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• VCNRU118

  Understand how the language being studied has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the language has been influenced by migration
  • examining how technology has influenced the language being studied
  • discussing how changes to the language reflect changes in some cultural practices and attitudes
  • exploring the impact of globalisation on the language, such as the increased use of English words

  VCNRU118 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIU155

  Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam

  Elaborations

  • recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, ‘jeans’, ‘shopping’ and ‘hello’
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • understanding that Vietnamese has different dialects, such as Southern, Central and Northern Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
  • distinguishing between the three main dialects in Vietnamese, for example, noticing that the Southern and Central Vietnamese dialects have fewer tone markers in spoken language than the Northern Vietnamese dialect
  • exploring the expansion of vocabulary in the Vietnamese language due to the influence of regional dialects, for example, Southerners have adopted some Northern words (ba mẹ) and vice versa (cù lần)

  VCVIU155 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU170

  Identify changes in tone that occur when words or tones are combined, recognise atonality in rapid connected speech, and use this knowledge to aid in interpreting meaning

  Elaborations

  • comparing ways they pronounce and use spoken Chinese with peers and other Chinese speakers, and determining the influences on their own language use, such as TV, parents, dialects spoken
  • developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ when listening to interactions between speakers in diverse contexts

  VCZHU170 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VC2M8ST03

  compare variations in distributions and proportions obtained from random samples of the same size drawn from a population and recognise the effect of sample size on this variation

  Elaborations

  • comparing the proportion of students in favour of a proposal for a change in school uniform between different random samples of 50 students from the school population
  • using digital tools to simulate repeated sampling of the same population, such as heights or arm spans of students, recording and comparing means, median and range of data between samples
  • using relative frequencies from historical data to predict proportions and the likely number of outcomes in situations such as weather forecasting or the countries of origin of visitors to tourist attractions
  • investigating the effect that adding or removing data from a data set has on measures of central tendency and spread
  • investigating Aboriginal and/or Torres Strait Islander ranger groups and other groups’ use of sampling techniques to track biodiversity of species

  VC2M8ST03 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• VC2M7M01

  establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem-solving

  Elaborations

  • building on the understanding of the area of rectangles to develop formulas for the area of triangles
  • establishing that the area of a triangle is half the area of an appropriate rectangle
  • using area formulas for rectangles and triangles to solve problems involving areas of surfaces

  VC2M7M01 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VCMMG258

  Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving

  Elaborations

  • building on the understanding of the area of rectangles to develop formulas for the area of triangles
  • establishing that the area of a triangle is half the area of an appropriate rectangle
  • using area formulas for rectangles and triangles to solve problems involving areas of surfaces

  VCMMG258 | Mathematics | Level 7 | Measurement and Geometry | Using units of measurement

• VCASFC236

  Engage in various collaborative tasks that involve making decisions, solving problems and evaluating progress

  Elaborations

  • participating in visits to a Deaf club or organisation and sharing responsibility for individual elements of a report that highlights key features of the experience
  • working with peers to solve problems, such as how to use video editing and/or captioning programs
  • working with a team to plan a fundraising event or a promotional display for Auslan at an open day/night and evaluating the experience to improve subsequent planning and organisation
  • assuming the role of a chairperson managing a small group discussion and conducting decision-making processes
  • contributing to the solving of hypothetical scenarios using conditionals, for example designing questions for a job interview such as:
    PRETEND SOMEONE DS:one-person-approach-other BLAST, PRO2 D-O WHAT?
    Pretend someone approaches you and tells you off; what will you do?
    I-F PRO2 BOSS PRO2 WILL CHANGE WHAT?
    What would you change if you were boss?

  VCASFC236 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VC2M4ST03

  conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

  Elaborations

  • creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations; and interpreting the results of the survey and reporting findings back to the class
  • conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

  VC2M4ST03 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VCCCTQ033

  Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives

  Elaborations

  • reflecting on whether any preconceptions such as safety or ‘price point’ can be used to test the quality of ideas
  • challenging the inclusion of a feature of an object taken for granted, such as a lid on toothpaste tubes, and how this expands ideas for product innovations
  • investigating an issue such as improvements to liveability of another place, and exploring how differences in places mean that preconceptions should be suspended
  • identifying their preconceptions about a particular text and considering the influence of these preconceptions on how they react to an adaptation of the text, for example to a film adaptation of a novel
  • exploring barriers and enablers for the greater inclusion of voices, for example in issues concerning lowering the voting age or setting gender quotas and how greater or less inclusion might affect the range of useful ideas

  VCCCTQ033 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCGGC088

  Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols

  Elaborations

  • developing questions about the way connections affect places and people’s perceptions of places and collecting related data and information
  • planning an investigation to identify how significant events can connect places. For example, the Olympics or a tsunami
  • identifying the purpose and usefulness of information gained from primary and secondary sources such as fieldwork, maps, plans, photographs, satellite images, statistical sources and reports
  • finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal/Torres Strait Islander communities
  • exchanging geographical information from schools in countries of the Asia region
  • interviewing people, for example, on their knowledge and opinions of other places

  VCGGC088 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• VCHPEP147

  Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing

  Elaborations

  • proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
  • evaluating situations at home and at schools where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
  • analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved

  VCHPEP147 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCMMG118

  Name and order months and seasons

  Elaborations

  • investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.

  VCMMG118 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VCVIU012

  Recognise the features of the Vietnamese sound and writing system, including tones and tone markers, and explore Vietnamese pronunciation and spelling rules

  Elaborations

  • exploring the Vietnamese alphabet, identifying letters that have no equivalent in the English alphabet, such as ă, â, ê, ô, ơ, ư and đ, and vice versa (f, w, z)
  • reading, listening to and reproducing Vietnamese words with different tone markers, recognising that Vietnamese is a tonal language, and understanding that pitch changes affect the meaning of a word, for example, ma (‘ghost’), mà (‘but’/‘that’), má (‘mother’), mả (‘grave’), mã (‘horse’), mạ (‘rice seedling’)
  • listening to, reading and reproducing Vietnamese words with the same monophthongs or diphthongs, for example, đi thi, bà già, mai, nai, vài bài, developing awareness of sound–letter relationships to establish concepts of Vietnamese spelling rules
  • identifying words with the same syllables, including monophthongs, diphthongs and triphthongs, for example, nho nhỏ, đo đỏ, ngày nay, máy may, người người cười tươi, when listening to songs and reading poems
  • differentiating between consonant blends that are pronounced similarly such as ch and tr, d and gi, s and x, for example, che chở versus cây tre; hung dữ versus giữ nhà; cá sấu versus xấu quá
  • understanding and applying spelling rules for special cases such as the initial consonant k and consonant clusters kh, gh, ngh can go with the vowels i, e, ê only, for example, kể, khi, nghỉ, ghe, nghe, nghề, and rules relating to middle tone markers dấu hỏi and dấu ngã for Vietnamese alliterations (ngang, sắc, hỏi and huyền, ngã, nặng), such as in mát mẻ, vui vẻ; bẽ bàng, hờ hững
  • applying Vietnamese spelling rules, including adding or changing initial consonants, vowels or tone markers, to form new words, for example, đi thi, bà già, hai tai, mười người, ba và bà, no nê, thủ thỉ, nho nhỏ, nho đỏ, gió to, tươi cười
  • identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video

  VCVIU012 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARC027

  Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic

  Elaborations

  • comparing the ways in which they communicate in Arabic and non-Arabic contexts, for example, using different forms of address or different ways of showing politeness, and discussing why these choices are appropriate and how they enhance intercultural communication
  • reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain and improve relationships with immediate contacts such as family, teacher and peers
  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal space, and attitudes towards physical contact
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness

  VCARC027 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARU032

  Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions

  Elaborations

  • understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of

    سيد ماجد؛ أستاذ هاني؛ سيّدة عبير؛ خالتي رانيا؛ عمي حبيب حضرتك؛ عم كريم؛ خالة سامية

    with both close adult relatives and unknown adults
  • noticing that variation in language use often reflects the mood, feelings, attitudes or relationships of the people involved
  • identifying how emotions and attitudes, such as embarrassment or respect, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts
  • investigating the nature and use of the Arabic language in different contexts of interaction, for example, asking Arabic-speaking students in Australia when they use English or Arabic, with whom and why
  • exploring how various individual speakers’ views on roles and relationships are reflected in Arabic texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
  • comparing a variety of texts from different Arabic-speaking regions and analysing how aspects of the language used reflect particular values and world views

  VCARU032 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFU229

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space to show participants in a process

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • comparing and contrasting Auslan and English pronouns, in particular noticing that Auslan pronouns don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • discussing the functions of different pointing signs, such as pronouns, determiners, locatives
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something

  VCASFU229 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU012

  Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic

  Elaborations

  • noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
  • recognising that signs are categorised by the handshape at the start of the sign
  • understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT and that some are not, such as SISTER, WHY, SIMPLE
  • recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’
  • experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU012 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU138

  Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying the handshape of a sign, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
  • recognising major types of path movements
  • understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
  • noticing that in signed languages meaning can be expressed through whole signs or through fingerspelling
  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE
  • understanding that while English is spoken and heard as well as written and read, Auslan is usually uniquely ‘through the air’ and not written down
  • experimenting with different ways of recording signs, including video, writing an English word or drawing pictures

  VCASFU138 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language