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• VCNRU050

  Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge

  Elaborations

  • identifying familiar words in the language and recognising their English equivalents
  • using knowledge of familiar patterns and structures to decode and interpret meaning
  • understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist

  VCNRU050 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCNRU067

  Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change

  Elaborations

  • understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times

  VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCRAC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised
  • asking and responding to questions to clarify meaning or instructions or request permission
  • interacting in classroom routines such as greeting and taking leave
  • using language for comparison, opinion, reaction and reflection

  VCRAC088 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAU046

  Notice pronunciation of the sounds of the language and the difference in pronunciation of loan words from English

  Elaborations

  • comparing different pronunciation and intonation
  • recognising the pronunciation of loan words from English and applying conventions to unfamiliar loan words
  • understanding how to use emphasis to enhance meaning

  VCRAU046 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU015

  Identify the features of formal language used in familiar contexts, such as at school

  Elaborations

  • using titles to address teachers in Chinese, such as 王老师 instead of Ms Wang
  • responding to expressions commonly encountered in Chinese classrooms, such as 起立 and explore the cultural meanings behind these

  VCZHU015 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC134

  Translate words used in everyday contexts from Auslan into English and vice versa

  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
  • comparing and contrasting the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo, considering how this may help with translation between languages
  • explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

  VCASFC134 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVC137

  Translate frequently used words and phrases, using visual cues and resources such as word lists

  Elaborations

  • using classroom resources such as word banks/lists, wall charts, visual dictionaries, and pictures to translate the meaning of single words and common expressions
  • playing matching-pair games using everyday words and expressions from the language and from English
  • translating and explaining in English the meaning of words, phrases and gestures used in everyday contexts and situations
  • noticing elements of the language that are the same in English, such as the alphabet and some sounds
  • explaining symbols and their iconographies

  VCLVC137 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VCNRC093

  Translate and interpret texts such as emails, signs and notices, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions

  Elaborations

  • translating short, simple texts identifying words and expressions that can be readily translated and those that can be ‘lost in translation’
  • translating signs and notices from the language, identifying similarities and differences in both language versions
  • identifying and explaining expressions that require interpretation rather than translation
  • using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning

  VCNRC093 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAU068

  Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives

  Elaborations

  • analysing culture-specific values reflected in the language such as respect for diversity, social justice and social responsibility and comparing these values to those evident in own language and culture
  • analysing the meaning and nuances of culture-specific descriptions
  • recognising that there are culture-specific meanings associated with body language, for example, hands on hips can suggest arrogance and aggression
  • recognising that language and cultural practices are interconnected and that some expressions may have religious connotations, for example, OMG
  • investigating and using language associated with significant cultural practices and events such as celebrations, birthdays, New Year

  VCRAU068 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCZHC024

  Find English equivalents of common expressions in Chinese and vice versa

  Elaborations

  • reading bilingual signs, comparing Chinese words to their English equivalent, and recognising how key characters in expressions contribute to the overall meaning, such as 上 in 好好学习，天天向上
  • identifying meanings of Chinese words and phrases that do not translate directly (word for word), for example, 属 、 岁、马马虎虎

  VCZHC024 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHU074

  Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions

  Elaborations

  • exploring changes in neutral tone and identifying patterns to aid their own pronunciation and flow of expression, for example, the use of neutral tone for the second syllable when it repeats or does not contribute to the meaning of the first syllable (妈妈、孩子)
  • experimenting with tone changes and reflecting on the impact on fluency when speaking, for example: Can I speak more quickly? Do my words sound less forced and more natural?
  • exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions

  VCZHU074 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC135

  Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English

  Elaborations

  • differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
  • designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
  • recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
  • comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation
  • developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation
  • explaining in English features of gestures used in Chinese, for example, hand gestures for numbers
  • comparing versions of a common text across languages and identifying issues in conveying meaning, for example, how to render 小心轻放 into English

  VCZHC135 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHC039

  Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English

  Elaborations

  • identifying how best to interpret key words when translating English texts into Chinese, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
  • viewing spoken interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing and discussing culturally determined manners or behaviour displayed in the interaction
  • differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
  • comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation
  • recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and encouragement, and taboos within Chinese communication, such as pointing directly at someone
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English

  VCZHC039 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCLAE005

  Translate Latin texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues

  Elaborations

  • reading texts to gain a sense of holistic meaning, and identifying cues, such as text type, familiar vocabulary, grammar and cultural references
  • considering multiple meanings of vocabulary, for example, by using dictionaries and electronic translation tools, and making appropriate selections according to context, for example, petit; ago; de
  • using known vocabulary, in Latin or English, and context to deduce the meaning of unknown words, for example, clamor, exclamare; puer in cubiculo dormit (dormitory)
  • identifying meanings of words by recognising change of form, such as third declension nouns and irregular verbs, for example, nomen, nominis; est, sunt
  • identifying parts of speech and their function in context to determine meaning, for example, identifying which noun is the subject of the verb
  • identifying the specific function of inflected forms to determine meaning, for example, puella canem videt (subject + object + verb) or puella est laeta (subject + verb + complement)
  • applying knowledge of grammar to recognise in context the specific function of words which may have multiple applications, such as whether nomen or cives is subject or object
  • developing problem-solving skills to resolve perceived issues and anomalies encountered in the translation process, for example, confusion of genitive and nominative forms such as domini
  • exploring the effect of using the variety of English translations for tenses and making selections according to context, for example, clamat – ‘she is shouting’, ‘she shouts’, ‘she does shout’
  • selecting appropriate English meanings, identifying words and expressions that do not translate easily, for example, res; virgo; vir; consul spectaculum dat
  • discussing how words that refer to aspects of Roman culture should be translated, for example, servus (‘slave’ rather than ‘servant’)
  • determining appropriate word order in English to retain meaning and emphasis, for example, agricolam in agro taurus petit
  • translating Latin into idiomatic English, for example, by translating ego et tu as ‘you and I’
  • discussing and correcting or improving own translations to increase accuracy and reflect register, tone and relationships between characters
  • collaborating with peers to interpret meaning in texts and develop and edit joint translations, using a range of ICT
  • applying appropriate strategies to translate, independently, unseen Latin texts

  VCLAE005 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Translating

• VCARC127

  Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence

  Elaborations

  • using a picture or digital dictionary to find the meanings of simple vocabulary used in class, and comparing English and Arabic versions
  • comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities and words and expressions that do not translate easily, for example,

    مرحبا؛ صباح الخير/صباح النور؛ كيف حالك؟ الحمد لله؛ نشكر الرب

  • translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary
  • identifying words that change meaning according to the context and Arabic-speaking region, for example, لبن/حليب؛ مبسوط

  VCARC127 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCAVAE034

  Explore how artists use materials, techniques, technologies and processes to realise their intentions in artworks

  Elaborations

  • investigating the viewpoints of several artists and how they express a theme, concept or subject matter in different contexts and using different styles with different materials and technologies
  • exploring how artists have used different materials and symbols to express cultural identity for example, identifying implied meaning through the symbols in the artwork, such as a universal symbol that reflects contemporary youth culture, or the symbols of Aboriginal and Torres Strait Islander peoples
  • selecting contextual information about artists, artworks and audiences as inspiration for their artworks
  • discussing and documenting their choices of expression to strengthen meaning and viewpoints in their artwork
  • researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus movement, Chinese social realist painting, Greek classical sculpture
  • applying critical theories to the analysis and interpretation of artworks, for example, identifying explicit and implicit meanings in artworks

  VCAVAE034 | The Arts | Visual Arts | Levels 7 and 8 | Explore and Express Ideas

• VCAVAR032

  Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • making judgments about the practices of artists, what and why they design and create, using visual conventions
  • comparing artworks from different cultures and identifying the ideas expressed by the artist, for example, when comparing paintings from India and Australia, what do they recognise, what is new, what are the different meanings the artists are expressing?
  • explaining the artistic vision of artists from different contexts, for example, Aboriginal and Torres Strait Islander artists, particularly referencing the meaning the artworks convey
  • analysing how symbolic meanings or metaphors are constructed in their own artworks and artworks of others
  • expressing an opinion about the way numerous artists communicate their viewpoints through their artwork
  • describing their ideas about an issue in an artwork they have created and describe their art making practice, for example, did it make them think more seriously about the issue? Did the rest of the class understand their message?

  VCAVAR032 | The Arts | Visual Arts | Levels 5 and 6 | Respond and Interpret

• VCJAU175

  Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji

  Elaborations

  • reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
  • understanding that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 木 means something to do with ‘wood’
  • noticing that kanji can clearly differentiate the meanings of words that are pronounced identically, such as 火 and 日
  • learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木
  • using furigana to support the reading of unfamiliar kanji

  VCJAU175 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M6P01

  describe probabilities using fractions, decimals and percentages; recognise that probabilities lie on numerical scales of 0–‍1 or 0%–100%; use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals

  Elaborations

  • recognising that the probability of an event occurring can be represented numerically as either a number ranging from zero to one or a percentage from 0% to 100% where zero or 0% means it will not happen and one or 100% means it is certain to happen
  • using a scale of zero to one or 0% to 100% to estimate chances of events
  • listing the different possible outcomes for rolling a dice and using a scale to locate the relative probability by considering the chance of more than or less than for each possible event, for example, the probability of getting a number greater than 4
  • recognising the language used to describe situations involving uncertainty, such as what it means to be ‘lucky’, a ‘75% chance’ of rain or a ‘1-in-100 years’ flood
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, such as Weme from the Warlpiri Peoples of Central Australia, to investigate and assign probabilities that events will occur, indicating their estimated likelihood

  VC2M6P01 | Mathematics | Mathematics Version 2.0 | Level 6 | Probability