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• VCVIC160

  Locate, analyse and compare information relating to topics of shared interest or other learning areas from a range of print, visual, digital and online sources

  Elaborations

  • accessing diverse sources in a range of media, such as books, web pages, television programs, radio news items, interviews, reports, video clips or documentaries, to collate information about aspects of Vietnamese and Australian lifestyles, for example, schooling, leisure activities or preservation of natural environments
  • researching young people’s lifestyles across Vietnamese-speaking communities, comparing information from different cultural contexts to identify the impact of such factors as climate, customs, transport, economy or globalisation, for example, the influence of Korean pop culture on Vietnamese teenagers’ fashion and hairstyles, and their tastes in food, music and movies
  • using reading strategies to enhance understanding of texts, such as identifying and clarifying the meaning of key words or concepts, or distinguishing main points from supporting details
  • summarising, analysing and comparing information obtained from a range of sources, for example, information about Vietnam from a cookbook, a tourism website and a documentary such as Luke Nguyen in Vietnam or Hành Trình Xuyên Việt, selecting appropriate resources for research projects, and discussing and explaining the reasons for similarities and differences in the information obtained
  • comparing key points and supporting details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • using concept maps, charts and tables to organise and analyse information
  • contributing to a shared class database or online library information that has been drawn from various sources, and classifying selected information according to topic, genre or level

  VCVIC160 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCVIU031

  Analyse the relationship between context, purpose and audience, language features and cultural elements associated with different types of texts in actual or online contexts

  Elaborations

  • exploring different samples of particular types of texts, such as recounts, reports and advertisements, and analysing the relationships between audience, purpose, context and language features to predict the meaning of unfamiliar vocabulary
  • exploring the ways in which content is developed in different types of texts, and how ideas and information are sequenced, for example, headings, paragraphing, topic sentences, elaborations, and topic/idea shifts
  • identifying and comparing language features of different text types, for example, the use of first person (mình/tôi), descriptive (trẻ trung/xinh đẹp/thông minh/hiền lành/dịu dàng) and emotive language (buồn bã/hoang mang/vui mừng/hạnh phúc) in personal recounts and diary entries
  • recognising linguistic choices made according to the text’s intended audience and degree of formality, for example, changing personal pronouns or tone to indicate changes in relationship between participants or degree of (in)formality
  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • understanding the use of text conventions such as culturally appropriate salutations and forms of address (depending on relationship or social status) in specific text types such as letters, speeches or interviews, for example, kính thưa/thưa/thân mến/thương mến/kính chào/chào
  • understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese or Australian people) and different structures and formats (diary entry, blog post, formal letter, interview, report, speech)

  VCVIU031 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC019

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • sharing feelings about important experiences or events, for example:
    PRO1 EXCITED HOLIDAY SOON
    I am excited about the holidays.
    POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
    I was sad when my friend moved away.
    
  • discussing preferences in relation to school or community activities, using comparatives and superlatives
    PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART
    I like maths and science, but my favourite subject is art.
    
  • comparing routines or activities, using signs for time, sequence and location, such as:
    WHAT TIME PRO2 GO-TO-BED?
    What time do you go to bed?
    EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL?
    Every Monday my class has reading, then maths, then swimming. What about your class?
    
  • telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time
  • interacting with younger children or with people who are just beginning to learn to sign, adapting language to suit the situation
  • describing actions and activities using NMFs to show manner, for example, PRO1 WORK versus PRO1 WORK-_hard
  • participating in online exchanges such as vlogs to compare daily routines or interests with other deaf children or families
  • using persuasive language in social interactions with each other, for example:
    PLEASE POPCORN GIVE-_me++ BEG?
    Please can I have some of your popcorn?

  VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCAMAR028

  Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
  • comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
  • comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
  • writing about and discussing with others the meaning of their own media artworks using appropriate language

  VCAMAR028 | The Arts | Media Arts | Levels 3 and 4 | Respond and Interpret

• VCASFU157

  Understand how space is used in Auslan to show who is involved in an event through the meaningful location of nouns and verbs, the use of depicting signs and enacting

  Elaborations

  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape
  • noticing the relationship between the location of referents in real space and the direction of some indicating verbs in a text
  • identifying instances of DSs with appropriate support
  • comparing English adjectives with SASS DSs

  VCASFU157 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCCCC014

  Identify who can be an Australian citizen and describe the rights, responsibilities and shared values of Australian citizenship and explore ways citizens can participate in society

  Elaborations

  • investigating how people become Australian citizens
  • discussing the Australian citizenship pledge to explore the values and dispositions that characterise Australian citizenship
  • clarifying the formal rights and responsibilities of Australian citizenship
  • explaining personal roles and actions as a citizen in the school and in the community

  VCCCC014 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCEALA576

  Refer to a simple bilingual dictionary or request help from peers or school staff who speak the same home language to find the meaning of unfamiliar words

  Elaborations

  • referring to a dictionary to check spelling or meaning of English words
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • recording spelling, meaning and translations of new words in a vocabulary list

  VCEALA576 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELU119

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCHHK058

  Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared

  Elaborations

  • identifying the different members of a family, for example, mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin, and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members
  • naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery, and creating a class museum

  VCHHK058 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCAMUE029

  Explore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effects

  Elaborations

  • experimenting with elements of music by improvising patterns, phrases and melodies and exploring a range of concepts, ideas and feelings
  • identifying and describing features of rhythm, melody and structure that create effects in their improvisations
  • exploring options for interpreting dynamics and articulations in music they sing and play
  • using graphic and conventional notation and technology to record music ideas

  VCAMUE029 | The Arts | Music | Levels 5 and 6 | Explore and Express Ideas

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELU166

  Apply knowledge of grammatical features, such as tense, voice, regular and irregular verbs, adverbs, pronouns and adjectives, and use conjunctions to construct compound and complex sentences

  Elaborations

  • using a range of tenses and voices to describe routines and actions
  • using a range of regular and irregular verbs to develop sentence structures, for example, Χτες είδα το Γιάννη και μου είπε τα νέα
  • using adjectives to describe and compare people and aspects of the immediate environment, for example, O Γιάννης είναι ψηλός αλλά η Μαρία είναι πιο ψηλή/ψηλότερη, and using simple word order (subject–verb–object), for example, Η Άννα τρώει καρπούζι
  • using adverbs to modify and intensify the meaning of verbs and adjectives, for example, αρκετά, πολύ, λίγο
  • using pronouns such as αυτός, κάτι, as substitutes in sentences
  • recognising that some Greek nouns do not always reflect their grammatical gender, for example, in η γιατρός
  • using suffixes to vary and intensify the meaning of nouns, adjectives and adverbs, for example, to create diminutives/augmentatives such as μικρούλι, γατούλα, σπιτάκι, Γιαννάκης, ομαδάρα, σπιταρόνα
  • creating compound and complex sentences by using conjunctions, for example, Δε θα πάω στο σχολείο την Τετάρτη, γιατί θα πάω στη Μελβούρνη με την οικογένειά μου

  VCELU166 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCGRCE019

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

  Elaborations

  • reading aloud passages or extracts from different genres of Classical Greek literature, such as Socratic dialogue, oratory, historiography, drama or poetry, with appropriate expression, phrasing, stress and tone to convey meaning
  • reciting or presenting extracts from Classical Greek texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, excerpts from Homer’s Iliad, Pindar’s victory odes
  • performing extracts from Classical Greek plays for the appreciation of an audience, for example, from Sophocles’ Antigone or Euripides’ Medea

  VCGRCE019 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCHIU121

  Extend knowledge of and use more complex features and patterns of the Hindi grammatical system, such as the use of passive voice, compound words and phrases and variations in register

  Elaborations

  • indicating situations and events by using past, present and future tense forms, for example, जाता था, जाता हूँ, जाऊँगा
  • creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।
  • creating compound and complex sentences such as मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • expanding vocabulary related to personal, social, environmental and global worlds
  • recognising and using idiomatic expressions such as आँख का तारा and दाल में कुछ काला
  • using numbers in fraction, multiple and collective forms, for example, आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives
  • understanding and extending knowledge of basic joining (सन्धि) rules, such as इ+आ = ए
  • extending knowledge of the use of the active and passive voice according to context, for example, राम उर्दू लिख रहा है। उर्दू लिखी जा रही है।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • using a range of tenses in complex sentences to describe events and personal experiences, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।
  • understanding that in different contexts words from different registers are used for related concepts, such as इंसाफ़ and न्याय

  VCHIU121 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCASFU033

  Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion

  Elaborations

  • noticing that differing purposes in the creation of Auslan texts result in differing types and amounts of signing, for example, the use of more CA in narratives
  • comparing a short text in Auslan with an equivalent type of English text (for example, a recount in both languages) and noticing similarities and differences in structure and language features
  • identifying with support, examples of signers associating non-present referents with locations in signing space
  • identifying examples of signers pointing to an established location to refer to something
  • identifying how signers establish locations and noticing how this helps the audience to recognise who or what the referents are (actor and undergoer)

  VCASFU033 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELA310

  Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

  Elaborations

  • mapping topic words related to sub-headings

  VCELA310 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELA380

  Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts

  Elaborations

  • analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
  • writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations

  VCELA380 | Curriculum content | English | Level 7 | Writing | Language

• VCELC018

  Initiate and sustain interactions by sharing personal opinions and experiences, face-to-face or online, with peers, and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister-school friends, using expressions appropriate to context and audience, such as Tί έκανες χτες; Πάμε στο γλέντι;
  • sustaining face-to-face or online conversations on topics of mutual interest, for example, το πάρτυ, η μουσική, η φιλία, η μόδα, parties, music, friendship, fashion, through active listening strategies, turn-taking and verbal and non-verbal responses, for example, shrugging shoulders, head shaking
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions, for example,Τι νομίζεις; Πιστεύω ότι, Μ’ αρέσει καλύτερα η θάλασσα, Συμφωνείς;
  • using formulaic language to share and compare aspects of teenage life, for example, Το κινητό μου είναι μαύρο, Το δικό μου είναι μεγαλύτερο, and aspirations, for example, Θέλω να γίνω ...

  VCELC018 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising