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• VCDEC156

  Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions

  Elaborations

  • initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
  • stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
  • discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
  • participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt.; Sie hat Recht.; Ich bin anderer Meinung.

  VCDEC156 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDTCD023

  Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them

  Elaborations

  • stating the nature of the problem and some of its features, such as what need is associated with the problem, who has the problem and why does the problem exist
  • describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example preparing a chart to show the order of events in a game and the decisions that a player must make
  • experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
  • explaining to others how to follow technical instructions, for example demonstrating how to capture and download images from a mobile device
  • defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example charting the sequence of steps in selecting and downloading images and sound to create a book trailer

  VCDTCD023 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VCDTDI038

  Analyse and visualise data using a range of software to create information, and use structured data to model objects or events

  Elaborations

  • using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
  • visualising data to create information, for example displaying geocoded data on a map
  • applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
  • querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
  • describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
  • modelling the attributes of real-world objects for a computer game

  VCDTDI038 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCESC111

  Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions

  Elaborations

  • participating in class routines such as taking the roll and stating the day and date, for example, hoy es lunes 26 de julio
  • interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
  • responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano
  • demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!

  VCESC111 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCESU035

  Understand how language diversity reflects local and global variations in social and cultural histories

  Elaborations

  • recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
  • investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
  • exploring the influence of Latin-American popular culture in the United States and the rest of the world, for example, cinema, music and TV channels, telenovelas, sport
  • considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories

  VCESU035 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU197

  Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl

  Elaborations

  • recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
  • investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
  • considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories
  • considering the development of Spanglish in communities of Spanish speakers and developing awareness of current debates and discussions around such hybrid forms of languages
  • exploring the influence of Latin-American popular culture in the United States and the world, for example, cinema, music and TV channels, telenovelas, sport

  VCESU197 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHHC121

  Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

  Elaborations

  • creating a timeline that identifies the significant events or individuals across the period 1750-1918 and observe and discuss patterns of causation and change and/or identifying parts of the world that were involved in, or affected by, those events
  • developing an argument using historical sources and perspectives about the effects of the Industrial Revolution on changing living and working conditions, including within Australia society in the 19th Century
  • placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
  • organising a range of primary sources and/or perspectives in chronological order to support the development of a historical argument about effects or changes

  VCHHC121 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCLAU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture

  Elaborations

  • investigating the extent to which values, attitudes and practices of people of cosmopolitan Rome are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity of people living in the Roman world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing own public and private lives and making comparisons with those of people in ancient Rome
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating might be perceived by people of the past

  VCLAU029 | Languages | Latin | Levels 9 and 10 | Understanding | Reflecting

• VC2M8M04

  solve problems involving time and duration, including using 12- and 24-hour time across multiple time zones

  Elaborations

  • using digital tools to investigate time zones around the world and convert from one zone to another, such as time in Perth, Western Australia, compared to Suva in Fiji or Toronto in Canada
  • recognising the challenges of planning regular virtual meeting times for a company that has both international staff and staff within different states and territories, and the impact daylight savings has due to multiple time zones, explaining the mathematical language used to communicate current time such as Coordinated Universal Time (UTC)+8, Australian Eastern Standard Time (AEST), Australian Central Standard Time (ACST) and Australian Western Standard Time (AWST)
  • planning an international travel itinerary that covers destinations in different time zones across Asia

  VC2M8M04 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VCTRC003

  Recognise and respond to familiar classroom routines, such as the opening and closing of lessons, transition activities, following instructions and taking turns

  Elaborations

  • participating in class routines, such as calling the roll, exchanging greetings and stating the day and date, for example, Günaydın çocuklar! Nasılsınız? Ayşe! Buradayım öğretmenim! Bugün 18 Ekim 2015, Cuma
  • responding to instructions through actions, gestures and verbal responses such as Ayağa kalkın!, Oturun! Konuşmak için elinizi kaldırın! Sıraya girin! Defterlerinizi açın. Tabletlerinizin ekranını açın
  • asking for help, information or permission, for example, Bana yardım eder misin, lütfen? Ben bunu anlamadım. Ben de oynayabilir miyim? and responding to directions such as İkişerli gruplara ayrılın. Biz ikimiz bir grupta olalım. Yerlerinize oturun. El ele tutuşun. Daire şeklinde durun. Şapkalarınızı giymeyi unutmayın. Teneffüse çıkabilirsiniz
  • participating in Bayrak töreni, the routine singing of national anthems and the recitation of Andımız, taking turns to lead

  VCTRC003 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC103

  Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning

  Elaborations

  • translating intended meaning of an interaction by avoiding literal (word-for-word) translations (for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪里哪里！) and recognising that meaning may be implied rather than stated explicitly, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
  • comparing word choices for public signs across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • considering the uses of different measure words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing several Chinese translations of the same recipe

  VCZHC103 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU012

  Understand that Chinese sentences have a particular word order

  Elaborations

  • replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
  • stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
  • recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？
  • recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

  VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIC063

  Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’

  Elaborations

  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • composing menus or programs for school or community events that include footnotes in English to explain key terms or items
  • creating a bilingual resource to present to the school library, for example, an illustrated anthology of popular Hindi poems or proverbs with English translations
  • performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

  VCHIC063 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an Indonesian audience, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in Indonesia, such as school, leisure, entertainment, diet or education

  VCIDC090 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  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 age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC078

  Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences

  Elaborations

  • analysing examples of signed performance poetry, identifying patterns and conventions such as repetition of handshapes and movement paths of signs to create rhyme and to convey meaning
  • interpreting visual representations of Deaf experience, including the use of metaphors, perspectives, colours and textures in visual art forms such as sculpture, painting, photography, printmaking or ceramics
  • responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf or Deafinitely
  • comparing responses to imaginative texts that present particular values or points of view, for example, Deaf slam poetry
  • reflecting on the multilayered dimension of signed narrative, identifying how dynamic handshapes, facial expressions and body movements provide simultaneous narrative, commentary and emotional expression
  • comparing different recordings of signed storytelling, for example of young children making up stories or older people telling traditional tales, noticing differences in their language
  • comparing their interpretations of/responses to performances by deaf comedians, storytellers or poets
  • viewing and reviewing media texts that use aesthetic, artistic or realistic techniques to interpret and communicate dimensions of the Deaf experience, for example the documentary Deaf Jam (2011)
  • exploring the use of technology in Deaf art, film or performance, for example to help build mood or emotional expression
  • identifying relationships between elements such as imagery or signed sequences in texts such as ballads, free verse or narratives, for example by working with Auslan translations of Shakespearean texts
  • responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
  • comparing the visual nature of signed narratives with oral traditions of Indigenous cultures
  • analysing responses of hearing audiences to deaf performances, for example by evaluating comments made by judges on reality/talent television shows
  • discussing the complexity of live theatre performance interpretation and the use of deaf interpreters and consultants
  • creating highly complex narratives combining and switching between ways of reference, for example, CA, DS, lexical signs and frames of spatial reference

  VCASFC078 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC001

  Interact with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes

  Elaborations

  • exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes señor Rodríguez, ¿cómo está usted?, ¡Buenas noches señoras y señores!, Hola¿qué tal Pedro? Adiós señora, que le vaya bien ¡Hasta luego amigos!
  • describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
  • using present tense high-frequency verbs such as ser, estar, tener, llamarse and vivir to introduce self and others and to describe and share aspects of personal worlds, for example, Me llamo David y vivo con mi padre. Mi amigo es divertido, vive en un apartamento elegante. Mi hermana tiene 24 años y está casada
  • recounting significant or special events and comparing these to similar events for Spanish-speaking teenagers, for example, cumpleaños, vacaciones, celebraciones especiales, eventos deportivos
  • expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy aburrido ...

  VCESC001 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU175

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

  Elaborations

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

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

• VCFRU067

  Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities

  Elaborations

  • increasing control of the conjugation of regular verbs in le présent and le passé composé and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir
  • recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
  • understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi
  • extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
  • using le passé composé and le futur proche
  • understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m’imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…
  • learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!
  • continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

  VCFRU067 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU046

  Understand the relationships between intonation and stress in Turkish, and apply this understanding to their own written and spoken language and meaning-making

  Elaborations

  • recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
  • understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
  • understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and place names, such as ′Ankara, ′Türkiye but Bulgaris′tan, Gürcis′tan, ′hangi, ′niçin
  • applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, examples of sound assimilation, sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi
  • noticing the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren
  • recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, Buyrun! Vay be! Mahvoldum ya!, İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!

  VCTRU046 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language