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• VCJAC152

  Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning

  Elaborations

  • providing explanations or interpretations of formulaic expressions such as おめでとう used in a range of situations and celebrations, for example, congratulations おめでとう　ございます and birthday wishes おたんじょうび 　おめでとう
  • collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま
  • demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems
  • experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

  VCJAC152 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC142

  Create simple bilingual resources for their learning and for the school community

  Elaborations

  • producing a parallel bilingual word list by identifying known Korean words or expressions and relating them to English equivalents, and vice versa, noticing that direct translation sometimes does not work
  • preparing descriptions in both Korean and English about familiar topics, using modelled language and choosing vocabulary from word lists, discussing differences in expression between the two languages with the teacher
  • creating bilingual texts for the classroom and the school community using digital technologies (for example, posters, songs and online newsletter items), sharing ideas about how to represent meaning in different languages for different audiences

  VCKOC142 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCLVC174

  Engage with peers, the teaching team and visiting respected community members to exchange information about interests, experiences, plans and aspirations

  Elaborations

  • expressing personal experiences, plans, goals and aspirations
  • asking and responding to open-ended questions, for example, why, how, when, using modelled sentence patterns
  • engaging in face-to-face or online discussions with peers about shared interests and experiences, such as sport, food, study, music or fashion
  • recounting experiences, such as holidays, special events, milestones, sports events or celebrations
  • sharing and comparing information about daily routines and responsibilities
  • sustaining and extending conversations by seeking additional information
  • exchanging information about family, friends, teachers, school subjects, entertainment and leisure activities

  VCLVC174 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VC2M6P02

  conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials

  Elaborations

  • using digital tools to simulate multiple tosses of a coin or dice and comparing the relative frequency of an outcome as the number of trials increases; and identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials
  • using online simulations of repeated random events to recognise emerging patterns, discussing and comparing expected results to the actual results
  • investigating the relative frequencies of all outcomes for a chance experiment and verifying that their sum equals one
  • systematically recording the outcome of large numbers of spins on a spinner and analysing the relative frequencies of outcomes, representing these as percentages

  VC2M6P02 | Mathematics | Mathematics Version 2.0 | Level 6 | Probability

• VC2M7P02

  conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predicted with observed results, explaining the differences and the effect of sample size on the outcomes 

  Elaborations

  • developing an understanding of the law of large numbers through using experiments and simulations to conduct large numbers of trials for seemingly random events and discussing findings
  • conducting simulations using online simulation tools and comparing the combined results of a large number of trials to predicted results
  • exploring and observing Aboriginal and/or Torres Strait Islander children’s instructive games – for example, Koara from the Jawi and Bardi Peoples of Sunday Island in Western Australia – to investigate probability, predicting outcomes for an event and comparing with increasingly larger numbers of trials, and comparing observed and expected results

  VC2M7P02 | Mathematics | Mathematics Version 2.0 | Level 7 | Probability

• VC2M10ST02

  construct scatterplots and consider a line of good fit; comment on the association between the 2 numerical variables in terms of strength, direction and linearity

  Elaborations

  • discussing the difference between association and cause and effect, and relating this to situations such as health, diversity of species and climate
  • using statistical evidence to make, justify and critique claims about association between variables, such as in contexts of climate change, migration, online shopping and social media 
  • informally using a line of good fit by eye and using digital tools to compare and discuss the reliability of any predictions
  • investigating the relationship between 2 variables of spearthrowers used by Aboriginal and Torres Strait Islander Peoples by using data to construct scatterplots, make comparisons and draw conclusions 

  VC2M10ST02 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCNRC069

  Initiate, sustain and extend interactions by exchanging experiences, seeking and giving advice, and discussing aspirations and relationships

  Elaborations

  • sustaining interactions with others by acknowledging, asking for repetition or clarification or questioning further
  • interviewing peers to extract information on and evaluate views about aspects of life such as school, future aspirations and relationships, and discussing as a class the major themes and concerns that emerge
  • sharing opinions with peers about events and interests, and incorporating language to express emotions and responses such as approval, gratitude, regret and appreciation
  • exchanging information with peers in countries where the language is spoken, such as through letters, emails or online discussions, about aspects of school, youth lifestyle and social issues, using comparisons when expressing thoughts and ideas

  VCNRC069 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCNRC055

  Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • collecting information from a range of texts, such as advertisements, signs, announcements and recipes, identifying context, purpose and audience
  • comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture specific terms and representations
  • using print and online resources such as dictionaries and grammar references to support understanding of texts
  • summarising information and viewpoints in a range of texts, using tools such as guided note taking
  • listening to, reading and viewing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them

  VCNRC055 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCNRC043

  Create bilingual texts and learning resources for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
  • constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCNRC043 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCTRC070

  Participate in activities that involve taking action, transacting, problem-solving, negotiating and managing different opinions and perspectives

  Elaborations

  • organising an event, such as an information evening or social media forum to raise awareness of community, environmental or ethical issues, such as the importance of learning languages, social harmony or waste management, brain-storming and allocating roles and responsibilities
  • transacting for real or hypothetical goods and services, for example, reviewing online shopping sites, discussing issues such as value, availability, competition and ethical sourcing
  • solving problems that arise during collaborative learning experiences by discussing ideas, weighing up alternatives and negotiating shared decisions
  • conducting simulated job interviews as either the employer or prospective employee, observing expected professional protocols, for example, İş deneyimlerinizden bahseder misiniz?

  VCTRC070 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCVIC129

  Create and perform imaginative texts such as captions, chants, raps, dialogues and stories, using formulaic expressions, modelled language and visual supports

  Elaborations

  • expressing own ideas and imagined experiences in texts such as short stories, using modelled language
  • creating and performing simple imaginative texts such as action songs, dialogues or plays, using gestures, movements and facial expressions to enhance characterisation or effect
  • creating an alternative version of a story, using pictures or online slideshows and photo albums, favourite characters, formulaic expressions and modelled language, for example, Hồi đó, lâu lắm rồi, một ngày nọ, một hôm, có một cậu bé/anh chàng

  VCVIC129 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC008

  Identify common Chinese characters and words in Pinyin using contextual cues

  Elaborations

  • experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as 我 wŏ
  • developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning
  • typing known or given list of Pinyin words into an online dictionary to turn the Pinyin into characters to express good wishes, such as ‘Happy birthday’ (zhὺ nĭ shēng rì kuài le◊ 祝你生日快乐！)
  • using flashcards to indicate likes and dislikes, for example, 喜欢 / 不喜欢

  VCZHC008 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC019

  Obtain and process information about significant people, places and events from spoken and visual sources, and convey this information using learnt phrases and key words

  Elaborations

  • identifying commonly used terms for daily activities such as 你几点睡觉？ to contribute in an online discussion with sister-school friends
  • describing people, places and things using actions and gestures, for example, to create a video clip to describe the school
  • planning and presenting short reports about holidays, special events and places using photos, illustrations, captions, diagrams
  • listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview

  VCZHC019 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCZHU255

  Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning areas, such as chemical elements (periodic...

  Elaborations

  • experimenting with the use of abstract nouns such as 物种 、 深春 、 微风 to create procedural texts
  • developing skills to comprehend simplified or traditional Chinese characters in print media and online texts
  • discriminating correct forms and sounds of 多音字 (polyphonic characters) such as 行 (háng 同行 and xíng 行进), and appreciating multiple forms of 通假字 such as 反 - 返; 说 - 悦

  VCZHU255 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU179

  Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

  Elaborations

  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
  • mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
  • finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
  • investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
  • understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
  • recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less well-documented and robust
  • recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
  • recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
  • understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some Deaf people learn Auslan later in early adulthood
  • describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
  • using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages
  • exploring how different technologies are used by deaf people to support social networks and strengthen their community and language
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf history and significant sites, for example by sharing stories about school days in the past
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia

  VCASFU179 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCADAR046

  Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts

  Elaborations

  • investigating the influence of Australian and international dance artists and companies on dance practices, including the influence of those who identify as belonging to specific cultural groups, for example investigating the role and influence of Bangarra
  • considering how global trends in dance influence the development of dance in Australia, for example, how global trends in street dance influence Australian dance, or how effectively have ballet conventions been manipulated within a work to communicate ideas and intentions
  • identifying the impact of media and social and technological change on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components or the way that dance by groups such as Djuki Mala (The Chooky Dancers) can be shared across the globe via social media
  • interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

  VCADAR046 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• VCARC147

  Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

  Elaborations

  • discussing how their Arabic cultural heritage influences who they are, how they think about things and how they interact and behave in different contexts
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic-speaking contexts and may be understood differently in Australian cultural contexts
  • identifying key influences on their sense of identity, such as their family origins, traditions, beliefs and significant events, for example,

    مكان الولادة؛ التربية العائلية؛ عدد أفراد العائلة؛ العادات والتقاليد التي تربى عليها؛ خبرات الطفولة في المدرسة والبيت؛ تأثير الأصدقاء؛ المفاهيم الإجتماعية السائدة؛ المفردات التي تستخدم في البيت؛ في الشارع وفي المدرسة

  • exploring how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, a family celebration, a school concert, or the birthday party of a non-Arabic-speaking friend

  VCARC147 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCARC181

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • composing a cultural identity profile to exchange with non-Arabic speakers, making decisions about what points of information will be of most interest to others
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving reflect and help to shape their own cultural identity, for example, why an Arabic-Australian teenager who speaks English better than they do Arabic and is more familiar with the Australian cultural context may view themselves as more Australian than Arabic
  • comparing and contrasting an Arabic and an Australian experience, such as الإحتفالات العائلية
  • considering how their own and others’ identity may shift according to the place and time

  VCARC181 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting