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• VCASFC007

  Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action

  Elaborations

  • changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action
  • interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement
  • using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as YOU THINK PRO1 SHY
  • experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon
  • experimenting with facial expressions to match different emotional expressions, such as HAPPY, SCARED, TIRED
  • changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences
  • representing objects using combined bodies and hands in amusing or creative ways
  • exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
  • making their own handshape creations
  • assuming the role of a character from a story and responding to signed questions from classmates, such as:
    YOUR NOSE DS:long-nose WHY?
    Why is your nose so long, Pinocchio?
    

  VCASFC007 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC127

  Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes

  Elaborations

  • asking questions and giving information about school and home, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con mis amigas en el patio
  • describing features, characteristics and locations of particular things or places, for example, Mi celular es viejo, El parque está detrás de la escuela. La ciudad de México es gigante. ¿Dónde está la piscina? Está a la izquierda del lago. Mi escuela es muy grande y está en Adelaida
  • using formal and informal greetings in spoken and written forms of communication, for example, Querida abuela, Hola María
  • describing routines and favourite activities using expressions related to time and days of the week, for example, voy al colegio todos los días, todos los martes practico tenis
  • exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien

  VCESC127 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC019

  Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations

  Elaborations

  • expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol, Me encanta la historia porque me parece interesante, Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más me gusta hacer los fines de semana es chatear con mis amigos
  • corresponding with peers by using telephone/video calls, SMS or social media to build relationships and share views on aspects of young people’s lives such as friends, responsibilities, interests and aspirations
  • expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, me gustaría ser ...
  • sharing past experiences and significant events, such as holidays, special events or travel, for example, En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus vacaciones?
  • discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

  VCESC019 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC117

  Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries

  Elaborations

  • making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos
  • making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally appropriate
  • creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…
  • adding captions in Spanish and English for a photographic display of a class event or experience such as sports day or school camp, for example, ¡De excursión en la granja! Nuestros experimentos de ciencia. Aquí estamos comiendo ceviche

  VCESC117 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCESU175

  Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts

  Elaborations

  • conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
  • using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
  • using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
  • using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
  • using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
  • expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
  • joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
  • using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
  • indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

  VCESU175 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU071

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

  VCASFU071 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCGRCU026

  Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, from the Hellenistic period onwards, Koine Greek developed from Classical Greek to become the lingua franca of Eastern Mediterranean lands and the language of the New Testament
  • discussing the spread of Greek influence across the Mediterranean and Black Sea, including the use of Greek as the common language for government, trade, commerce, education and law
  • investigating how the Greek language allowed the spread of innovative Greek ideas in the areas of science, medicine, mathematics, historiography, geography and philosophy, for example, μαθηματικά, γεωγραφία, ἱστορία, φιλοσοφία
  • recognising that there were many dialects of Greek spoken in antiquity, such as Doric, Aeolic, Arcado–Cypriot
  • exploring famous centres of Greek learning and culture such as Alexandria, Antioch and Ephesus
  • recognising the spread of Greek ideas in the Roman world, shown by the use of borrowed Greek vocabulary in Latin to denote such concepts as stadium, palaestra, rhetor theatrum, comedia, stoica, philosophia
  • exploring abstract concepts derived from Classical Greek, such as philanthropy, idol, autonomy, paradox, aesthetics, nostalgia, agony
  • exploring and discussing the meaning of Classical Greek sayings used in literature, such as μηδὲν ἄγαν, γνῶθι σαυτόν, μολὼν λαβέ
  • recognising words in English that are a hybrid of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference, television, automobile
  • discussing Classical Greek derivatives that are used in fields such as business and education, for example, macroeconomics, monopoly, pedagogy, syllabus
  • examining the Classical Greek roots of English words in subjects across the school curriculum, such as theorem, metaphor, photosynthesis, chlorine, atom, planet, geophysical, ecosystem, orchestra, music, scene, dialogue, chorus, athletics
  • identifying Classical Greek roots in English scientific, technical and medical terminology, for example, catalyst, aerodynamic, pathogen, bacteria, atherosclerosis, acne, asthma, chromatography, symmetry, thermometer, seismic
  • exploring how Classical Greek is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as gigabyte, nanotechnology, antioxidant, polymer, genotype, triglyceride
  • applying knowledge of Classical Greek to form plurals of borrowed English words, for example, criterion/criteria, phenomenon/phenomena, crisis/crises, thesis/theses, stigma/stigmata
  • discussing the enduring use of Classical Greek in religious contexts, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, βάπτισμα, συναγωγή, κλῆρος, ἄγγελος, πρεσβύτερος, ὕμνος, βίβλος, εὐαγγέλιον

  VCGRCU026 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCITC077

  Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues

  Elaborations

  • corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests
  • interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. Le presento la dottoressa Russo. Piacere! Che lavoro fai? Cosa facevi tre anni fa, in Italia? Cosa bevi a tavola? Ben arrivato/a! Entri! Prego. Le dispiace inviarmi una copia di … Distinti saluti
  • sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
  • using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations, such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha detto? Eh sì! Ma scherzi!
  • interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che …
  • sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi di …? Preferisco … Penso che … Vorrei … Mi piace di più … Purtroppo ... Insomma!
  • debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
  • exchanging letters, emails and videos with peers in Italy, comparing aspects of youth lifestyle, school and environment, using comparisons when expressing thoughts and ideas, for example, Come trascorrerete le vacanze estive? Come voi, anche noi andiamo in Italia …

  VCITC077 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC028

  Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture

  Elaborations

  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • 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 Diós le ayuda, Bendito sea … Adiós; and 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)
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities, or greater directness in exchanges such as making requests using the direct imperative form
  • discussing how intercultural communication involves being flexible, responsive and open to differences in ways of communicating views or emotions, for example, the less explicit expression of appreciation or thanks in Spanish, variation in attitudes to time

  VCESC028 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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

• VCESU033

  Recognise that Spanish is used in a variety of ways to achieve different purposes in different contexts

  Elaborations

  • identifying levels of formality in spoken and written texts, and considering what these convey 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, ¡oye tío, he conocido a una tía guay!, eres el amor de mi vida)
  • comparing spoken and written forms of familiar types of texts and language functions, for example, verbal and written apologies or oral storytelling and written reports, noticing differences in grammatical, expressive and textual features
  • recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purposes of speed and economy; and the use of slang, specialised or inclusive language to establish shared interest or identity
  • recognising how grammatical and vocabulary choices shade meaning and establish register, for example, the use of formal or informal pronouns (usted, ustedes/ tú, vosotros/as), the use of forms of address (don Juan, doña Pepa, señor Martínez, señoras y señores, damas y caballeros, Pedro y Sonia) and the use of abbreviations and slang (mi cole es guay)

  VCESU033 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | 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

• VCFRC021

  Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention

  Elaborations

  • responding to instructions such as Encore une fois; montre-moi; chantez plus fort; regarde les photos, écoutez, écrivez/tapez la phrase
  • requesting help or clarification, for example, Je ne comprends pas; répétez s’il vous plaȋt; j’ai une question…
  • negotiating turns (for example, C’est à toi? Non, c’est à moi), and praising and evaluating each other, for example, Super! Pas mal. Bon travail! Excellent! Bravo!
  • developing and displaying classroom rules and routines, deciding on priorities such as le respect, la politesse and la co-opération
  • using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas
  • rehearsing words, phrases or interjections which can be used as ‘hooks’ or fillers in conversation, such as ah bon … voilà…eh bien…alors

  VCFRC021 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCFRC006

  Engage with a range of imaginative texts through action, dance, drawing and other forms of expression

  Elaborations

  • listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d’Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actions
  • performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
  • re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions

  VCFRC006 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘love’
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | 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

• VCFRC043

  Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts

  Elaborations

  • introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
  • teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet
  • illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
  • adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou

  VCFRC043 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• 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