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• VCELC009

  Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts

  Elaborations

  • creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCELC009 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC243

  Create, develop and resource bilingual texts for use in the wider school community

  Elaborations

  • creating bilingual texts for the school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in two languages for different audiences
  • developing collaborative translations of selected signed texts into spoken English or caption form
  • collecting and recording various Auslan phrases and expressions used by native Deaf signers, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating Auslan clips with English captions for the school website of items of interest to the school community
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements

  VCASFC243 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDSCD042

  Develop project plans that include consideration of resources when making designed solutions

  Elaborations

  • examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
  • setting milestones for production processes and allocating roles to team members
  • identifying when materials, tools and equipment are required for making the solution
  • outlining the planning and production steps needed to produce a product, service or environment using digital technologies

  VCDSCD042 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Planning and managing

• VCEALA332

  Use home language resources to support understanding of classroom English

  Elaborations

  • using home language and English to ask for or give clarification of classroom instructions, vocabulary and subject content with same language peers
  • accessing home language or bilingual resources such as dictionaries, online translation tools or information texts to support understanding of classroom content
  • recording words and information in a personal word list in both home language and English

  VCEALA332 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA146

  Use a range of resources to find words or phrases for own writing

  Elaborations

  • using a range of resources to find words or phrases or to check spelling, such as simple bilingual dictionaries, home language peers, vocabulary lists, classroom texts, spellchecker on a computer or digital device
  • talking to home language peers to explain the word in home language and ask for a translation into English
  • recording the word in home language and English in personal dictionary or vocabulary chart
  • translating word for word from home language to English
  • adapting the translation using English sentence structure

  VCEALA146 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALA783

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • asking language peers for assistance with translations and related ideas for a home language term or expression
  • using specific vocabulary, idioms or quotations translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English

  VCEALA783 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA464

  Draw on home language resources to communicate more complex ideas

  Elaborations

  • using quotations or specific vocabulary translated from home language to emphasise a point
  • translating and explaining cultural ideas from home language into English
  • asking for assistance from language peers to contribute translations and related ideas for a home language term or expression

  VCEALA464 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALA721

  Use home language resources such as bilingual dictionaries to improve range and clarity of expression

  Elaborations

  • consulting print resources, such as bilingual dictionaries, charts, word lists, to develop vocabulary by looking up synonyms and antonyms
  • recording a vocabulary list that includes English, home language and details such as meaning, usage, related terms

  VCEALA721 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCELC128

  Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

  Elaborations

  • creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

  VCELC128 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC074

  Engage in shared activities such as planning and managing events, exchanging resources and information

  Elaborations

  • using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language learners
  • planning a demonstration or performance for family and friends to showcase what they know and can do in French, incorporating factual, fictional and expressive elements and some interpretation and explanation of linguistic and cultural features of French language use
  • organising real or simulated forums, protests or rallies to raise awareness of environmental, social or ethical issues, for example, les droits des animaux, le développement durable, les préjugés
  • creating a collaborative communications project such as a daily news segment for a community television or radio station, building informations discourse and using appropriate terms to introduce, identify and summarise, for example, en directe de… notre envoyé spécial… l’enquête de… les titres/en tête/à la une de cette édition…
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics

  VCFRC074 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHPEP130

  Plan and use strategies and resources to enhance the health, safety and wellbeing of their communities

  Elaborations

  • investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
  • investigating food-serving recommendations from The Australian Guide to Healthy Eating and producing a guide to help students make healthy choices when buying food from the school canteen
  • examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing

  VCHPEP130 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP107

  Investigate community resources and strategies to seek help about health, safety and wellbeing

  Elaborations

  • researching health information sources and places where they can seek help
  • applying criteria to online information to assess the credibility of the information
  • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
  • discuss the resources in the local community that could assist young people when they are feeling unsafe at home or at school or during community activities

  VCHPEP107 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCJAC171

  Work collaboratively to design bilingual resources to convey information to the school community

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts such as brochures, slideshows or digital video clips that inform the school community of aspects of Japanese culture such as mealtime protocols, festivals, or social behaviours
  • producing bilingual texts in print or multimodal formats to promote school events such as multicultural activities, Japanese performances or Languages Week activities
  • composing menus or programs for Japanese-themed events, with key items and information in Japanese and explanatory footnotes or glossaries in English
  • creating bilingual texts that involve subtitles or captions to introduce non-Japanese speakers to aspects of Japanese cultural expression, such as celebrations, the exchange of gifts and wishes, or aspects of hospitality
  • creating digital texts such as songs, dialogues or instructions, with options for displaying in either Japanese or English

  VCJAC171 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCLVU172

  Identify available resources and protocols to be followed when building language

  Elaborations

  • identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material
  • identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres
  • understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use
  • discussing potential limits and constraints of school language programs in relation to building language
  • learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class
  • identifying language revival programs in other regions and reporting on processes used and resources developed
  • finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building
  • understanding how language revival serves to enrich Australia’s linguistic and cultural resources

  VCLVU172 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCSSU100

  Some of Earth’s resources are renewable, but others are non-renewable

  Elaborations

  • considering what is meant by the term ‘renewable’ in relation to the Earth’s resources
  • considering timescales for regeneration of resources

  VCSSU100 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCASFC027

  Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays

  Elaborations

  • creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video
  • creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences
  • creating cards for use by younger children that contain pictures, labels and signs, for example, cards relating to different forms of transport
  • making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC027 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC171

  Create their own bilingual texts and learning resources such as electronic displays, websites or digital newsletters

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as an online Auslan–English dictionary of school-specific vocabulary

  VCASFC171 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC081

  Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts

  Elaborations

  • collecting and explaining to non-Auslan users expressions and culturally specific terms encountered in Auslan texts, for example, hearing, residential school
  • collecting and recording different signs, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating a bilingual virtual tour of the school for use on the school website
  • developing a signed and captioned film presentation, for example, about how to work with an interpreter
  • making a short bilingual documentary in Auslan and English about a topical issue, moving through the processes of drafting, translating and captioning the final product
  • capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English

  VCASFC081 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating