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Result list

• VCDEC007

  Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts

  Elaborations

  • inventing a new aspect of a text, such as a new character, a different setting or an alternative ending
  • creating own version of familiar texts to entertain others, using a model and/or a list of key words, for example, a digital comic strip or Big Book for younger students, a rap or role-play to present to parents, or a poem for an online newsletter
  • creating and performing imagined interactions, for example, between avatars (using apps) or meeting a character from a text for the first time
  • creating a profile of an unknown person, for example, based on a photo, imagining aspects such as Name, Alter, Beruf, Familie, Freunde, Herkunft, Interessen and Wohnort

  VCDEC007 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC094

  Locate specific points of information from signed texts about familiar topics and use the information in new ways

  Elaborations

  • responding to signed information such as class messages or short introductions, for example, by identifying names, numbers or times
  • identifying and applying specific information in signed texts using visual pictures and props to complete guided tasks such as craft activities
  • gathering information from peers about topics such as family members or favourite foods
  • identifying information in simple texts that relate to properties such as colour, size, shape or amount, for example when interacting with materials and concrete objects
  • following directions for simple activities involving visual cues such as a treasure hunt, for example:
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    
  • identifying and categorising signs appearing in simple texts according to handshape
  • watching short Auslan texts about topics such as hobbies or sports, recording key points of information using tables or graphic organisers

  VCASFC094 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC223

  Express imaginative ideas and visual thinking through the use of familiar modelled signs, mime, gestures, drawing and visual supports, with a focus on emotions, appearance and actions

  Elaborations

  • participating in games and imaginative activities that involve representation of the appearance, characteristics and relationships between different people, animals or objects
  • working collaboratively to create and present signed skits or poems to entertain younger learners
  • re-enacting short stories or wordless animations that include two characters and their interactions through the use of constructed action
  • reinterpreting creative texts for specific effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to create and enact a short scenario about an imaginary character and a particular object, using SASS, entity and handling depicting signs and constructed action
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’:
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    

  VCASFC223 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFU104

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • distinguishing between clauses that are statements and those that are questions
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU104 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEC158

  Convey information and ideas on different topics, issues and events, describing and comparing views, perspectives and experiences, and using modes of presentation to suit different audiences

  Elaborations

  • presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such as Kinderrechte, or rap rhythms and punchlines to engage with controversial ideas or provoke reactions
  • contrasting aspects of everyday life past and present, for example, Heute haben wir Twitter und Facebook. Damals gab es nur die Post.
  • 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 vocabulary
  • combining modes of presentation such as displays, videos or music to compare social and cultural themes, for example, Australien und Asien/Deutschland und Europa im 21. Jahrhundert

  VCDEC158 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC168

  Respond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented

  Elaborations

  • presenting own version of an imaginary event or familiar story, for example, by removing the sound from a television show and replacing it with own invented dialogue or commentary
  • exchanging and comparing personal preferences in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino… No estoy de acuerdo con…
  • comparing how key messages and beliefs are communicated across cultures through the creative arts, for example, in Australian texts such as creation and Dreaming stories, and in texts from Spanish-speaking communities, such as fables, myths and legends (La leyenda de la quinoa, La leyenda de la llorona)
  • responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour
  • exchanging opinions about typical features of and expression in traditional and contemporary stories, films or video clips from the Spanish-speaking world

  VCESC168 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRU069

  Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation

  Elaborations

  • comparing and explaining the use of communicative styles in different contexts, for example, une partie de foot au Stade de France (Allez, allez les Bleus!) compared to a written bulletin scolaire (Mathilde s’exprime avec facilité, persévère au travail)
  • analysing the role of formulaic language and symbolic gestures in different contexts and communities, noticing cultural variations, for example, national mottos such as Liberté, égalité, fraternité (la France); Unité, Travail, Progrès (le Chad); ‘Advance Australia’ (l’Australie)
  • comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges

  VCFRU069 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU230

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
  • recognising that expanding a noun into a noun group enriches meaning
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
  • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

  VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC005

  Present information on selected topics in spoken, written and digital forms

  Elaborations

  • producing informative texts that combine print, digital or visual elements for specific audiences, for example, a brochure about their school or community for visiting students, a virtual tour of the neighbourhood, or a report on a favourite band or music event
  • presenting information in spoken, written and digital forms on significant events in their personal worlds, such as family celebrations or travel, school excursions or competitions
  • creating resources such as posters, pamphlets or displays to present commentary and compare perspectives and experiences on topics associated with lifestyles, events or causes, for example, Un día sin coches en la ciudad, Una hora para salvar el planeta. Campaña para limpiar los ríos
  • using different modes of presentation to profile significant events, people or places related to the cultures or histories of different communities of Spanish speakers

  VCESC005 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRC057

  Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions

  Elaborations

  • initiating and extending conversations and discussion, for example, by using connectives such as puis, et après, ensuite and alors que…
  • inviting people into conversations (for example, et toi, qu’est-ce que tu dis?), and using expressions such as n’est-ce pas? and non-verbal strategies such as wait time or facial expressions to signify interest or attention
  • using simple and compound sentences to structure arguments and to explain or justify a position, for example, D’abord… et puis… en plus… finalement; ce qui est intéressant c’est que…; ce que je trouve…

  VCFRC057 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU167

  Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements

  Elaborations

  • applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
  • analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
  • identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
  • describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

  VCDEU167 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC171

  Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Spanish-speaking cultures, for example, El Carnaval de Barranquilla, Festival de Viña del Mar
  • producing bilingual community texts such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English
  • corresponding with Spanish-speaking peers using both Spanish and English, conveying aspects of Australian culture such as places or events of interest, leisure and sports activities, wildlife and environment
  • creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
  • providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to Australian viewers

  VCESC171 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCDEC164

  Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences

  Elaborations

  • mapping their own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • reflecting on the experience of learning and using German, considering how it might add a further dimension to own sense of identity
  • discussing how they would represent Australia in a cultural forum, for example, what they would wear or take along to an International Students Day function held in Austria
  • discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler; Schüler und Schülerinnen; SchülerInnen

  VCDEC164 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEC160

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

  Elaborations

  • creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
  • dramatising a text, for example, performing a poem or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
  • creating texts to entertain younger audiences, such as an ebook, an alphabet or number book, a puppet play or short film depicting an aspect of contemporary teenage life, considering different cultural perspectives and selecting appropriate language, rhythms and images to enrich the listening or visual experience
  • composing and performing short songs with particular themes or for real or imagined occasions, for example, Liebe, Ferien, Freunde

  VCDEC160 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEU014

  Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips

  Elaborations

  • identifying and analysing the purpose, intended audience and key features of familiar texts in German, such as signs, instructions, postcards, advertisements, songs and conversations, and comparing these with texts in own language and culture
  • examining how texts are constructed, including textual features (greetings in correspondence), grammatical structures such as parts of speech (adjectives and prepositions), and visual cues (images in brochures)
  • transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type
  • understanding how to create textual cohesion by using elements such as coordinating conjunctions (und, aber, oder) to link ideas

  VCDEU014 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEC010

  Engage with German speakers and texts, noticing how interactions involve culture as well as language

  Elaborations

  • reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, for example, the use of family names with titles (Guten Tag, Frau Stein) and formal/informal register (du/ihr/Sie), and comparing these with English and other known languages
  • observing interactions between German speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion (bitte schön; Entschuldigung; Wie schön!; Du bist gemein!), gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface
  • participating in cultural experiences, such as eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition, and reflecting on cultural similarities and differences that are manifested through language
  • reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round, or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
  • comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into own interactions when communicating in German, for example, shaking hands as a common greeting, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact

  VCDEC010 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC098

  Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not

  Elaborations

  • translating short personal texts such as letters, emails or conversations, identifying words and phrases that can be translated literally (for example, la maison, le ciel, les enfants, Bonjour, mon ami) and those that need to be translated for meaning, for example, il fait beau! A tout à l’heure! courage!
  • translating public signs or notices (for example, sens unique, chaussée deformée, défense de fumer), comparing own versions with others’ and considering reasons for any differences
  • using bilingual dictionaries and electronic translation tools, taking into account issues such as alternative or multiple meanings of words and the importance of context when making meaning, for example, la fille, le bureau, l’histoire, la vue
  • translating headlines, captions and short reports in texts produced for young readers (for example, Wapiti, Okapi, Julie), identifying and explaining words or expressions that require interpretation rather than translation
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world (for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Fête de la Musique, la Toussaint), and considering how they reflect significant cultural experience

  VCFRC098 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESU176

  Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages

  Elaborations

  • noticing the conventions of several types of texts in Spanish, such as the use of abbreviations in text messages (tq = te quiero), abreviations in blogging (hola a tod@s), formulaic greetings in telephone conversations (Aquí, Hola, ¿Sí? ¿Aló?), typical phrases for greeting cards ( Muchas felicidades por ....), language in menus (primeros platos, postres, menú del día)
  • experimenting with language appropriate to particular types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • comparing several versions of a news story (such as radio, newspaper and online) to consider how the medium affects the construction and expression of meaning
  • collecting examples of online and print advertisements, and identifying and analysing language features and grammatical structures used to persuade potential consumers, for example, ¡Compre en los almacenes ‘La Moda’ no se arrepentirá!, ¡Pague menos y lleve más!
  • understanding the use of elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU176 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language