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• VCNRU117

  Examine how the language being studied and culture is variously expressed in different linguistic and cultural settings, identifying and explaining variations

  Elaborations

  • discussing elements of language and culture of the language being studied and how they have become part of Australian lifestyles
  • identifying and comparing the function and power of cultural representations, such as symbols and stories, for example, flags, Dreaming and the Dreamtime

  VCNRU117 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCNRC006

  Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
  • acting out their favourite character or event from a shared story and making simple statements

  VCNRC006 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCNRC104

  Participate in collaborative planning and decision making for events and shared experiences, and engage in different forms of spoken and written transactions

  Elaborations

  • planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
  • making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to the purchase, for example, currency conversion, change
  • planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with target language names and symbols
  • planning collaboratively for an event by participating in scenarios related to travelling in countries where the target language is spoken for example, planning an itinerary
  • sharing opinions about the benefits of visiting various tourist sites in countries where the language is spoken

  VCNRC104 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising