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• VCHIU126

  Understand that the Hindi language and associated cultures, like all languages and cultures, shape and are shaped by each other in ways that change over time and contexts, and that cultural experience, values and identities are reflected in language

  Elaborations

  • tracking changes in Hindi language forms and usage over different times and contexts such as मोटरगाड़ी, कार
  • explaining the significance of single words in Hindi that represent complex and culturally significant concepts that do not translate directly into English, for example, दक्षिणा, शुभमुहुर्त, पूजा, साधू
  • considering reasons for the trend among young Hindi speakers to create abbreviated adaptations of English words, for example, funda (fundamental), despo (desperate), enthu (enthusiastic), comparing with the use of abbreviations such as ‘arvo’, ‘brekkie’, ‘footie’, ‘barbie’ in Australian English
  • identifying compound words used in colloquial Hindi that fuse Hindi and English to capture trends, convey concepts and engage with intercultural experience, for example, tension mat lo, accent maarna
  • discussing the significance of naming in different languages and cultures, for example, by exploring the origins and meanings of Hindi names such as आद्या, आशा, आर्य, बोधि, धर्म, गीता, सलमान and comparing with popular names in English and other languages
  • identifying changes in some forms of Hindi that reflect the impact of globalisation and intercultural experience, for example, the increasing mixing of languages and adoption of practices associated with other communities and cultures
  • exploring the idea that some elements of a language carry particular cultural significance, having come to assume symbolic as well literal value in ways that make translation difficult, for example, Hindi terms such as बिदाई, सन्यास, शुभमुहुर्त, मुहूर्त, and Australian expressions such as ‘mateship’ or ‘fair dinkum’
  • researching and classifying terms associated with particular cultural traditions and practices that have cultural significance or history and whose meanings are difficult to convey in other languages, for example, words associated with yogic practice such as संसार, मंत्र, कर्म, गुरू, ब्राह्मण, मोक्ष

  VCHIU126 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCIDC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to geography, history, health or science in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of Indonesian society, history and culture (for example, religious beliefs and practices such as naik haji, Idul Fitri or ogah-ogah parade; sports such as bulu tangkis, pencak silat or lompat batu; or prominent historical figures such as Kartini or Sukarno) by gathering information from texts and exchanges with Indonesian peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of Indonesian culture, and reflecting on key messages, for example, mari kita, kita semua, kesatuan, masyarakat, gotong-royong, beraneka macam, Nusantara, keluarga besar, kerja sama

  VCIDC106 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC053

  Take action to make plans, solve problems and address needs such as through corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance (for example, Mau makan apa?, Kita pergi ke mana?, Hari apa yang paling baik?), and negotiating and making decisions, for example, Bagaimana kalau kita…?, mungkin kalau kita bisa…
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
  • expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing or disagreeing, for example, saya kurang suka…
  • responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami
  • participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing issues such as relative cost and wages

  VCIDC053 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC120

  Convey information and compare diverse perspectives from multiple sources in Italian

  Elaborations

  • reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey (Il documentario … presenta la storia di …, l’articolo parla di …, rappresenta il punto di vista di …, [lo scrittore] pensa …; La maggior parte di/la minor parte di/il 20 per cento di persone [+ verb] …; entrambi, tutti/pochi studiano ogni sera; a differenza di, però; Il depliant australiano sottolinea di più …)
  • connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, for example, Il mondo è pieno di cibi diversi; ci sono bambini che hanno poco da mangiare
  • conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …
  • creating a poster, blog or advertisement to promote awareness of a particular issue, event or behaviour, such as recycling, conservation, sustainability, healthy food choices, sport and fitness options
  • presenting information about the movement of people globally, including to and from Italy, for example, comparing stories of migration, or the phenomenon of asylum seekers in Italy and in Australia

  VCITC120 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC083

  Read, discuss and review a range of imaginative texts and respond by expressing opinions, explaining the themes, discussing characters, and considering language use and cultural meanings

  Elaborations

  • analysing and discussing emotional impact of text features such as use of hyperbole and metaphors to express emotions and convey attitudes, for example, Mi piace da matti/da morire! ... È una vita che aspetto! Sei una volpe! ... La Divinia Commedia è lo specchio della società medievale italiana
  • investigating the social context in which a text was created and how these factors influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events and figures of importance, for example, Mi piace da morire!
  • interpreting the use of images, sounds, gesture and language choices to convey cultural concepts and ideals in Italian texts, for example, the didactic nature of Italian pop songs, the neorealism of Italian film, social issues captured in graffiti
  • listening to, viewing or reading traditional and contemporary texts such as stories, fables, films and songs to understand how moral values and characteristics are portrayed, such as being respectful, caring, clever and honest
  • expressing thoughts and ideas about how texts convey implicit and explicit values and beliefs which are associated with Italian culture across generations, for example, viewing and discussing excerpts from La vita è bella, Pane e tulipani, Pane e cioccolato or America, or discussing the historical setting of the film Caterina va in città and the main character's attitude to life
  • reading contemporary texts such as poetry or song lyrics to explore and discuss aspects of Italian society and culture that are addressed, for example, current social themes such as youth, unemployment, immigration to Italy, asylum seekers, education, university

  VCITC083 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC123

  Translate texts from Italian to English and vice versa, and compare different versions for different audiences and contexts

  Elaborations

  • comparing different translations of the same message in Italian and English, for example, Devo scappare/andare/correre can be translated as 'I must/have to run/go' or 'I got to run/go
  • translating texts such as public signs and explaining choices in different renderings, for example, Non calpestare l’erba (Keep off the grass, Don’t walk on the lawn, Don’t trample the grass)
  • using print and digital dictionaries, selecting appropriate meaning from alternatives provided; comparing translations with peers and explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri (literally ‘revved up’; ‘excitable, elated’) and any aspects ‘lost in translation’
  • comparing different translations of a text, including versions created by online translators, and discussing any issues that emerge
  • translating and discussing idiomatic expressions in both Italian and English, for example, Non vedo l’ora! (I can’t wait!), Era ora! (Finally! It was about time!), Lasciami stare! (Leave me alone!), Ma dai! (Come on!), Tocca ferro (Touch wood)

  VCITC123 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC078

  Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views

  Elaborations

  • contributing suggestions about purposes, processes and roles in collaborative planning such as creating an itinerary for a visiting Italian student, for example, Come? Vorresti vedere …? Che ne dici di …? Cosa ne pensi di …? Vogliamo …? Ti piacerebbe ...?
  • planning and making decisions with others (for example, about an event or visit), expressing preferences and asking questions to clarify intentions, for example, Bisogna/propongo di fare così … Prima andiamo a …, poi ci fermiamo a … Torneremo a casa entro le nove. Cosa pensi se …? Sei d’accordo? Va bene?
  • participating in scenarios such as visiting friends or going on an outing to the city, including negotiating options and stating wants and needs (for example, Se viene …, vengo anch’ io. Secondo te, sarebbe meglio se …?); inviting peers to attend a celebration or party, and expressing agreement, disagreement, disappointment or enthusiasm when accepting and declining offers, requests and invitations, for example, Che bello! Non partire senza salutarmi … Non credere a queste cose. Conviene prendere l’autobus. T’interessa venire ...? Sei libero ...? Non mi va. Che delusione!
  • making shared decisions, solving problems and discussing alternative solutions
  • contributing suggestions in the context of undertaking a social project such as visiting a childcare centre or the local Italian aged-care home

  VCITC078 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC026

  Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating glossaries to explain concepts encountered in Japanese social texts and interactions that reflect cultural values or experiences, for example, よろしくおねがいします。いらっしゃいませ。ただいま。おかえりなさい。
  • explaining why some terms cannot be used interchangeably in Japanese as they can in English, for example, すみません/ごめんなさい。ください/おねがいします。こんにちは/もしもし。
  • examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing
  • evaluating the effectiveness of electronic translators, for example, by comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence and noticing the potential pitfalls of literal translation
  • using print, electronic and online dictionaries effectively by taking context into account when interpreting the meaning of words or phrases, for example, ただいま、おかえり、ねます (go to bed), あし (foot/leg)
  • considering differences between Japanese and English language used to describe people, for example, 目(め)がほそい。はながたかい 。
  • finding and using Japanese equivalents for conversation fillers such as ‘um’ and ‘yes’, for example, ええとあのうはいうん
  • translating texts such as public signs, notices or advertisements from Japanese into English and vice versa, comparing elements such as levels of politeness or degree of directness, for example, ましょう form in Japanese, ‘Keep clean (きれいにしましょう)’ translates into ‘Do not litter’ in English

  VCJAC026 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLVC177

  Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place

  Elaborations

  • investigating the origins of Aboriginal names in their local area, regional area and state and territory, recording meanings where known, and identifying different source languages
  • interviewing an respected community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • researching and creating a profile of a prominent member of the language community, for example, an artist, sportsperson or leader
  • developing a photographic record/portfolio of different animal and plant species found in Country/Place, with commentary/annotations
  • seeking information from respected community members to assist in classifying living things according to culturally appropriate categories, comparing these classification systems with those used in western approaches to the study of living systems
  • identifying and describing the role of various Aboriginal organisations that provide services to their community
  • researching different aspects of a selected Indigenous business operating in the community, for example, an enterprise associated with arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in digital formats or oral presentation mode
  • analysing a range of historical documents recorded in the language, classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
  • interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings
  • researching Aboriginal words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

  VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• VCLVC133

  Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members

  Elaborations

  • discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions
  • visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
  • listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary
  • identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads
  • recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons
  • naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/ soft,
  • learning to read Country/Place with respected community members' guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales
  • locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks
  • naming, labelling, drawing and matching outside body parts
  • learning and using vocabulary and expressions related to healthy living and eating

  VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

• VC2M4M02

  recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units

  Elaborations

  • recognising that perimeter is the sum of the lengths that form the boundary of a shape or enclosed space; choosing suitable units from a range of objects to measure around the boundary of a shape such as a garden bed; comparing the results to say which unit was an appropriate choice for the context; and using a piece of string or rope to measure the perimeter of irregular shapes and enclosed spaces, including those that have curved sections
  • creating a range of rectangles representing ‘paddocks’ on grid paper and establishing different methods of working out the length of the boundary fences; and explaining that the more efficient methods involve adding the side lengths rather than counting squares
  • recognising that area is the space enclosed by the boundary of a shape or the surface of an object; measuring and comparing the area of shapes using an array of paper tiles or mosaic squares, including part units to fill gaps at the edge of the shapes; and comparing the total areas by combining the fractional parts to make whole units
  • demonstrating how to use one unit repeatedly to measure the area of a shape (for example, using one paper square to measure and compare the area of a rectangle and a triangle) and recording and explaining how they used part units to give a more accurate measure, and why they needed to ensure there were no gaps or overlaps
  • investigating the ways Aboriginal and/or Torres Strait Islander ranger groups and other groups measure areas of land to make decisions about fire burns to care for Country/Place

  VC2M4M02 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M1N04

  add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

  Elaborations

  • using drawings, physical and virtual materials, and number combinations within 10 to add and subtract collections to 20
  • adding and subtracting numbers within 20, using a variety of representations and strategies, such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to 10; for example, using partitioning and combining $7+5=7+3+2=10+2=12$
  • developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to 10 and subitising with physical and virtual materials; for example, 8 and 6 is the same as 8 and 2 and 4
  • representing story problems involving addition and subtraction of numbers within 20 using a Think Board; recognising and using + and − symbols and the equal sign (=) to represent the operations of addition and subtraction; and showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem
  • creating and performing addition and subtraction stories told through Aboriginal and/or Torres Strait Islander dances

  VC2M1N04 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCTRC042

  Translate simple texts from Turkish to English and vice versa, identifying elements that require interpretation rather than translation and noticing words that are similar but pronounced differently

  Elaborations

  • explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations
  • finding expressions in English that convey similar meanings to those expressed in phrases used in advertisements, shop signs or folktales, such as ateş pahası, darısı başına, küplere binmek, kulakları çınlamak, pabucu dama atılmak, güme gitmek, demli çay and ocakbaşı
  • identifying words that are similar in Turkish and English, comparing their spelling, pronunciation, intonation and stress in the two languages, for example, ağustos, alfabe, ansiklopedi, çikolata, doktor, elektrik, fotoğraf, laboratuvar, paraşüt, tren, veteriner, yoğurt
  • creating and cross-referencing banks of Turkish words and phrases that do or do not have direct equivalents in English
  • working out the meaning of unfamiliar English words and expressions used in other curriculum areas, such as ‘drought’, ‘starvation’, ‘flood’, ‘snowstorm’, and considering how they would convey their meaning in Turkish, for example, kuraklık, açlık, kıtlık, sel, kar fırtınası
  • collecting examples of proverbs used in their families, such as Damlaya damlaya göl olur, Ak akçe kara gün içindir, Denize düşen yılana sarılır, and discussing how to explain their meaning to non-Turkish speaking friends
  • learning to use bilingual print and digital dictionaries, identifying issues such as multiple meanings for words and the fact that meaning is not always literal

  VCTRC042 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRC110

  Translate and interpret a range of texts, including conversational exchanges, proverbs, media and literary texts, considering the role of culture when transferring meaning from one language to the other

  Elaborations

  • recording, transcribing and translating short conversations between friends or family members from English into Turkish and vice versa, identifying words or expressions that either do not translate meaningfully, such as yuvarlanıp gidiyoruz, canıma tak dedi, yetti artık, or require no translation, for example, yoğurt, kebap
  • translating and glossing words, symbols or expressions commonly used in emails and text messages, such as slm (Selam), mrb (merhaba), kib (kendine iyi bak), inş (inşallah)
  • interpreting elements of spoken texts for non-Turkish speakers, for example, by providing a commentary on an item presented at a class, school or community event, including explanations in English of culturally significant allusions, expressions and gestures
  • creating an English language commentary to a Turkish language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text for non-Turkish speaking Australians
  • comparing their translated versions of news headlines or popular advertisements, discussing perceived differences in focus or emphasis between the two language versions
  • interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah kabul etsin, explaining cultural connotations that are unfamiliar when translated directly into English
  • translating proverbs such as ağaç yaşken eğilir, ayağını yorganına göre uzat, explaining cultural allusions that do not translate meaningfully into English, and finding English language proverbs that express similar ideas or concepts
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning

  VCTRC110 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC106

  Organise and classify information compiled from different sources in different modes of presentation, re-presenting chosen elements in formats suitable for particular audiences

  Elaborations

  • viewing, reading, listening to texts such as documentaries or travel brochures, which depict aspects of Turkish culture, art, history or geography, summarising the information to share with others, for example, by preparing a digital display or photo montage with recorded commentary for younger students
  • comparing information on a particular news event or topical issue as reported in newspapers or online discussions forums, identifying differences in perspectives reflected in choice of language and style of representation
  • conducting surveys and reporting on attitudes among peers and family members towards issues such as the impact of social media and technology on communication or environmental concerns, reporting back to the class on perceived differences in perspective
  • examining information obtained from different sources to analyse how young people are represented in the media, for example, by comparing letters to the editor about young people with postings on forums by young people
  • researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying the influence of factors such as geography, belief systems, climate, social and community environments on lifestyles and practices
  • creating and presenting critical analyses in oral or digital mode of media texts such as advertisements, promotional websites or documentaries which involve different representations of Turkish culture and experience
  • collecting examples of good news/success stories related to their school, homes or local communities, for example, sporting achievements or successful fundraising, sharing their findings in formats such as digital displays or newsletter contributions

  VCTRC106 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC038

  Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds

  Elaborations

  • gathering information from a range of digital and print resources about social and cultural activities in their community, making a list of terms, expressions or behaviours, such as Bayramınız kutlu olsun!, Başınız sağ olsun!, Hayırlara vesile olsun, Allah izin verirse, Hayırlı olsun
  • conducting interviews with family members or friends to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as gurbet, özlem, heyecan, güvenlik, dostluk, komşuluk
  • gathering and comparing information on topics such as significant elements of family life, community or schooling in Australian and Turkish contexts
  • surveying friends and family members to report on cultural trends or changing social behaviours, such as preferred modes of communication
  • researching their own bicultural biographies, for example, by talking with relatives in Australia and elsewhere to know more about their family’s heritage, history or circumstances, comparing their details with those of their friends
  • collecting and presenting information from a range of print and digital resources about features of their local environment, for example, su, orman yangınları, ekosistem, yabani yaşam
  • viewing documentaries that reflect lifestyles of Turkish-speaking communities in different regions of the world, such as Kuzey Kıbrıs Türk Cumhuriyeti,Türkmenistan, recording key facts and unfamiliar vocabulary or expressions
    
  • gathering information about well-known people in fields such as sport, entertainment, pop culture, the arts or history, to create a profile to present to their peers

  VCTRC038 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCTRU029

  Understand and apply the principle of vowel harmony, experiment with Turkish pronunciation, intonation and spelling patterns

  Elaborations

  • learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
  • matching root words to suffixes to apply the rule of vowel harmony and to learn about exceptions to the rule in relation to loan and compound words and to some Turkish words, such as bugün, kardeş and kalem, which have changed their original forms
  • learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words
  • learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes
  • understanding spelling patterns, the spacing rule and the application of vowel harmony to question endings such as alır mısın? alıyor musun?
  • understanding the use of an apostrophe for separating proper nouns from their inflectional suffixes, as in Tarık’ın and İstanbul’da, Avustralya’nın
  • learning about the devoicing and doubling of final consonants, as in kitap – kitabı, kanat–kanadı, sokak-sokağa and git-gittim, sır-sırrım

  VCTRU029 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRU099

  Identify features that characterise different types of texts in Turkish, comparing them with similar texts in English

  Elaborations

  • comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive language and rhythm in poetry or song lyrics; the use of abbreviations and emoticons in text messaging
  • identifying characteristic elements of texts associated with national, religious or cultural events, such as festivals or weddings, for example, formulaic and respectful language such as bayramınız kutlu olsun, Allah analı babalı büyütsün, Allah mesut etsin, Allah kavuştursun, comparing with typical elements or features of equivalent texts in English
  • identifying differences between spoken and written forms of familiar text types, such as invitations, apologies or greetings, noticing variations in grammar, structure and cohesion, for example, sizleri de aramızda görmekten mutluluk duyarız, mutlaka gelin, affınızı rica ederim, çok üzgünüm
  • comparing features of texts that share a purpose but use different modes of communication, for example, by explaining how and why a text message is different to a phone call, or a puppet show to a written story
  • recognising conventions relating to structure and composition in Turkish poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by Orhan Veli Kanık, Yunus Emre
  • selecting excerpts of favourite comedy routines or cartoons to demonstrate how creative and performative texts use imagery, satire and expression to create mood, tap into emotions and engage and entertain an audience
  • developing metalanguage to talk about texts, for example, by referring to textual elements such as structure, mood, register, and by identifying features of text types, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır

  VCTRU099 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIC178

  Convey information, ideas and viewpoints from different perspectives, selecting appropriate modes of presentation to achieve specific purposes for particular audiences in relevant contexts

  Elaborations

  • producing a range of spoken, written, digital and multimodal texts (posters, emails, formal letters, blog posts, articles, speeches, PowerPoint presentations) for diverse audiences (children, peers, parents, employers), contexts (school, home, community, social group) and purposes (informing, reporting, explaining, promoting, persuading), to convey own ideas on topics such as balancing study and recreation, the benefits of recycling, or the impact of technology
  • writing informative and persuasive texts aimed at a particular audience and context, for example, a brochure promoting a holiday destination (for teenagers), a poster for a doctor’s surgery encouraging healthy eating (among children), a speech to promote healthy and sustainable lifestyles (among young people), a youth web page reviewing a new music or movie release, or an article warning people about environmental pollution or the dangers of cyber bullying
  • creating texts pitched to specific age or interest groups, making choices regarding vocabulary, structure, visual and cultural elements, for example, fashion/health advice for a youth forum, school information for new students, suggestions for ways to bridge the generation gap for a family magazine, or a request for donations to help save an endangered animal
  • justifying own views with quotes or text references, for example, Chúng ta không nên đánh giá con người qua bề ngoài bởi vì tục ngữ có câu ‘Đừng có trông mặt mà bắt hình dong’. Tôi nghĩ rằng nạn phá rừng đã gia tăng đến mức báo động vì thống kê cho thấy mỗi năm diện tích rừng trên thế giới giảm 20%
  • exploring social and cultural themes through modes of presentation that combine elements such as photos, videos and music to enhance effect of text

  VCVIC178 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing