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• VCEALL419

  Assess the grammatical correctness of own utterances and attempt some self-correction

  Elaborations

  • noticing errors with pronunciation, vocabulary choice or grammar, and attempting to correct these
  • attending to the body language, facial expressions and speech of listeners to determine whether meaning has been understood
  • seeking assistance or feedback from speech partners to formulate or confirm corrected expressions

  VCEALL419 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCELA303

  Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

  Elaborations

  • identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utan
  • identifying commonly used words derived from other cultures

  VCELA303 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELT344

  Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

  Elaborations

  • identifying how language choice and imagery build emotional connection and engagement with the story or theme
  • describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole

  VCELT344 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELU134

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions, for example, Γεια σου φίλε, Γεια σας κύριε, and how Greek people use body language when communicating, which varies according to relationships
  • examining culturally appropriate phrases for different times of the day and for different purposes, for example, καλή εβδομάδα, καλό μήνα, καλό καλοκαίρι, καλό απόγευμα, καλό μεσημέρι, χρόνια πολλά, καλές γιορτές, καλή όρεξη, and considering phrases used in English in similar contexts
  • understanding how differences in gestures, register and tone are used to change meaning of speech, for example, Είσαι καλά; or Τι κάνεις; can have multiple meanings
  • identifying how emphasis on words can change meaning, for example έλα has many meanings depending on how it is said and used, Έλα εδώ, Έλα τώρα!, Έλα Άννα (στο τηλέφωνο)
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCELU134 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELY410

  Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication

  Elaborations

  • identifying and explaining how mobile technologies are influencing language uses and structures
  • analysing the ways that identity may be created in digital contexts
  • identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts

  VCELY410 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCGGK116

  Different types of landscapes and their distinctive landform features

  Elaborations

  • identifying different types of landscapes, such as coastal, riverine, arid, mountain and karst, and describing examples from around the world, including Antarctica
  • identifying some iconic landforms in Australia and the world, and describing what makes them iconic
  • exploring the names, meanings and significance of landform features from an Aboriginal or Torres Strait Islander perspective

  VCGGK116 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCITC029

  Create simple bilingual texts

  Elaborations

  • creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
  • exploring meanings between Italian and English using picture dictionaries created for self or younger learners

  VCITC029 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITU089

  Use appropriate Italian pronunciation, stress and intonation in increasingly complex sentences and texts

  Elaborations

  • developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
  • recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, for example, in reading stories to young children, asking questions, expressing emotion, exclamations and commands

  VCITU089 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCMMG099

  Give and follow directions to familiar locations

  Elaborations

  • understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
  • understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
  • interpreting and following directions around familiar locations

  VCMMG099 | Mathematics | Level 1 | Measurement and Geometry | Location and transformation

• VC2M2N02

  partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation

  Elaborations

  • comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials
  • renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones

  VC2M2N02 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCMNA257

  Investigate, interpret and analyse graphs from real life data, including consideration of domain and range

  Elaborations

  • using travel graphs to investigate and compare the distance travelled to and from school
  • interpreting features of travel graphs such as the slope of lines and the meaning of horizontal lines
  • using graphs of evaporation rates to explore water storage
  • describing and comparing temperature during a day at different times of the year from the corresponding graphs

  VCMNA257 | Mathematics | Level 7 | Number and Algebra | Linear and non-linear relationships

• VC2M7P01

  identify the sample space for single-stage experiments; assign probabilities to the possible outcomes and predict relative frequencies for related experiments.

  Elaborations

  • discussing the meaning of probability terminology, for example, ‘probability’, ‘sample space’, ‘favourable outcome’, ‘trial’, ‘experiment’ and ‘event’
  • listing sample spaces for games involving throwing a coin or a dice, spinners, or lucky dip
  • assigning the probability for throwing a 6 on a dice and using this to predict the number of times a 6 will occur when a dice is thrown multiple times

  VC2M7P01 | Mathematics | Mathematics Version 2.0 | Level 7 | Probability

• VCNRC105

  Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement

  Elaborations

  • interacting in class routines by requesting, advising and apologising
  • clarifying meaning or instructions
  • participating in discussions using modelled language, expressing opinions, and agreeing/disagreeing, on topics such as wearing hats in summer
  • contributing to collaborative interactions such as creating a schedule for a visiting school group, setting up a school display, hosting an event

  VCNRC105 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCPSCSE028

  Identify the skills for working independently and describe their performance when undertaking independent tasks

  Elaborations

  • responding to a case study showing an independent task, highlighting the successes and areas for improvement
  • defining what it means to be an independent learner
  • preparing a work plan outlining the steps to be undertaken in order to complete an independent task
  • developing a list of success criteria in order to monitor and cross-check their progress

  VCPSCSE028 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCPSCSO005

  Practise the skills required to include others and make friends with peers, teachers and other adults

  Elaborations

  • discussing what it means to be friendly and make a list of the qualities of a friend
  • role playing a range of scenarios such as saying hello to a new student in your class or thanking an adult for helping you
  • describing how it feels when talking with teachers and other adults

  VCPSCSO005 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCSIS138

  Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence

  Elaborations

  • exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics
  • describing data properties (for example mean, median, range, outliers, large gaps visible on a graph) and their significance for a particular investigation sample, acknowledging uncertainties

  VCSIS138 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCVIC130

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

  Elaborations

  • identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, ‘bushwalking’, ‘the outback’
  • examining texts, including digital and multimodal texts, to identify how the meaning of words changes according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’ (as in trà đá); or the personal pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
  • noticing the diverse ways in which meaning is conveyed in Vietnamese and English, and differentiating between word-by-word translation and intended meaning, for example, Chúc (ông bà) sống lâu trăm tuổi (‘I wish you long life’) and Chúc cháu bé ngoan ăn, chóng lớn (‘I hope the baby eats well and grows fast’)
  • translating signs or phrases in familiar contexts from Vietnamese into English, for example, street signs, addresses and food labels, noting that some signs or symbols are universal, for example, the ‘Stop’ and ‘Peace’ signs, and the wi-fi and Olympic symbols

  VCVIC130 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language