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VCVIC165

Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

Elaborations
- creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
- participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
- composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
- creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
- creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn
VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating
VC2M2ST01

acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables

Elaborations
- posing a question of interest about favourite things (for example, asking classmates ‘What are your favourite types of fruit/football teams/days of the week?’), recording responses using a table, and using counting strategies to determine the number of different responses and the most popular and least popular responses
- investigating questions such as ‘How much rubbish is really rubbish?’ by gathering data about objects in categories (for example, ‘throw away’, ‘recycle’ and ‘re-use’), deciding whether the data answers the question
- using familiar software to construct a survey to collect class data; sorting and interpreting responses; and considering the questions asked and whether they need to be modified to re-use the survey
- observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school
- exploring the ways Aboriginal and Torres Strait Islander Peoples observe, collect, sort and record data
VC2M2ST01 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics
VCASFU122

Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs

Elaborations
- noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example WRITE-_carelessly)
- distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN-SPRINT (base form), MAN SPRINT_-_fast (manner added)
- understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
- noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
- recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
- recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
- recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance
- realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
VCASFU122 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCASFU014

Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features

Elaborations
- categorising noun signs into those for people, animals, places or things
- understanding that proper nouns can have a sign name or be fingerspelled
- knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
- identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
- recognising that there is no verb ‘to be’ in Auslan
- understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example,
  CALL-_him
  I called him.
  MAN THERE GO-TO POSS3 HOUSE
  That man went to his house.
  BIG MONSTER SCREAM
  A big monster screamed.
- recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
- noticing that Auslan has more flexibility in word order than English
- distinguishing between clauses that are statements and those that are questions
- knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)
  MAN WALK SLOW
  DS(point):man-walks-slowly
  CA:man-swinging-arms-nonchalantly
VCASFU014 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCHIC111

Participate in structured discussions, reflections and learning activities by managing contributions, asking and responding respectfully to questions, clarifying statements, elaborating opinions and expressing agreement or disagreement in culturally-appropriate ways

Elaborations
- using elaborated sentences and interactional cues to support debate and maintain cohesion and focus of discussion, for example, तो, उदाहरण के लिए, तदनुसार, आम तौर पर, दूसरे शब्दों में, विशेष रूप से, इस प्रकार, इसलिये, आप इस विषय में क्या सोचते हैं? क्या आप इसे विस्तार में समझाने की कृपा करेँगे? तुम समझ रहे हो न मैं क्या कह रहा हूँ l मेरी राय में…… मेरे कहने का अर्थ है ... आपको नहीं लगता कि… मेरा सुझाव तो यही है कि…
- observing conversational protocols such as signalling the end of a contribution, listening without interrupting, using pauses or silence to indicate consideration of what has been said and responding respectfully to different views, for example, मेरे विचार में…..; ऐसा लगता है कि…; गौर तलब है कि…; हमें ध्यान रखना चाहिए…; यह विवादास्पद है; लेकिन वास्तव में; मेरा विश्वास है…; मैं आश्वस्त हूँ ….
- using evaluative language to acknowledge strengths in others’ arguments and to justify or challenge views in a courteous manner, for example, आप का कहना एकदम स्पष्ट और उचित है। वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँ l आप ठीक कह रहे हैं ... लेकिन मेरा मत यह है कि...
- using reflective language to evaluate the usefulness of learning experiences and to compare their language and literacy development in Hindi and English, for example, ध्यान से विचार करने के बाद मेरी राय है कि......; मुझे लगता है कि … मुझे एहसास हुआ....; मुझे यही समझ आया कि … मेरा मानना है....l
- exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।
VCHIC111 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCITC099

Develop language to interact in classroom routines and tasks, for example, posing questions, asking for repetition, rephrasing, explaining, asking how to say something in Italian, expressing opinion, and giving and following instructions

Elaborations
- posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
- requesting information and permission (for example, Posso andare in bagno? Mi presti la matita?), asking for explanation, and following instructions
VCITC099 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VC2M9ST01

analyse reports of surveys in digital media and elsewhere for information on how data was obtained around everyday questions and issues involving at least one numerical and at least one categorical variable, to estimate population means and medians

Elaborations
- investigating and evaluating statistical reports in the media and other places by linking claims to displays, statistics and representative data
- investigating the use of statistics in reports regarding the growth of Australia’s trade with other countries of the Asia region
- investigating a range of data and its sources, for example, the age of residents in Australia, Cambodia and Tonga, or the number of subjects studied at school in a year by 14-year-old students in Australia, Singapore, Japan, South Korea and Timor-Leste
- analysing reports of public opinion surveys on environmental issues, such as land clearing, wind farms or single-use plastics, discussing methods of data collection and the reasonableness of any inferences made
- comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia
VC2M9ST01 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics
VC2M6ST03

plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

Elaborations
- selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart
- using a spreadsheet to record and analyse data, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed
- investigating the daily water usage by a student in the home compared to the World Health Organization claim that between 50 and 100 litres of clean water is needed per person per day
- collecting sample sets of ‘discrete numerical data’ (for example, the number of cars or pets in a household), where the class is surveyed, then other classes are surveyed, and data is analysed and compared, discussing findings
- collecting ordinal categorical data through the use of a survey; for example, surveying each member of the class, by asking them to indicate their preference on a five-point scale for a particular graphic and colour combination of a proposed school logo
- collecting ordinal data for ranking nominees for school captain with respect to several criteria, contrasting the use of a five-point scale compared with using a four-point scale
VC2M6ST03 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics
VCVIU186

Understand and use compound sentence structures, conjunctions, and a range of language features, such as similes or rhetorical questions, and combine them with knowledge of Sino-Vietnamese words and abstract vocabulary to enhance communication and achieve particular effects

Elaborations
- using compound sentence structures to elaborate on ideas and clarify or justify opinions, for example, Con thích đi ăn ở nhà hàng mà mẹ tổ chức sinh nhật cho bà nội lúc bà qua Úc năm rồi vì chỗ đó thức ăn ngon mà lại rẻ nữa
- sequencing and adding ideas, events and actions using a variety of high-level cohesive devices such as ngoài ra, hơn nữa, tuy nhiên and bên cạnh đó
- comparing the meaning and use of Vietnamese and English conjunctions, such as càng … càng = ‘the more … the more …’ or ‘more and more’, vừa … vừa … = ‘both … and’, chẳng những … mà còn = ‘not only … but also’, không … mà cũng không = ‘neither … nor’, and using them in own speech and writing
- using a range of sentence endings to soften commands, for example, Học bài đi chứ! Học bài đi nha!
- using a range of words and expressions to express different levels of certainty in opinions, for example, Tôi đoán/nghĩ/tin/chắc chắn rằng …
- expressing levels of possibility and certainty using lẽ ra, có thể là, chắc là, ắt hẳn là
- explaining the effect of stylistic devices used in Vietnamese texts and using them to enhance communication, for example, Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt sao? (rhetorical question); đi nhanh, ăn nhanh, nói nhanh (repetition); đẹp như tiên (simile); Hôm nay lạnh mặt trời đi ngủ sớm (personification)
- understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn
- understanding and using common Sino-Vietnamese words as appropriate to context (such as for formal occasions), for example, hội phụ nữ, not hội đàn bà; viện dưỡng lão, not nhà người già
- understanding and using abstract nouns, adjectives and verbs to express abstract or sophisticated concepts and attitudes, for example, Không gì có thể sánh bằng công ơn và tình thương của cha mẹ đối với con cái. Phụ nữ Việt Nam hết lòng tận tụy, hy sinh cho gia đình
- using specialised vocabulary to discuss a range of topics of interest, for example, the environment (ô nhiễm môi trường, tái chế, năng lượng sạch), technology (an toàn trên mạng, nhật ký điện tử, mạng lưới toàn cầu), and migration (tỵ nạn, di dân, định cư, hội nhập, thường trú nhân, quốc tịch)
- using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã
VCVIU186 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCVIU013

Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of people and objects, and to express courtesy...

Elaborations
- recognising that Vietnamese has multiple words for personal pronouns, for example, con, cháu, em and tôi can be used to indicate both first and second person depending on relationships
- using appropriate terms of address for diverse speakers in different contexts, for example, ông, bà, anh, chị, em
- understanding that personal pronouns in Vietnamese do not change according to their grammatical function as in English, for example, Anh ta biết tôi nhưng tôi không biết anh ta (‘He knows me but I don’t know him’)
- exploring and using pluralisation of nouns, for example, hai cái áo (‘two shirts’), những/nhiều/các ngôi nhà (‘houses’), making connections and comparisons between Vietnamese and English
- understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
- using concrete nouns related to self, family, home, school and the local environment, including loan words from other languages, for example, thức ăn, quần áo, gia đình, cha mẹ, trường học, học sinh, thầy cô, bạn bè, chợ, nhà hàng, trạm xe lửa, tivi, game, internet, email, canteen, gara sale, online shopping, sushi, pizza, McDonald, chocolate, cà rốt, ya-ua, nhẩm xà/yumcha
- using adjectives to describe the appearance and personality of people, places, events, actions and objects, for example, già, trẻ, rộng lớn, chật hẹp, quan trọng, thú vị, anh hùng, mắc, rẻ, tốt, xấu
- exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh
- recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
- using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
- experimenting with the use of prepositions (trên, dưới, trong, ngoài, ở giữa), for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
- recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi
- using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào
- joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì
- understanding that Vietnamese does not conjugate verbs according to number, gender and/or tense, for example, Tôi/Bạn tôi thích phim hoạt họa
- understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã sống ở đây hai năm. Ngày mai tôi sẽ đi coi phim
- using simple sentence structures (subject + predicate) to construct affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, thế nào, tại sao, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tại sao bạn thích bộ phim này? Bạn thích ca sĩ nào?
- understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?
- understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
- understanding and applying the rules of compound word formation, for example, trường + học = trường học; học + hành = học hành, to generate words for enhancing conversations
- understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks
VCVIU013 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCADAP031

Perform dance with technical competence, using expressive skills to communicate a choreographer’s ideas

Elaborations
- developing expressive skills of focus, clarity of movement, confidence and facial expression/character to present dance ideas in performance for an audience
- applying the elements of dance to communicate dance ideas to an audience, for example, stop and start, percussive arm and upper body movements to express actions in a ball game, or rhythmic and accented movement to express the passage of time or the actions of a clock
- presenting a dance performance using internet-based technologies
VCADAP031 | The Arts | Dance | Levels 5 and 6 | Present and Perform
VCASFC001

Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills

Elaborations
- interacting with others using greetings according to relationship, context and time of day, for example: HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S
- asking and answering questions about families, friends, pets, routines or pastimes, for example:
  PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
  How do you get to school?
  WHAT POSS2 FAVOURITE SPORT WHAT?
  What’s your favourite sport?
  POSS1 BIRTHDAY WHEN D-E-C
  My birthday is in December.
- using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example:
  THANK-YOU HELP-_me
  Thank you for helping me.
  SORRY A-C-C
  I’m sorry, it was an accident.
  GOOD-LUCK POSS2 RACE
  Good luck for your race.
- introducing themselves or a friend to class visitors, for example:
  HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN
  Hi, my name’s Gavin and this is my sign name.
- supporting interaction when socialising with their peers, for example by indicating agreement or disagreement through nodding or head shaking
- recounting personal experiences using specific time markers such as BEFORE, AFTER, LONG-TIME-AGO, YESTERDAY
- recounting experiences shared as a class, such as excursions or special visitors, using appropriate sequencing of information
- describing family members, friends or teachers in terms of physical appearance and characteristics, for example:
  PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES?
  You know the principal? She’s short, has long hair and wears glasses.
  POSS1 BROTHER OLD++ TALL SKINNY
  My brother is older; he’s tall and skinny.
- comparing likes, dislikes and preferences, for example:
  PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE
  I like apples but I don’t like oranges.
- exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example:
  PRO3 TEASE-_me
  She teased me.
  NOW PRO1 HAPPY BEFORE PRO1 CRANKY
  I’m happy now but before I was cranky.
- sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example:
  S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED
  Sam runs fast but Chris runs the fastest.
  THAT BEST COMPUTER
  That’s the best computer.
- sharing information about personal experiences or recent events, using time markers that incorporate numerals, such as THREE-DAYS-AGO, NEXT-WEEK, LAST YEAR, IN-TWO-DAYS
- referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate
- describing class activities using plain or indicating verbs, modifying the indicating verbs some of the time, for example:
  THERE SIT BOOK READ, FINISH PUT++
  Over there we sit and read books, and when we’re finished we put them away.
  PENCIL PRO1 GIVE++
  I’ll give out the pencils.
- conversing with friends using appropriate turn-taking strategies
- asking and answering questions related to time, place, number, days of the week, months and seasons, for example:
  WHY SHOULD LOOK-_left LOOK-_right BEFORE ROAD CROSS
  Why do we need to look left and right before crossing the road?
  ONE WEEK DS:length HOW-MANY DAY?
  How many days in a week?
- describing relationships between members of their family or between classmates, for example:
  PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
  She’s my cousin; we’re good friends.
  POSS3 FATHER PUNISH PRO3
  Her father punished her.
VCASFC001 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCKOC029

Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making

Elaborations
- interacting with Koreans, noticing social norms and practices such as the use of personal space, gender roles, respect for older people, boyfriend or girlfriend relationships, same-sex hand-holding, and acceptable topics of conversation (for example, 몇 살이에요?), and considering own reactions
- describing their experience of authentic or virtual interaction involving Korean language and culture, for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, or other forms of social networking
- monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for such feelings of comfort/discomfort
- recognising that social values such as politeness can be expressed differently indifferent cultures, and understanding features of Korean etiquette such as avoiding direct refusal, aiming to please by answering a question even if they don’t know the answer, expressing gratitude through actions and not necessarily language (for example, limited use of 고맙습니다, 감사합니다) and waiting to be invited to eat or drink
VCKOC029 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VC2M2A02

recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

Elaborations
- using ten-frames or materials such as connecting cubes to develop and record addition and subtraction strategies including doubles, near doubles, counting on, combinations to 10 and bridging to 10, explaining patterns and connections noticed within the facts
- partitioning and rearranging collections to practise and develop fluency with addition and subtraction facts to 20, leading to the recall of these facts; for example, partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
- using partitioning to develop and record facts systematically (for example, ‘How many ways can 10 birds be spread among 2 trees?’, 10 = 10 + 0, 10 = 9 + 1, 10 = 8 + 2, 10 = 7 + 3, …), explaining how they know they have found all possible partitions
VC2M2A02 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra
VC2M4A01

find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations

Elaborations
- demonstrating the commutative properties of addition using materials, diagrams and number lines; for example, using number lines to demonstrate that 5 + 2 = 2 + 5, and demonstrating that 2 + 2 + 3 = 7 and 2 + 3 + 2 = 7 and 3 + 2 + 2 = 7
- using balance scales and informal uniform units to create addition or subtraction number sentences showing equivalence, such as 7 + 8 = 6 + 9, and to find unknowns in equivalent number sentences, such as 6 + 8 = □ + 10
- using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that 27 − 14 = 17 − 4 is true and using a number line to show the common difference is 13
VC2M4A01 | Mathematics | Mathematics Version 2.0 | Level 4 | Algebra
VC2M2N04

add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies

Elaborations
- using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5
- using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93
- representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation
- using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54
- using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’
- using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences
VC2M2N04 | Mathematics | Mathematics Version 2.0 | Level 2 | Number
VC2M5N02

express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another

Elaborations
- using a certain number of blocks to form different rectangles and using these to list all possible factors for that number; for example, 12 blocks can form the following rectangles: 1 × 12, 2 × 6 and 3 × 4
- researching divisibility tests and explaining each rule using materials; for example, using base-10 blocks to test if numbers are divisible by 2, 5 and 10
- using divisibility tests to determine if larger numbers are multiples of one-digit numbers; for example, testing if 89 472 is divisible by 3 using 8 + 9 + 4 + 7 + 2 = 30, as 30 is divisible by 3 then 89 472 is a multiple of 3
- demonstrating and reasoning that all multiples can be formed by combining or regrouping; for example, multiples of 7 can be formed by combining a multiple of 2 with the corresponding multiple of 5: 3 × 7 = 3 × 2 + 3 × 5, and 4 × 7 = 4 × 2 + 4 × 5
VC2M5N02 | Mathematics | Mathematics Version 2.0 | Level 5 | Number
VCVIC123

Share with peers and the teacher information and experiences relating to self, family and friends

Elaborations
- sharing personal information and asking questions to initiate conversations, for example, Tôi tuổi con mèo. Bạn tuổi con gì? Gia đình tôi có năm người. Còn gia đình bạn có mấy người?
- answering questions to provide information about self, family and friends using full sentences, for example, Gia đình em có mấy người? Gia đình em có bốn người. (not Bốn người) Áo (của) em màu gì? Áo em màu đỏ (not Đỏ)
- using simple descriptive statements to share information about themselves, for example, Tôi có tóc ngắn màu đen. Tôi thích màu xanh dương và xanh lá cây. Tôi có thể chạy nhanh nhưng không biết bơi
- participating in simple spoken exchanges with peers about daily routines, for example, Bạn ở đâu? Bạn đi đến trường bằng gì?, and personal interests, for example, Tôi thích chơi đá banh. Còn bạn thích môn thể thao nào?
- asking and answering questions related to time, place, number, days of the week, months and seasons, for example, Hôm nay là thứ mấy? Mùa này là mùa gì?
- exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form
VCVIC123 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising
VCZHC033

Initiate interactions with peers and known adults to plan and organise social activities

Elaborations
- experimenting with language choices to convey emotions and attitudes such as excitement and interest when events or ideas are suggested, including making arrangements, welcoming, congratulating, complimenting and praising
- exchanging information and opinions in class discussion, responding to questions such as 你喜欢运动吗？, and expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运动); making sure that other participants are included in interaction, for example, 我去过法国，你呢？
- participating in role-plays relating to shopping scenarios, and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖
- completing transactions by confirming prices (for example, 多少钱？五块八) and exchanging money, recognising Chinese currency
- preparing performances celebrating important events in the Chinese calendar to present at school assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance, a lion dance, or a Spring Festival song such as 《恭喜恭喜》
- assisting in organising and hosting visitors from a sister school or guest speakers to raise school community awareness of the importance of learning Chinese
- seeking permission from the teacher or peers to participate in activities or to be excused, for example, 我可以去喝水吗？
- responding to the teacher’s questions with actions or answers (for example, answering the question 懂了吗？), and requesting or borrowing items from others using appropriate language such as 我想看看你的书，好吗？
VCZHC033 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
VCASFC008

Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ

Elaborations
- recognising that every language uses words or signs to make meaning
- identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
- participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book
- translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, DOG, CAT, BIRD
- comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, HOW-ARE-YOU? compared to How are you?
VCASFC008 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

Result list

VCVIC165

Elaborations

VC2M2ST01

Elaborations

VCASFU122

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VCASFU014

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VCHIC111

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VCITC099

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VC2M9ST01

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VC2M6ST03

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VCVIU186

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VCVIU013

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VCADAP031

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VCASFC001

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VCKOC029

Elaborations

VC2M2A02

Elaborations

VC2M4A01

Elaborations

VC2M2N04

Elaborations

VC2M5N02

Elaborations

VCVIC123

Elaborations

VCZHC033

Elaborations

VCASFC008

Elaborations

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