Search results

Result list

• VCJAU197

  Investigate changes to Japanese and other languages and cultures, identifying factors such as education, media and new technologies, popular culture and intercultural exchange

  Elaborations

  • finding examples of ways in which social and cultural influences impact on languages, for example, the abbreviation of borrowed words in Japanese, such as リモコン or スマホ, or the combination of borrowed words with る、ググる and サボる to make verbs
  • reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such changes on kanji acquisition in Japanese and spelling in English
  • exploring the influence of Japanese popular culture in Australia, the Asia region and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay
  • investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

  VCJAU197 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHHC097

  Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes

  Elaborations

  • analysing and evaluating the theory that people moved out of Africa around 60 000 BC and migrated to other parts of the world, including Australia
  • placing historical events in sequence in order to identify broader patterns of cause and effect and continuity and change, for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries
  • defining and using terms such as BC (Before Christ), AD (Anno Domini), BCE (Before Common Era), and CE (Common Era); BP (Before Present) prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)

  VCHHC097 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCZHC100

  Locate and organise information on topics of interest from a range of written sources to develop a position, and convey this position to a familiar audience in a range of texts

  Elaborations

  • reading tourist brochures and websites detailing lifestyles in diverse locations in the Sinophone world, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness and significance
  • developing an information kit, supported by visuals, about their local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment, and cultural activities
  • composing short texts to report on topics of interest (for example, 中国的茶-澳洲咖啡 ), providing a range of alternative views on the subject, for example, 有人说…也有人说…他们都不知道...所以…

  VCZHC100 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• Classical Greek: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret grammatical structures such as inflected forms...

  Level description | Languages | Classical Greek | Levels 7 and 8

• Hindi - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते आप कैसे हैं, मैं ठीक हूँ। मेरी माँ मुझे बहुत प्य...

  Level description | Languages | Hindi | F–10 Sequence | Levels 5 and 6

• Languages | French: Learning in French

  French language learning

  French is an Indo-European language and belongs to the family of Romance languages derived from the spoken Latin language of the Roman Empire. It is closely related to English, due to the shared influence of Latin and to the fact that French was the official language of...

  Overview material | French

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

• Spanish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries....

  Level description | Languages | Spanish | 7–10 Sequence | Levels 9 and 10

• VCASFC186

  Interpret different types of texts that involve the expression of feelings or experiences and the representation of imagined people, places and scenarios, sharing and comparing their responses to different elements

  Elaborations

  • viewing and responding to sign poetry from around the world, for example by comparing differences and similarities in ‘visual vernacular’
  • recognising how a character’s feelings and attitudes are expressed through NMFs and manner
  • evaluating Deaf performances or art forms that use technology such as camera and lighting techniques to expressive effect, for example performances by Ian Sanborn
  • describing and comparing responses to the use of colour and images by deaf artists such as Juan Fernández Navarrete or Nancy Rourke
  • identifying and profiling Deaf artists who make use of music, for example members of the Deaf Performing Arts Network
  • exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’
  • comparing visual elements of signed media texts with those of equivalent texts produced for a hearing audience, for example, the teen drama Switched at Birth with teen dramas from BSL Zone
  • exploring the concept of metaphorical iconicity used in poems and narratives, for example by shadowing selected elements
  • analysing how elements of theatre performance such as emotional nuance are communicated through interpreters in a live setting

  VCASFC186 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC079

  Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences

  Elaborations

  • creating a dynamic multimodal performance suitable for different modes of entertainment, such as a vlog, television or live performance
  • adapting the mode and style of delivery of a narrative or poem to suit either a younger or older audience
  • creating a class anthology of Auslan poems that reflect the diversity of cultural experience represented in their school community
  • experimenting with different modes of expression and visual imagery to explore the poetics of visual language
  • creating poems or raps that represent emotional accounts of personal stories, successes or struggles to enter into a class slam poetry competition
  • plan, rehearse and perform short dramatisations that explore social/cultural issues relevant to their peer group or community, selecting language features, images and forms of expression to suit the intended audience
  • using metaphors to extend or redirect a favourite text that invites reflection on cultural or intercultural experiences
  • creating an animation with a deaf character or theme related to the Deaf community
  • creating a piece of art such as a sculpture, collage or film clip that reflects their experience of moving between Deaf and hearing worlds
  • creating a signed poem that reflects elements of their own emotional response to a particular personal experience

  VCASFC079 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC245

  Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live and the relationship that exists between language, culture and identity
  • considering issues of access, identity and audism, and also issues of discrimination, inclusion and exclusion in respect to different language and cultural communities
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Auslan in various contexts, noting changes in their personal responses and reflections over time, and comparing insights gained into their own languages and cultures
  • analysing their own cultural assumptions prior to learning Auslan, and considering if these have changed through the learning experience
  • reflecting on similarities and differences between spoken language and signed language users, for example when joining interactions, taking turns, using name signs or passing between people who are communicating with each other
  • reflecting on the labels deaf and hearing, considering what these mean to different people and their implications in terms of status, access, opportunity and privilege
  • exploring the concepts of insider and outsider views of the Deaf community and their own position in relation to these terms as second language learners of Auslan
  • considering how intercultural communication is a two-way process which involves shared responsibility for making meaning and for ensuring understanding

  VCASFC245 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOU209

  Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other

  Elaborations

  • recognising that language and culture are intertwined in texts and together convey cultural perspectives, concepts and values
  • analysing how the Korean language may reflect cultural perspectives and values such as collectivism, harmony, humility and the importance of ties between family members, for example, arange of kinship terms extending to remote relations, using kinship terms rather than first names to address members ofthe family and norms such as showing deference and saving face, for example, 네, 괜찮아요
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • reflecting on own experiences of moving between cultures in the school, local and virtual communities and on their different roles played in different intercultural exchanges as a learner and user of Korean
  • recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the early 19th century colonial period and how Korean culture and language lived it out, flourish and are recognised in the contemporary world

  VCKOU209 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHC234

  Reflect on adjustments they and others make in their everyday language use, and connect these adjustments to aspects of experience, culture and roles in Australian society

  Elaborations

  • reflecting on how meanings of certain words are understood in different ways, for example, the different implications of using the term 他的店很肮脏
  • exploring multiple aspects of the concept of ‘identity’ by contrasting ‘individuality’ (个体) with ‘collective identity’ (集体)
  • identifying how their knowledge of Chinese and English opens up opportunities to expand their own world views
  • discussing experiences of ‘returning to home country’ (回国) and how they feel about the lifestyle and practices of their old home
  • reflecting on how their sense of being Chinese is influenced by their experience of living in Australia, for example, by maintaining a journal or blog
  • identifying features of communication in Chinese that are interpreted differently when applied in English communication, for example, examining how adjusting from a tonal language to English sometimes results in miscommunication of emotion or a perception of being abrupt
  • examining and reflecting on interactions that did not achieve their desired goal, and identifying strategies to enhance the effectiveness of their communication with others
  • reflecting on the challenges of addressing cultural assumptions and stereotyping when discussing aspects of life in Australia, for example, 有的澳大利亚人说到中国人就会说中国人怎么怎么样...，难道一个中国人做的事情就代表了所有的中国人么？

  VCZHC234 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCADRR028

  Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of drama they are making and how their drama has been influenced by drama they have viewed or performed
  • comparing the expectations and requirements of performers and audience in different cultural settings and apply learning in their own performances
  • comparing drama in their community to drama of other people, times and locations, for example talking with local Koorie community members about how Koorie people told traditional stories through drama in earlier times and how the same stories are communicated now
  • using drama terminology, write about and discuss the meaning and intentions of their own drama, for example, responding to questions such as ‘what are the stories and the ideas in the drama they watch and listen to, which characters do they identify with, what relationships and situations do they recognise in the drama?’

  VCADRR028 | The Arts | Drama | Levels 3 and 4 | Respond and Interpret

• VCAMUM018

  Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community

  Elaborations

  • practising techniques for singing songs and playing classroom instruments, for example through music games
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • learning songs that feature patterns or familiar language, for example, working with a Koorie Elder to learn counting songs, colour songs or alphabet songs in the local Aboriginal language
  • improvising and documenting (notate) patterns and soundscapes, for example using graphic notation
  • using questions such as ‘what did this music make you think about and why’ as a starting point for making decisions about how music will be performed

  VCAMUM018 | The Arts | Music | Foundation Level | Music Practices

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCARC113

  Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups

  Elaborations

  • listing various groups they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of multiple groups and the roles they play in these groups
  • identifying themselves as belonging to a particular cultural and/or language group, for example,

    أتكلم العربي؛ صف العربي؛ أهلي من لبنان؛ أنا من الاردن؛ أنا أسترالي لكن أهلي من سوريا

  • creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language
  • eliciting and giving information that signals identity in different contexts, such as home, school and community, for example, compiling a personal profile consisting of their name, age, and dialect spoken at home, using simple words and modelled sentences

  VCARC113 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCARC128

  Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community

  Elaborations

  • producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
  • composing captions for images in Arabic and English to create simple bilingual storybooks in print or digital formats
  • creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages
  • creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community

  VCARC128 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCARU148

  Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing

  Elaborations

  • understanding that vowel marks influence the way words are pronounced, for example,

    أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ

  • discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,

    سال الدم من يد سعاد/سأل الولد المعلمة

  • applying pronunciation rules when speaking and reading aloud, for example,

    ؛ المدة والشدة؛ والتنوين ؛ والياء المقصورة والتاء المربوطة والطويلة مُ/عَ/لِّ/مة؛ تِ/ل/ميذ…

  • recognising the different ways of pronouncing the long vowel ا, for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the long vowel ء, for example, شيء؛ قراءة؛ مسؤول
  • applying phonic knowledge to spell unfamiliar words, for example,

    جِئتُ؛ آكل؛ شيء

  • applying accurate spelling in familiar words, phrases, sentences and texts

  VCARU148 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language