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• VCIDC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCIDC039 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDU032

  Understand that language varies according to age, gender and social position, such as place in the family

  Elaborations

  • noticing differences between formal and informal language such as greetings (Hai for friends and Selamat pagi… for adults), or that Ibu/Bapak replaces ‘you’ when speaking to adults and that kamu is not appropriate
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCIDU032 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOC176

  Present oral and written reports, summaries and comparisons of information obtained from a range of Korean texts in different modes

  Elaborations

  • classifying information gathered from different print and electronic sources and creating flow charts, tabulations, posters or cartoons to be used in advertisements, notices and instructions in print and digital formats
  • creating texts such as notices, brochures and posters to inform others about issues and upcoming events such as Korean cultural performances or class excursions, for example, 소풍 날짜, 장소, 시간, 준비물
  • organising information for a Korean audience, for example, creating a presentation to explain sport and leisure activities (씨름, 태권도, 축구, …) or a video recording of a cooking demonstration
  • reporting on own and others’ experiences of events such as a school camp, a holiday or concert, or playing a new computer game

  VCKOC176 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC157

  Convey ideas and information in different modes to suit particular audiences and contexts on subjects of interest to young people

  Elaborations

  • creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning Korean

  VCKOC157 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC180

  Create texts in Korean and English on same themes or events in different modes such as digital photo stories, short video clips or cartoons, and provide subtitles, captions or commentaries in either language to help meaning

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Korean culture (such as dining at a Korean home, shopping at a market, attending a ceremony, giving a gift)
  • producing texts in Korean and English on community events such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • creating texts such as songs or dialogues in multimedia format in either Korean or English with subtitles displayed in the language (for example, English) which is not the language used as the medium (for example, Korean)

  VCKOC180 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC144

  Associate them selves with wider networks such as clubs, countries or language-speaking communities, and reflect on how being a Korean language user broadens these networks

  Elaborations

  • identifying various groups they belong to and reflecting on themselves as members of multiple groups
  • appreciating their additional identity as a learner of the Korean language and culture and their expanded role in their own network
  • creating own profile using spoken, written or digital forms of expression to identify roles in or memberships of various groups, including their identity as a person knowing more than one language
  • describing themselves as members of various groups by profiling themselves with drawings of their friends, family, class and school, naming them using 친구, 우리 가족, 우리 반 and 우리 학교

  VCKOC144 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCKOC135

  Participate in collaborative tasks and shared experiences such as creating and playing simple language games or dialogues that involve simple negotiation, or preparing and presenting a group display

  Elaborations

  • asking and responding to questions in group activities such as number games, for example, using 몇이에요? and …이에요/예요, for example, 삼이에요 to form a group with those who have the same number card
  • negotiating requests using simple Korean expressions, for example, 지우개 있어요?; 아니요, 없어요; 빌려 주세요; 네, 여기 있어요
  • preparing, rehearsing and carrying out presentations, such as a Korean item for school assembly, or a digital presentation about a significant cultural event or celebration,for example, Taegeukgi, taekwondo

  VCKOC135 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCKOU190

  Analyse how beliefs and value systems are reflected in language use and communicative behaviours, and reflect on how what is considered normal in communication varies across cultures

  Elaborations

  • investigating cultural and historical backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages; reflecting on and discussing differences across cultures
  • investigating and using language associated with significant cultural practices and events or celebrations, for example, 설날, 단오, 추석, 한글날
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • reflecting on own cultural identities and how they are expressed differently in different settings such as home, school and other social domains, considering how these might be interpreted and responded to by people from different cultures

  VCKOU190 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCLAE019

  Read aloud, recite or perform Latin texts to entertain others, using strategies such as phrasing, voice inflection and metrical effects to convey meaning and emotion

  Elaborations

  • reading aloud, as Romans were accustomed to do, extracts from different genres of Latin literature, such as oratory, history, drama or poetry, with appropriate expression, phrasing, stress, rhythm and tone to convey meaning, for example, selections from the epigrams of Martial, or the letters of Pliny
  • reciting or presenting extracts from Latin texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, part of one of Cicero’s speeches or excerpts from Virgil’s Aeneid
  • performing in theatrical presentations of Latin poetry or plays, such as the poetry of Ovid or Virgil, extracts from the plays of Plautus

  VCLAE019 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• 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

• VCLVC182

  Create bilingual texts for the wider community collaboration with others

  Elaborations

  • creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English
  • creating bilingual learning resources for younger learners, for example, children’s stories and games
  • performing a role-play or skit for a specified audience, using the language for the performance and English for supporting explanations and commentary
  • creating bilingual texts, using subtitles and captions, to inform the school community about aspects of the language and culture
  • creating a bilingual display, for example, a video-clip or photographic display to showcase events and shared experiences, such as a bush trip
  • creating bilingual digital texts such as song lyrics or dialogues which allow display in the language, in English or in both

  VCLVC182 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VC2M7A04

  investigate, interpret and describe relationships between variables represented in graphs of functions developed from authentic data

  Elaborations

  • using graphs to analyse a building’s electricity or gas usage over a period of time, the value of shares on a stock market, or the temperature during a day, interpreting and discussing the relationships they represent
  • using travel graphs to compare the distance travelled to and from school, interpreting and discussing features of travel graphs such as the slope of lines and the meaning of horizontal line segments
  • telling the story behind what is being represented in graphs of functions, for example, graphs representing pouring rates or distance versus time
  • using graphs of evaporation rates to explore and discuss Aboriginal and Torres Strait Islander Peoples’ methods of water resource management

  VC2M7A04 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2MFM02

  sequence days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions

  Elaborations

  • ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon and night-time
  • distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday
  • sequencing the events from a story in the order in which they occurred, using language like ‘this happened first’ then ‘this happened next’
  • creating, interpreting and discussing classroom rosters, for example, a roster for watering the classroom garden, and asking, ‘Who watered the garden yesterday?’ or ‘Whose turn is it today?’
  • creating a pictorial diary to show the important events that happen on the various days of the week

  VC2MFM02 | Mathematics | Mathematics Version 2.0 | Foundation Level | Measurement

• VC2M1M03

  describe the duration and sequence of events using years, months, weeks, days and hours

  Elaborations

  • naming, listing and using familiar units of time, such as hours, days, weeks and years
  • comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
  • sequencing familiar events, including representing time, on pictorial timelines
  • discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school
  • investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars

  VC2M1M03 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2M10M01

  solve problems involving the surface area and volume of composite objects using appropriate units

  Elaborations

  • determining the volumes and surface areas of composite solids, formed from a range of right prisms and cylinders, by considering the individual solids from which they are constructed
  • estimating the surface area and volume of composite objects in practical contexts
  • using mathematical modelling to provide solutions to problems involving surface area and volume; for example, ascertaining the rainfall that can be saved from a rooftop and the optimal shape and dimensions for rainwater storage based on where it will be located on a property, or determining whether to hire extra freezer space for the amount of ice cream required at a fundraising event for the school or community

  VC2M10M01 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M2M05

  identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

  Elaborations

  • identifying things that turn in the school environment, for example, the handle on a tap or a door, or the dial or switch on a piece of equipment; and identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn
  • giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance
  • investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anticlockwise
  • giving or following directions to locate an object in the room or to provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

  VC2M2M05 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VC2M10ST03

  construct two-way tables and discuss possible relationship between categorical variables

  Elaborations

  • using two-way tables to investigate and comparing the survey responses to questions involving five-point Likert scale against 2 different categories of respondents, for example, junior students’ responses compared to senior students’ responses to a survey question
  • recording data in two-way tables and using percentages and proportions to identify patterns and associations in the data
  • conducting a litter survey around the school, considering the relationship between different categorical variables such as the day of the week (as canteen specials might lead to different types of litter) or the weather (due to hot days leading to more icy poles and cold drinks being sold)

  VC2M10ST03 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCNRC112

  Interact with speakers of the language being studied and resources, recognising that intercultural communication involves shared responsibility for communication

  Elaborations

  • interacting with language speakers, for example, with students from a sister school, reflecting on how language choices might be interpreted by language speakers and making adjustments to convey intended meaning
  • sharing language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication
  • reflecting on incidents and repair strategies outlined in discussions and journals using the language when, for example, encountering misunderstandings in communication
  • examining reactions to different perceptions and expectations around same and different cultural practices in the Australian and contexts from the language being studied

  VCNRC112 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing