying and discussing the main areas of the language that could be served by language building
  • analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these
  • investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
  • understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages
  • discussing techniques used to build language, such as analysing historical sources, interviewing/recording existing speakers
  • understanding the orthographic and grammatical choices of the contemporary community
  • considering domains of use where the language may grow in the future
  • trying out ways of making new words under the guidance of an Aboriginal languages specialist or a respected community member where appropriate
  • working with local Aboriginal communities in language-related projects, and contributing to local language records and resources through structured and research-based projects
  • understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
  • developing a variety of resources for younger and future students of the language
  • investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
  • exploring the importance of advocacy in supporting the maintenance and development of language and culture

  VCLVU195 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCVIU168

  Apply Vietnamese pronunciation, spelling and intonation patterns in a range of sentences such as statements, questions and exclamations

  Elaborations

  • distinguishing and making nuances in pronunciation and spelling between some similar diphthongs and triphthongs, for example, chiều cao and cây cau, lổ mũi and con muỗi, chúi nhủi and trái chuối
  • applying Vietnamese pronunciation and spelling rules to own speech and writing to pronounce and spell new words encountered in interactions and texts, for example, if the spelling of the word mười is known, then the spelling of the word người can be determined without knowing its meaning
  • experimenting with intonation patterns to distinguish different types of sentences, for example, a statement (Con không đi chơi đâu.), a question (Con không đi chơi đâu?) and an exclamation (Con không đi chơi đâu!)
  • comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v
  • developing strategies to understand meaning when listening to diverse regional Vietnamese accents, for example, inferring meaning from the context of communication

  VCVIU168 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIU017

  Identify connections between cultural practices and language use in intercultural exchange, recognising how meaning may be culturally specific

  Elaborations

  • exploring how language and culture influence each other, for example, understanding the differences between Vietnamese and English name order (Nguyễn Trúc Lâm versus Truc Lam Nguyen) and its cultural significanceidentifying gestures, words and phrases with particular cultural significance in Vietnamese, reflecting traditional values such as respect for elderly people, education and social status, for example, folding arms, using both hands to offer something, and saying dạ, thưa to show respect
  • 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 lack of courtesy
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, considering how the practice of using family terms such as chú, bác to indicate informality when addressing an unrelated person reflects the value of family in Vietnamese culture
  • making connections between language and culture such as vocabulary and expressions related to people, lifestyles, and valuing of the environment, for example, con rồng cháu tiên; khéo ăn thì no, khéo co thì ấm; trời nắng tốt dưa, trời mưa tốt lúa
  • exploring how politeness is expressed differently in Vietnamese and English, for example, Vietnamese speakers use honorific words such as dạ/thưa and different personal pronouns (ông/bà, cô/chú, anh/chị), while English speakers use ‘thanks’, ‘sorry’ and ‘excuse me’

  VCVIU017 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCZHU059

  Interpret texts by inferring meaning from common character components or position of components, and analyse how reliable this method is in translating

  Elaborations

  • estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts, for example, 鸡 鸭 鹅 莺； 但 担 旦 胆
  • analysing characters containing a common component or side, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
  • describing characters to classmates by naming their components or sides in sequence, for example, 亻 (‘standing man’) on the left, 言 (‘words’) on the right ＝ 信
  • exploring the use of diverse character-morphemes to express similar ideas (for example, identifying multiple characters for ‘food’ — 饭、菜、食、餐), and organising and classifying words containing these characters to understand their context of use, for example, 早饭、中国菜、食物、餐厅
  • recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习
  • exploring the nature of common idioms (成语) and inferring their meanings based on the meanings of individual morphemes and contexts of use, for example, 年年有余、人山人海

  VCZHU059 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU228

  Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features, and look at the link between signs and their referents in terms of iconicity

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying a sign's handshape and its orientation, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist)
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression, or grammatical information, for example, a frown to mark a negative, and identifying examples of NMFs in a text
  • noticing that in a stretch of connected signing a sign will often be produced differently to the way it is shown in a dictionary
  • distinguishing between single, double and two-handed signs, and identifying which hand is dominant and which is non-dominant in two-handed signs
  • noticing that in signed languages meaning can be expressed through whole signs or through fingerspelling
  • comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang or woof woof
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • experimenting with different methods of capturing signed languages, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU228 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARU167

  Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes

  Elaborations

  • applying knowledge of texts and their purpose, and predicting the meaning of unfamiliar words and phrases
  • analysing the language features and text structure of different samples of a particular type of text, including digital and online texts, such as a diary entry or a blog, to identify how ideas, representations and reflections are presented
  • comparing the use of language features such as imagery and exaggeration in a range of imaginative texts, and discussing how these features are used to convey meaning to and entertain the audience
  • examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives
  • explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of (in)formality

  VCARU167 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU012

  Identify similarities and differences between the phonological and orthographic systems of English and Greek, including accentuation and intonation in oral language, and decode and use the Greek script

  Elaborations

  • using the Greek alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
  • recognising accentuation and differences such as πού/που,πώς/πως, ή/η
  • developing and using Greek pronunciation, reproducing sounds and combinations
  • using the Greek alphabet for spelling out names and other words
  • developing awareness of Greek sounds, rhythms and intonation patterns
  • becoming familiar with the Greek vowel system
  • recognising intonation for questions, statements, commands and interjections
  • knowing when to use σ/ς
  • using vowels to create same sounds, such as ι, η, υ, ει, οι
  • understanding and using punctuation particular to the Greek language, for example, the question mark (;)

  VCELU012 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRC099

  Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated

  Elaborations

  • creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions
  • creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences
  • creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance
  • using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives
  • designing and maintaining a bilingual website with a sister-school or contact group of English learners in a French-speaking community, making choices about when to use French or English depending on the context, topic and nature of the interaction

  VCFRC099 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDC054

  Interact with others by making requests, seeking clarification, checking understanding and expressing opinions

  Elaborations

  • asking for clarification, such as how to spell a word (for example, Bagaimana ejaannya, Pak?) or asking for meaning, for example, Apa arti kata itu?
  • apologising and making requests, for example, Maaf saya terlambat Bu, Boleh saya ke kantor?, Tolong jangan dihapus Pak, saya belum selesai
  • giving help and responding to instructions, for example, Giliran kamu, Klik di bawah, Bu
  • asking and responding to closed and open-ended questions, for example, Tanggal berapa tes Bahasa Indonesia?, Bagaimana sekolah di Indonesia?

  VCIDC054 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC102

  Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages

  Elaborations

  • describing characters (Chi? Com’è? Come fa?), events (Cosa succede? Quando?), settings (Dove?), and key ideas (Perché?), and establishing sequence, for example, prima … poi … dopo
  • listening to and reading stories, songs and poems, noticing aspects of meaning and style, for example, use of rhythm, rhyme, choice of key words
  • reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending
  • comparing aspects of theatre across cultures, focusing on the purpose, origins and values

  VCITC102 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC175

  Identify, classify and compare information and ideas obtained from spoken, written, print or digital texts

  Elaborations

  • identifying context, purpose and audience of texts such as advertisements, signs, announcements and recipes
  • gathering facts independently and collaboratively about events or people and report information to others, by accessing simple texts from sources such as magazines, interviews, announcements and websites, for example, drawing a timeline to show a sequence of events or to profile a famous Korean, or person from their country of origin
  • listening to, viewing and reading texts that reflect different aspects of Korean culture, art, history or geography, noting key words, specialised terms or points of information to be re-used when sharing the information in print and digital forms such as class magazines or web postings
  • analysing and summarising information from texts such as television programs, reports, interviews, video clips, documentaries and social networks, using tools such as tables, concept maps and charts to organise and order information and inform others of findings
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCKOC175 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC006

  Participate in imaginative experiences by listening to, viewing and reading texts, including online or digital texts, such as songs, stories and cartoons, sharing feelings, responses and ideas about aspects such as characters, settings and plots/events

  Elaborations

  • listening to and reading texts including those in online or digital form such as dialogues, cartoons, comics and stories, taking note of key words or expressions and of language features such as characters’ use of the informal polite-style ending –어/아요
  • identifying and describing characters, settings, events and key ideas in texts, asking each other questions such as 여기는 학교예요, 누구예요? 어디예요? 무엇을 하고 있어요? 왜요?
  • expressing opinions about characters or settings in imaginative texts, using ‘… 같아요’, for example, 뭐예요? / 뭐 같아요? 호랑이 같아요
  • inventing a new aspect of a text, such as a new character, plot, object, perspective or an alternative ending

  VCKOC006 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOU183

  Use appropriate pronunciation rules and writing conventions to produce and read short texts in Korean that include some less familiar language

  Elaborations

  • applying pronunciation rules and writing conventions to reading and writing, inferring meanings of less familiar texts provided in Korean, such as 먹고, 어떻게 and 축하합니다 pronounced as 먹꼬, 어떠케 and 추카함니다
  • experimenting with pronunciation of less familiar texts
  • comparing how loan words from English are written in Hangeul and pronounced in Korean with how their original counterparts in English are written and pronounced, for example, 테니스versus ‘tennis’, 포크 versus ‘fork’, 인터넷 versus ‘internet’
  • composing texts, applying spacing rules in Korean

  VCKOU183 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU186

  Examine grammatical structures and features and vocabulary in a range of personal, informative and imaginative texts in spoken and written modes, noticing how these contribute to textual cohesion, and compose short texts for different purposes considering cultural aspects involved

  Elaborations

  • experimenting with language appropriate to particular text types in audio-visual, print or digital/online media, such as descriptive language in documentaries, reflective language in diaries and journal entries, and persuasive language in advertisements
  • creating short texts, developing ideas coherently and using basic cohesive devices such as:
    • consistent use of the informal polite sentence ender –어/아요 throughout text consisting of multiple sentences
    • agreement of honorific elements such as honorific particles, words and suffixes in a sentence and throughout the text
    • basic conjunctive adverbs (for example, 그리고, 그러나, 그런데, 그렇지만, 그러면) and suffixes (clausal connectives) (for example, –고, –어/아서, –지만, –(으)면)
  • analysing forms, features and purposes of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

  VCKOU186 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAE004

  Read aloud, recite or perform Latin texts, using phrasing and voice inflection to convey meaning and to entertain others

  Elaborations

  • listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Latin to convey meaning, using appropriate phrasing and expression, and the restored pronunciation, for example, cachinnare; clamare; vituperare; furcifer; monstrum horribile
  • presenting short texts orally in Latin, such as stories, dialogues or songs, to peers or the class, for example, singing songs such as gaudeamus igitur; duc, duc navem duc
  • performing short Latin plays or dialogues in collaboration with others, using strategies to convey the emotions of the characters
  • reading aloud or reciting, individually or in a class group, extracts from Latin literature, such as the initial lines of Virgil’s Aeneid or an epigram

  VCLAE004 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCLVC181

  Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • translating and interpreting texts from the language to English and vice versa, comparing own interpretations with those of others and discussing what differs and why
  • translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars
  • using and explaining words and expressions that do not easily translate into English and considering choices made when conveying equivalent meaning in English
  • identifying and explaining concepts, practices and expressions in the language which do not easily translate into English, for example, the number system, terms for colour, language associated with time, daily and seasonal cycles, kinship terms
  • understanding and applying culturally appropriate and ethical behaviour when interpreting and translating

  VCLVC181 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating