Search results

Sort by

Result list

VCASFC037

Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others

Elaborations
- comparing personal experiences and opinions and expressing agreement or disagreement in a respectful manner, for example:
  AGREE YES or PRO1 AGREE
  Yes, I agree.
  PRO1 KNOW WHAT MEAN, BUT…
  I know what you mean, but …
  DOUBT
  I’m not sure
  AGREE-NOT
  I don’t agree …
- using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups
- discussing school experiences or events, for example:
  THEATRE GOOD, LONG-_really
  I liked the theatre performance but it was soo long.
  SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
  What did you think about the swimming carnival?
- using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their peers or teacher
- participating in online exchanges such as vlogs with deaf Auslan users in other contexts to discuss topics of shared interest, such as peer pressure or family expectations
- exchanging views with their peers to identify values that they hold as important, for example, caring for the environment or providing support resources for the deaf community such as subtitles on TV/movies
VCASFC037 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
VCASFC057

Use interactions to support discussion and debate and to demonstrate culturally appropriate behaviours in and beyond the classroom

Elaborations
- following protocols for interacting with sign language interpreters in various contexts in and out of school
- using statements and discussion techniques to participate in class and school debates, for example by acknowledging others’ opinions and supporting their own with examples and accounts of personal experiences
- understanding and adopting different roles in a debate, using more elaborated sentence structures and interactional strategies to support discussion and provide clarification, for example:
  PRO2 DIGRESS NEED COME-BACK-TO-POINT
  You’ve gone off the topic. Can you get back to your point?
  SUMMARY…
  In summary;
  PRO2 CONFUSE. PRO1 WIND-BACK
  I’ve confused you; let’s go back …
- using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example:
  RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT
  Oh yeah, that’s a different take on it. I never thought about it that way.
  G:WELL RIGHT-YEAH, BUT I WANT ADD COMMENT
  Well, yes, that’s true but I’d like to add something.
- being a supportive group participant, for example by asking relevant questions, providing feedback, prompting and eliciting contributions from others
VCASFC057 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCESU139

Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts

Elaborations
- specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La regla está en el estuche
- using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
- using question words to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
- using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente
- linking ideas using conjunctions such as y, o and pero
- noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
- using possessive adjectives in singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros
- using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
- using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
- identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
- using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)
- using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
- building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English
VCESU139 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCFRU031

Notice and apply elements of French grammar such as word order, gender and singular/plural forms, adverbs, pronouns and prepositions in simple spoken and written texts

Elaborations
- developing a metalanguage in French for talking about language, using terms similar to those used in English, such as le verbe, l’adjectif, l’adverbe, la conjonction and le vocabulaire
- observing the relationship between subject pronouns and verb endings, using je/tu/il/elle + present tense of verbs associated with familiar actions and environments, for example, il chante bien, je suis fatigué, tu aimes le yaourt, elle est en classe
- expressing negation in simple sentence structures and colloquial expressions, for example, je ne sais pas; elle ne mange pas; tu ne viens pas? Pas du tout!
- understanding the difference between definite and indefinite articles, and how to refer to a specific or unspecific person, place or object, for example, tu manges la pomme, j’achète un livre, une vȃche énorme, le climat français
- understanding the function of verb moods, recognising and knowing how to use statements, simple questions and imperatives, for example, Tu peux commencer; je peux commencer? Commence!
- using an increasing range of adjectives (for example, bizarre, magnifique, formidable), including additional gender forms, for example, blanc/blanche, gros/grosse
- using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite
- using additional prepositions to indicate direction or location, for example, à gauche, à droite, à côté de
- strengthening vocabulary knowledge by making connections with known words (for example, triste, la tristesse; le marché, le supermarché, le marchand), recognising word patterns and building word clusters, for example, number knowledge to 60+, words associated with food, family members or sports
VCFRU031 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCFRU013

Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions

Elaborations
- understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon rose)
- noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, l’école
- becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns and adjectives, for example, le chien, la maison, le petit garçon, la petite fille, le copain, la copine
- using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?
- recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
- developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)
- responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!
- using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire
- using simple questions and statements, for example, Qu’est-ce que c’est? Qui est-ce? Tu t’appelles comment? C’est un poisson. Je préfère les fraises
VCFRU013 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCGRCE020

Translate a range of texts that incorporate complex sentence structures and extensive vocabulary from Classical Greek into Standard English, representing the style and purpose of the texts

Elaborations
- reading holistically to deduce the context and content of Classical Greek texts, by identifying key words and phrases
- applying expanded knowledge of vocabulary, grammar and problem-solving skills to translate compound sentences and complex sentences with nested clauses
- conveying shades of meaning of a range of subtle vocabulary, for example, inferring the different connotations of a word in a particular context, such as δίκη
- inferring the meaning of new words and expressions, using knowledge of the text type and the author’s purpose and technique, for example, ὁ λόγος (word, speech, argument, reasoning, story, computation)
- expanding the variety of English translations for verb tenses or moods, for example, to express aspect in a command, παύου (general/ongoing) compared to παῦσαι (once)
- deducing the meaning of new words, by drawing on prior knowledge, derivatives and connections with familiar words, for example, σαρκοφάγος, κακοδαίμων
- recreating mood, tone and dramatic impact in English translations by selecting appropriate vocabulary, comparing and contrasting potential choices, for example, τύχη (chance, luck, fortune), συμφορά (event, circumstance, mishap, misfortune)
- refining translations by exploring print and online Classical Greek and English dictionaries and thesauruses to consider a variety of meanings and synonyms
- conveying emphasis and tone, such as indignation, anger or suspense, embedded in Classical Greek word order, for example, χρυσόν τε καὶ ἄργυρον φέρει ὁ Ὀδυσσεύς ἐν τῷ ἀσκῷ
- translating complex sentence structures, such as subordinate clauses and indirect speech, for example, causal, purpose, result, indirect questions, commands, conditionals
- rendering the precise meaning of tenses in Classical Greek into idiomatic English, for example, ἐλάμβανον/ἔλαβον
- conveying the meaning of idiomatic expressions and culturally specific terms, for example, ἀρετή, δαίμων/δαιμόνιον/εὐδαιμονία, τα πρόβατα θόρυβον ποιεῖ, γλαύκ’Ἀθήναζε/γλαύκας εἰς Ἀθήνας, by choosing appropriate English terms and expressions
- constructing and editing translations collaboratively with peers, using a range of ICT
- correcting own translations to increase accuracy and better reflect register, tone and relationships
- translating, independently or in collaboration with peers, unseen texts with compound or complex sentences, drawing on familiarity with the style and language of texts already studied
VCGRCE020 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Translating
VCITC039

Interact to share interests, leisure activities, feelings, opinions and preferences

Elaborations
- contributing ideas and opinions in interactions by acknowledging, replying, agreeing/disagreeing and concluding, for example, E tu? È vero. Davvero? Va bene. Non sono d’accordo. Mi dispiace ma non capisco. Allora ci vediamo dopo. Arrivederci, Giorgio, a domani! Ho dimenticato … Sei molto gentile. Penso di sì. Penso di no.
- asking and responding to questions that elicit personal information about themselves and others, for example, Da dove vieni? Vengo da Melbourne. Sei australiana? No, non sono australiana, sono cinese. Sì, e sono di origine greca. Quanti siete in famiglia? In famiglia siamo in sei. È/non è interessante … Che bello!
- writing short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
- using formal and informal greetings and forms of address when opening and closing conversations and written correspondence, for example, Pronto, chi parla? Ciao mamma. ArrivederLa. Mio caro fratello/Carissima nonna/ Gentile signora. Bacioni/Distinti saluti
- asking about personal preferences, for example, Quale materia ti piace? Mi piace … /Non mi piace …, È facile/È difficile. Quale sport fai? E tu? Bravissimo! Eccezionale!
- expressing feelings, such as about a singer or sports figure, for example, È simpatico e bravo, mi piace tanto. Vorrei...Mi piacerebbe …
- describing a person’s physical state, for example, Ha fame/sete/freddo/caldo; Ho mal di … Sono stanco/sono rilassato
- expressing preferences, for example, Mi piace il caldo. Mi piace/non mi piace la musica rock/pop/classica …
- talking about the local environment and expressing opinions, for example, Qui c’è molto verde. A/In … c’è tanto inquinamento
- providing options and choices, inviting, accepting or refusing, for example, Vuoi venire a …? D’accordo/No, non posso … un’altra volta. Vuoi il CD di … o di …? Che buona idea!
VCITC039 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
VCITU052

Use grammatical knowledge, to interpret and create meaning in Italian

Elaborations
- using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
- using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta; parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
- recognising the imperative as a formulaic expression, for example, Dammi!
- noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
- expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
- expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
- formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
- using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
- recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente
- using present tense of regular, some irregular verbs, and immediate future tense to present situations and events for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as: Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani
- using reflexive verbs and simple past tense as formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema
- developing metalanguage to describe patterns, grammatical rules and variations in language structures
VCITU052 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCJAU122

Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar

Elaborations
- knowing common forms of greetings, for example, おはようございます、おはよう, and noticing the different levels of formality
- identifying gender-specific pronouns わたし and ぼく
- understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい
- understanding basic word order in simple sentences, for example, noun　が　すきです。りんご　が　すき　です。, adjective + noun　です。おおきい　いぬ　です。
- understanding how to specify items using the possessive particle の, for example, わたし　の　かぞく、 Sarah さん　の　ほん、おばあさん　の　いえ
- referring to numbers of things using cardinal numbers 0–100: 一(いち)、二(に)、三(さん) …百(ひゃく)
- learning to describe the colour あお　です。size おおきい　です。 and shape まる　です。of things
- understanding different question words such as だれ、なに、どこ and the sentence-ending particle か
- recognising and responding to a request using verb 　ください, for example, きいて　ください。and すわって　ください。
- indicating affirmative and negative responses using はい and いいえ
- using some culturally specific parallel phrases related to giving and receiving, for example, どうぞ and ありがとう
- learning to use common onomatopoeia such as ぺこぺこ and わんわん
- building vocabulary to describe and label familiar and immediate objects and environments
VCJAU122 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCKOU165

Understand and use aspects of the Korean grammatical system such as verb conjugations, suffixes, some particles, basic conjunctions and the honorific system, building a metalanguage to talk about basic grammatical features in Korean

Elaborations
- expressing simple events occurring in the past using –었/았–, for example, 캔버라에 살았어요
- making simple negation using 안 and 못, for example, 비가 안 와요, 김치를 못먹었어요
- expressing events occurring in sequence by using:
  - conjunctive adverbs such as 그리고 at the beginning of thesecond of two sentences, for example, 밥을 먹어요. 그리고 운동해요
  - a conjunctive suffix (clausal connective) in a coordinative structure –고, for example, 밥을 먹고 운동해요
- using particles –하고 (as a meaning of ‘together with’) and–에서, for example, 친구하고 쇼핑했어요, 학교에서 공부해요
- using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle–(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?
- using the complex structures –(으)ㄴ/는 것 같다 and –도 되다 in the informal polite style ending –‍어/아요 to express opinions and give/request permission, for example, 맞는 것 같아요; 가도 돼요?
- using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?
- recognising the formal polite ending –ㅂ/습니다 and the intimate ending –어/아, 해, and understanding the different contexts where different levels of politeness and formality are indicated by verb endings, for example, 미안합니다/미안해요/미안해
- recognising how word ordersare different and syntactic functions are realised differently in simple sentences in Korean and English, for example,‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I (subject) eat (verb) an apple (object)’
VCKOU165 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCLAE016

Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

Elaborations
- predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
- inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
- investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
- examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
- reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
- explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
- investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
- explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
- discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
- recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
- analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
- discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
- justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
- constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively
VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts
VCLVU164

Expand vocabulary in the language through word-formation processes and recognise and use simple language structures

Elaborations
- exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings
- constructing expressions that refer to people, places, things and events using:
  - nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun
  - sentences without verbs, for example, ‘This (is) my bag’
  - pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
  - determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
  - marking to indicate possession and other types of association, for example, ‘Let’s go for water’
  - transitive and intransitive verbs
  - verbs of stance used in existential expressions, for example, ‘There is a creek lying near the road’
  - verbs to talk about actions, processes, thoughts and feelings
  - moods of verbs, including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
  - negation
- expressing time, manner, attitude and place according to available language resources, such as:
  - tenses, including past, present and future/non-past
  - temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, ‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
  - expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
  - attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
  - locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
  - adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
  - structuring and linking clauses, for example, using coordination, subordination, embedding
- understanding that rules vary between languages, for example, in relation to word-formation, word order at phrase and sentence level
- making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions
- noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts, kinship terms
- developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English
VCLVU164 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language
VCTRU030

Understand and use key grammatical forms and structures, such as simple verb tenses, recognising how grammatical forms and functions are represented through suffixation

Elaborations
- describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
- understanding the function of verb moods, for example, by recognising and using questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Kahramanlar kimdi? and imperative forms such as başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
- using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi
- using a range of simple conjunctions to link basic ideas and action, for example, -den önce, -den sonra, ile/-(y)le, ama, çünkü
- using simple and compound sentences
- using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests
- understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar, batıdan batar and Dişlerimi fırçalarım, Erken yatarım, Erken kalkarım
- recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
- understanding and using common interrogative pronouns such as kim, hangi, ne, neden, kaç, Bu akşam bize saat kaçta geliyor? Doğum günü davetiyesini kim yazacak?
- identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Eyvah! Ya! Öf be!
- understanding and using the simple past tense suffix -d(i), for example, Annem çarşıdan ekmek aldı
- understanding and using prepositions to indicate direction, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
- developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler
- using honorifics, such as Yaşar Amca, Ayşe Teyze
VCTRU030 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCTRU097

Understand the relationship between the sounds, rhythms, stress and intonation patterns of spoken Turkish, and recognise elements of the written language, such as spelling patterns, agglutination, vowel harmony and symbols

Elaborations
- identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
- recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
- recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta yazdı, Türkiye’ye gittiğimde yazdı
- recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
- learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
- applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, sound assimilation such as sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi
VCTRU097 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCVIC018

Initiate and sustain face-to-face and online interactions with peers and adults to share personal opinions, and compare ideas and experiences on familiar topics such as friendship, leisure activities, teenage life and special events

Elaborations
- asking and responding to questions to share and discuss opinions on familiar topics such as friendship, leisure activities, teenage life and special events, for example, Bạn thấy ngày hội thể thao ở trường mình năm nay thế nào? Tốt lắm, năm nay các bạn thi đấu tốt hơn năm rồi. Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ
- using strategies to sustain actual and virtual conversations by further exploring peers’ perspectives on topics of discussion, for example, Bạn thấy phim này hay như thế nào? Tại sao bạn thích ca sĩ Đức Tuấn? Còn có lý do nào khác không?, developing a shared view to enhance understanding or to confirm own opinions, for example, Có bạn thì thích đi ra ngoài chơi, có bạn thì thích ở nhà coi phim. Các bạn khác thì thích phim hành động, còn tôi thì thích phim tình cảm, and elaborating on own ideas, for example, Tôi thích phim này vì nội dung thú vị, cảnh đẹp, diễn viên đẹp và đóng hay
- describing and comparing personal experiences, for example, Đường phố ở Singapore rất sạch sẽ và đẹp. Tôi thích đi Mỹ vì ở đó có nhiều hàng hóa đẹp và rẻ. Cuối năm rồi gia đình tôi đi Nhật chơi nhưng mà lạnh quá, không đi ra ngoài nhiều được. or, của, hoa đào nở khắp nơi đẹp lắ
- comparing and discussing with others their future plans and aspirations, and their personality, including strengths and weaknesses, for example, Tôi muốn học đại học, còn bạn thì sao? Tôi muốn trở thành giáo viên. Bạn thấy tôi có thích hợp với nghề dạy học không? Còn bạn thích làm nghề gì? Tính tình tôi vui vẻ nhưng hay nói thẳng nên cũng dễ làm bạn bè giận. Ước gì tôi cũng thông minh và siêng năng như bạn
VCVIC018 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCVIU029

Apply knowledge of sounds, tones and spelling to spoken and written Vietnamese, inferring the meaning of unfamiliar words encountered in a range of contexts, and explore intonation patterns and pauses in a range of sentences

Elaborations
- applying Vietnamese phonic and spelling knowledge to pronounce and infer spelling of unfamiliar words, for example, words containing consonant clusters kh, ng, ngh, nh, diphthongs and triphthongs such as ôi, ơi, oe, oai, ươi, ương, uyên, or new words encountered in interactions and texts in Vietnamese, for example, determining the spelling of the unfamiliar word người from that of the known word mười
- understanding and applying Vietnamese spelling and pronunciation with increasing accuracy in own speech and writing
- recognising the differences in intonation between statements (Con không đi chơi đâu.), questions (Con không đi chơi đâu à?) and exclamations (Con không đi chơi đâu!)
- recognising and using appropriate rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
- comparing own Vietnamese speech with standard Vietnamese pronunciation and making adjustments to their pronunciation of certain sounds or tones as necessary
- recognising regional variations in pronunciation (from different regions such as the North, the Central and the South), for example, different ways of pronouncing dấu hỏi and dấu ngã, s and x, ch as tr, v/gi and d, and final consonants such as -t and -c (khuôn mặt and mặc áo), and developing strategies to understand meaning when listening to diverse regional Vietnamese accents, for example, inferring meaning from the context of communication
- understanding that spelling follows standardised rules even though there are variations in Vietnamese pronunciation across different regions of Vietnam
VCVIU029 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCVIU151

Recognise and apply features of intonation and pronunciation and writing conventions used in different types of texts and contexts

Elaborations
- applying basic pronunciation rules, including adding or changing tone markers, initial consonants or vowels to form new words, for example, buổi, cuối, đuổi, tuổi, chuối
- understanding and reproducing Vietnamese words with different tone markers, and understanding that pitch changes affect the meaning of a word, for example, thương, thường, thưởng, thượng
- understanding the variability of sound–letter matches and distinguishing between similar sounds such as ch and tr, s and x (chai/trai or song/xong)
- exploring Vietnamese sounds such as heterographs, for example, giai and dai, dây and giây, and homonyms, for example, bàn (bàn bạc) or bàn (cái bàn)
- analysing Vietnamese pronunciation and intonation, for example, Anh ăn trưa chưa? Anh chưa ăn trưa? and Anh chưa ăn trưa
- applying Vietnamese spelling rules, for example, k, gh and ngh only go with i, e, and ê (kiến, kẻ, kể, ghi, ghe, ghế, nghỉ, nghe, nghệ)
- comparing Vietnamese words that end with i and y, and identifying words that are commonly misspelled, such as tai and tay, mai and may, ngài and ngày
- using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks
VCVIU151 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCARU183

Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making

Elaborations
- understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
- understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,
  كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ
- manipulating interrogative verb forms to ask a range of questions, for example,
  قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟
- understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,
  مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية
- using cohesive devices to sequence ideas, for example,
  في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة
- extending use of negative forms, for example,
  لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً
- using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
- using comparative and superlative forms of adjectives to describe people and objects, for example,
  صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء
- understanding how to use exaggeration and emphasis for effect, for example,
  ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك
- developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
- using imperative verb tenses to persuade, encourage and advise others, for example,
  شاركوا في الردّ على الموقع الإلكتروني؛ لا تنسوا شاهدوا الفيلم الأسطوري؛ سيعجبكم جداً؛ هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ؛ إتّصلوا على الرقم المذكور في الإعلان
- using subjunctive mood to express doubt, uncertainty or emotion, for example,
  قد يكون كلامك صحيحاً ولكني لست متأكّداً منه؛ ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة
- creating compound and complex sentences by using embedded clauses, for example,
  أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!
VCARU183 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCARU166

Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas

Elaborations
- using سوف in addition to the present tense to express future plans, for example,
  سوف أدخل إلى الجامعة بعد الثانوية العامة؛ سوف أشتري سيّارة بعد الإمتحانات
- understanding and describing current, recurring and future actions, using auxiliary verbs, for example,
  ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب
- using the conditional mood as a formulaic expression, for example,
  لو نجحت في الأمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة
- understanding and using the conjunction (بينما) to compare people or actions, and enhance expression, for example,
  رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما لعبة كرة القدم شعبيّة أكثر
- referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,
  الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱
- using ordinal numbers to sequence ideas in oral interactions and written texts, for example,
  أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً
- using interrogative words and expressions, such as لمَ؛ هل , to ask questions and make requests, for example,
  لمَ تأخّرت اليوم وأنت عندك إمتحان؟ هل فهمت ما قلت لك؟ رجاءً؛ أحضر البحث غداً لأنك لم تقدمه أمس؛ من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟
- expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,
  بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون
- using specific structures relating to expressions of praise, encouragement and persuasion, for example,
  ممتاز! أحسنت! عمل رائع؛ ؛ هيّا واصل عملك أنت شخص ذكيّ؛ أكمل الصورة وقدمها للعرض؛ لا تتكاسل واصل الركض؛ إعرض كتاباتك على الصحيفة المحلية؛ أنت كاتب بارع
- using expressions such as أكبر من؛ الأكبر to indicate preference and compare, for example,
  هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي
- expressing opinions and feelings using expressions such as
  أشعر بالسّعادة عندما أسافر إلى المناطق الرّيفيّة في أستراليا؛ أعتقد أن أستراليا أجمل دولة في العالم
- using conjunctions such as بالرّغم من ؛ to show differences and contrasts in ideas, for example,
  بالرّغم من أن الشمس ساطعة إلّا أنّ الطقس بارد؛ بالرّغم من نجاحي في الإمتحان لم يشترِ لي أبي اللّعبة الإلكترونيّة
VCARU166 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCARU149

Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences

Elaborations
- applying rules of past tense verb conjugation to describe past actions and events, for example,
  أنا أكلتُ؛ أنتَ شربتَ؛ أنتِ ذهبتِ؛ هو كتبَ‘؛ هي ركضَت؛ هم تأخروا
- producing complex sentences using present tense verb conjugation, for example,
  أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السّيارة كل أسبوع؛ أساعد في تنظيف البيت دائماً؛ المعلمون يتكلمون كثيراً
- expressing negation in complex sentences, for example
  لا أريد أن ألعب هذه اللعبة؛ ليس عندي طعام مفضّل؛ لم؛ لن
- using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,
  تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا تتأخروا
  understanding gender and number agreement between nouns and adjectives, for example, كتاب واحد رخيص؛ ثلاثة كتب رخيصة؛ عشرة كتب غالية؛ طاولة واحدة ثقيلة؛ أربع طاولات قديمة ؛ تسع طاولات كبيرة using irregular adjectives to describe number, shape and colour, for example,
  فزت في المرتبة الأولى؛ أتيتُ الثاني في الإمتحان؛ حقيبتي حمراء؛ قميص أحمر؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدوّر؛ مثلث؛ مربع؛ مستطيل
  describing a relationship using a possessive pronoun for singular and plural third person, for example
  سليم يحب ابي كثيراً؛ هناء تستمع إلى أمها دائماً
- using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك
- using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for example
  أمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة
- understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟
- building compound sentences to express opinions, preferences or reasons, for example
  الكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال
VCARU149 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

Result list

VCASFC037

Elaborations

VCASFC057

Elaborations

VCESU139

Elaborations

VCFRU031

Elaborations

VCFRU013

Elaborations

VCGRCE020

Elaborations

VCITC039

Elaborations

VCITU052

Elaborations

VCJAU122

Elaborations

VCKOU165

Elaborations

VCLAE016

Elaborations

VCLVU164

Elaborations

VCTRU030

Elaborations

VCTRU097

Elaborations

VCVIC018

Elaborations

VCVIU029

Elaborations

VCVIU151

Elaborations

VCARU183

Elaborations

VCARU166

Elaborations

VCARU149

Elaborations

Refine results by Area

Refine results by Subject

Refine results by Level

Refine results by Type