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• VCFRC116

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with the translation of popular French expressions or idioms (for example, être bien dans sa peau; ne pas être dans son assiette; revenons à nos moutons), and explaining the potential for misunderstanding
  • experimenting with various resources to assist in translation, including bilingual and monolingual dictionaries, electronic translators, encyclopaedias and other reference materials, for example, by comparing translations, back-translating and swapping useful references
  • analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
  • finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing sources of information that would help French learners understand or appreciate the context of use
  • viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)

  VCFRC116 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCPSCSO012

  Listen to others’ ideas, and recognise that others may see things differently

  Elaborations

  • sharing with a partner things that they like to do and partner then retells the whole class comparing what is similar and what is different
  • providing students with a series of statements, such as cats are better than dogs or chocolate ice-cream is better than vanilla, ask students to share their opinion and provide a reason
  • discussing how opinions and thoughts may change after hearing others’ ideas, and that different views are not better or worse, just different

  VCPSCSO012 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

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

  Students become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation. They identify words borrowed from English, observing differences in pronunciation and spelling. They use Japanese in classroom interactions and short communicative tasks. They...

  Level description | Languages | Japanese | 7–10 Sequence

• VCTRC052

  Initiate and sustain a range of spoken and written social interactions and personal reflections, including discussion of their experiences as members of different friendship groups or language communities

  Elaborations

  • engaging in face-to-face or online discussions of experiences such as travel, using social media, being part of different friendship or interest groups, or using Turkish and English in different contexts
  • recounting significant events or milestones in their lives as members of a multicultural society, for example, Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş, sünnet düğünü, comparing with those of their peers and identifying commonalities or differences
  • comparing aspects of their personal worlds, such as home, school and social lives, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, batıl inançlar, misafirperverlik (konukseverlik)
  • sharing opinions about issues of shared interest, such as parental expectations or peer pressure, identifying points of consensus or disagreement
  • acknowledging others’ ideas and opinions and indicating agreement or disagreement in non-judgemental ways, for example, Sana katılıyorum ama… Seninle tamamen aynı fikirdeyim.Sana katılmıyorum çünkü… Ben aynı fikirde değilim
  • contributing to online forums that invite discussion of shared interests from different contexts and perspectives, for example, moda, diyet, müzik, dans, spor

  VCTRC052 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHHK094

  The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children

  Elaborations

  • the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
  • describing the significance of the 1962 right to vote federally and the 1967 referendum
  • investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia, for example, Jack Patten or the Aborigines Progressive Association
  • investigating the experiences of democracy and citizenship of women, for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984
  • investigating the experiences of democracy and citizenship of migrant groups, for example, internment camps during World War II, assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions
  • investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions, for example the nature of their food and shelter, education and contacts with family

  VCHHK094 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• Japanese - F–10 Sequence: Levels 3 and 4 description

  Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create...

  Level description | Languages | Japanese | F–10 Sequence

• Intercultural Capability: Levels 9 and 10 achievement standards

  By the end of Level 10, students critically analyse the complex and dynamic interrelationship between and within cultures and the challenges and benefits of living in an interconnected and culturally diverse world. They evaluate how intercultural relationships and experiences influence attitudes...

  Level description | Capabilities | Intercultural Capability | Levels 9 and 10

• Media Arts: Level A description

  In Level A, students are exposed to media arts. They experience how media artworks can represent the world in which they live.

  Students become aware of character and settings as they explore sensory elements of media arts, explore ideas and assist in the construction of stories.

  Students experience...

  Level description | The Arts | Media Arts

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRC080

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal translations of popular French expressions or idioms, noticing when this creates confusion (for example, être bien dans sa peau, dans son assiette, avoir le cafard, revenons à nos moutons) and recognising the nature and function of cultural elements of language and communication
  • finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French (for example, ‘bush tucker’, ‘surf’s up’, ‘schoolies’), and providing cultural explanations for French speakers
  • experimenting with different resources to assist in translation, including monolingual and bilingual dictionaries, encyclopaedias, electronic dictionaries and translators, for example by comparing individual translations, back-translating, swapping useful references
  • considering the nature of translation, with reference to different strategies such as decoding literal meaning (word for word), reading for meaning (sense for sense) and cultural reading (between the lines)
  • interpreting gestures used by French speakers to signal meanings such as Parfait! J’ai du nez! c’est fini, comparing with gestures used in Australian English and other known languages, and incorporating some of them into own language production and communicative interactions to appropriate effect
  • recognising the need to sometimes recast language, and considering why one language may use more words than another to communicate a particular meaning, for example, Je vous prie, Monsieur, de croire à l’expression de mes sentiments distingués versus ‘Yours sincerely’

  VCFRC080 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIU016

  Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

  Elaborations

  • recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
  • identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.

  VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU035

  Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

  Elaborations

  • knowing that French is spoken in many regions of the world (for example, le Québec, le Sénégal, le Maroc, la Suisse, le Monaco, la Nouvelle Calédonie), with different accents and dialects
  • understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)
  • identifying ways in which French language and culture influence the lives of Australians

  VCFRU035 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCASFU198

  Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other

  Elaborations

  • exploring the nature of culture and how it is related to ways of thinking and using language, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • reflecting on ways that Auslan describes and reflects Deaf culture, comparing this to the relationship between their own hearing/background language and culture
  • analysing how concepts related to cultural practices are expressed through language, for example, by identifying elements of naming systems such as the use of pointing, NMFs and name signs, as in the case of number name signs of older deaf people who attended the Victorian School for Deaf Children
  • identifying and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-2h++ reflects the shared understanding of responsibility to share information and pass on knowledge, or greater use of the ‘flat hand’ rather than the ‘point hand’ and use of full titles in acknowledgements and forms of address when introducing an esteemed elder
  • identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, frustration with the use of ‘voice’ in front of deaf signers can be traced to the historical oppression of signed languages
  • comparing elements of communication in different contexts and exchanges that are culturally specific, such as back-channelling, the use of silence or eye contact, head nodding to indicate understanding rather than agreement, and the implications of such cultural variability in contexts such as in courts of law
  • observing that concepts may be culture and language specific, for example, in relation to time and space, as in the spatial mapping for timelines in Auslan
  • exploring ways in which production and affect related to the sign for COCHLEAR IMPLANT have evolved due to shifting values and perceptions within the Deaf community in relation to the implant, noting, for example, the transition from a negative affect to more neutral production of the sign

  VCASFU198 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCKOU133

  Understand that ways people use language reflect their culture, such as where and how they live and what is important to them, finding examples of similarities and differences between Korean and Australian ways of communicating

  Elaborations

  • comparing gestures and body language associated with language use in different cultures, for example, bowing and saying 안녕하세요? when greeting in Korean, different ways of kissing on the cheek saying ‘hi’ in English-speaking cultures including Australia and pressing noses (that is, hongi) and saying ‘kia-ora’ when greeting in Maori
  • exploring the meaning of ‘culture’ and how it involves visible elements, for example, ways of eating or symbols such as flags, and invisible elements, for example, how people live, what they value, and how they think about themselves and others

  VCKOU133 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCKOC010

  Engage with Korean speakers and resources in the school and wider community through various media, including online technologies, noticing how interaction involves culture as well as language

  Elaborations

  • observing interactions between Korean speakers in different contexts in their immediate environments or from resources such as video clips or films, noticing cultural aspects and recording their similarities and differences in interactions in similar contexts in their own culture/s
  • describing in spoken or written mode, or using digital technologies, a significant person relating to Korea or Korean language whom they have encountered, discussing their personal qualities, why that person is important to them, and how they are similar to or different from that person, for example, 저도 …–고 싶어요. 요리를 잘 해요. 가수가 되고 싶어요. 나/저에게중요해요
  • reflecting on significant past encounters with Korean language and culture (and other languages and cultures that have shaped their thinking) such as by creating timelines of their lives, including visual representations
  • describing and sharing encounters with Korean culture (for example, 설날, 한복, 세배, 첫돌, 연날리기), comparing them to traditional games, festivals or celebrations in their own culture, and reflecting on how these connections are important to their identity
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to Korean, English and other known languages

  VCKOC010 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• Languages | Arabic: Rationale and Aims

  Rationale

  Students acquire communication skills in Arabic. They develop understanding about the role of language and culture in communication. Their reflections on  language use and language learning are applied in other learning contexts.

  Learning languages broadens students’ horizons...

  Overview material | Arabic

• Languages | Chinese: Rationale and Aims

  Rationale

  Students acquire communication skills in Chinese. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learning languages broadens students’ horizons about...

  Overview material | Chinese