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• VCLVC179

  Interpret and respond to texts by sharing personal reactions, comparing themes, describing and explaining aspects of artistic expression and how these relate to land, sky, sea, water, people, plants, animals and social and ecological relationships

  Elaborations

  • listening to respected community speakers tell stories on Country/Place, interpreting signs and gestures and using correct protocols to ask clarifying questions and to find out about the cultural role of storytelling
  • interpreting and responding to texts such as songs, stories, films or video clips by recording key vocabulary and expressions, identifying and explaining main ideas, themes and sequences of events, for example, by sharing personal reactions with others
  • discussing how key messages and beliefs are communicated through stories and visual and creative arts, for example, comparing the role and representation of animals, people and landscapes in different expressive forms
  • discussing and explaining how land, sky, sea, people, plants, animals and social and ecological relationships are expressed through the arts
  • investigating traditional and contemporary arts, including paintings, weavings, artefacts, and identifying how they relate to or express elements of Country/Place and people
  • listening to, viewing and comparing personal responses to popular music, identifying key messages, themes and performance styles,, and considering how they incorporate social commentary
  • discussing how stories and songs often link neighbouring Aboriginal groups and nations
  • retelling stories belonging to Country/Place

  VCLVC179 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Creating

• VCTRU083

  Understand that variations in the use of spoken and written Turkish relate to social roles, communities and contexts, and consider how and why these differ from similar variations in the use of Australian English

  Elaborations

  • identifying protocols associated with the use of language, body language and gestures when using Turkish which are different to those used by people from other language backgrounds, for example, kissing hands, avoiding crossing legs or putting hands in pockets when in the company of elders
  • tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, language used between members of sporting or interest groups
  • discussing the use of Avustralya Türkçesi among people in different contexts, for example, the use of words such as ‘yep’, ‘mate’, shoplar, ‘you know’ within sentences in Turkish, for example, at local events such as festivallerdeki duyurular, satıcıların dili, camide imamın konuşması
  • comparing style, register and grammatical choices adopted in spoken, written or digital versions of an interaction such as a greeting, announcement or apology, for example, özür dilerim/affınıza sığınırım, naber(nbr)/nasılsın
  • understanding why older Turkish speakers and government officials are more likely to use loan words from Persian and Arabic compared to younger generations in social contexts, for example, the use of teferruat instead of ayrıntı, or tercüme instead of çeviri, müracaat for başvuru

  VCTRU083 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC137

  Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts

  Elaborations

  • identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority
  • deciding how best to address and refer to others (for example, addressing an older stranger as 姐姐 or 阿姨 in Chinese) and considering how that person would be addressed in English
  • identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school
  • considering their linguistic and cultural skills as Chinese and as Australians and how these contribute to their overall sense of identity
  • comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these
  • noticing differences in cultural practices and the protocol for certain events, such as 我去表哥家要先叫人，大姨好，大姨夫好；如果他们要留我吃饭，我要先问妈妈可不可以；如果阿姨叫我多吃一点, 我不能吃太多，最好得客气客气
  • participating in cultural events (for example, watching a China–Australia soccer match, performing a Chinese song to the school community, or celebrating Anzac Day) and reflecting on own reactions

  VCZHC137 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VC2M6N07

  solve problems that require finding a familiar fraction, decimal or percentage of a quantity, including percentage discounts, choosing efficient calculation strategies with and without digital tools

  Elaborations

  • explaining how 13 of a quantity can be achieved by dividing by 3, and how knowledge of 13 of a quantity can be used to find 23 or 43 of the same quantity, using situations involving money, length, duration, mass or capacity
  • investigating percentage discounts of 10%, 25% and 50% in an online toy sale, using their equivalent decimal representations of 0.10, 0.25 and 0.50 to calculate the amount of discount on sale items, with and without digital tools
  • linking percentages to their decimal equivalent of tenths and hundredths and using these to determine percentage discounts; for example, finding a 30% discount by using its equivalence to 0.3, dividing by 10 and multiplying the result by 3 to give 30%
  • explaining the equivalence between percentages and fractions, for example, 3313 % and 13 , keeping to percentages that are equivalent to fractions with small denominators such as 6623 % and 12.5%
  • representing a situation with a mathematical expression, for example, numbers and symbols such as 14 × 24, that involves finding a familiar fraction or percentage of a quantity; and using mental strategies or a calculator and explaining the result in terms of the situation in question

  VC2M6N07 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VCFRC002

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? Non, j’ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

  VCFRC002 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCITC042

  Interact in classroom activities and create shared class routines

  Elaborations

  • interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È mio/mia. È di mio fratello
  • asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso
  • asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.
  • asking where an event is taking place, for example, Dove si fa la festa? Dove si trova …? Dov’è …? In Italia/vicino/lontano/ al numero 6
  • participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …

  VCITC042 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VC2M6A01

  recognise and use rules that generate visually growing patterns and number patterns involving rational numbers

  Elaborations

  • investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase or decrease
  • using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9 …, 210 × 11, 211 × 11, 212 × 11 …, 111 × 11, 222 × 11, 333 × 11 …, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99 …
  • creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …
  • investigating the number of regions created by successive folds of a sheet of paper (one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions) and describing the pattern using everyday language
  • creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using 3 for one triangle, 5 for 2 triangles and 7 for 3 triangles and describing the pattern as ‘Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle’

  VC2M6A01 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra

• VC2M2N03

  recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving

  Elaborations

  • creating halves of a range of collections sets by sharing collections into 2 equal groups; for example, comparing half of a set of 12 washers with half of a set of 8 bolts to identify how they both represent one-half of their respective set
  • creating halves using measurement attributes – for example, explaining that ‘a half is one part out of 2 equal parts of a whole’; equally folding a strip of paper, dividing a lump of playdough or separating a cup of water into 2 equal parts, and then selecting one of the parts and naming it ‘one-half’; or comparing half of a collection of 10 counters with half of a shape or object and explaining how each shows one-half of the respective whole
  • using repeated halving to subdivide shapes and objects in different ways to make corresponding halves, quarters and eighths; naming the parts and comparing the size of them to notice that they are all the same size; and demonstrating that a quarter is a half of a half and that an eighth is a half of a quarter
  • dividing a shape into equal parts and relating the number of parts to the unit fraction; for example, if there are 4 equal parts then each part is one-quarter and if there are 8 equal parts then each is one-eighth

  VC2M2N03 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M2N05

  multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies

  Elaborations

  • making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’
  • finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’
  • recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3
  • using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars
  • using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’

  VC2M2N05 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M4N03

  find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation

  Elaborations

  • extending fraction families within collections of materials, for example, by seeing 34 as 3 in each 4, showing this within related fractions like 68 or seeing that 25 means 2 in each 5 so it can be shown within 410
  • creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour
  • folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that 48=24=12 ; or folding paper strips into fifths and tenths, and recording as both fractions and decimals
  • identifying and using the connection between fractions of metres and decimals; for example, finding 14 of a metre and connecting this to 0.25 metres or 25 centimetres, or finding 110 of a metre and connecting this with 0.10 metres or 10 centimetres
  • using array diagrams to show the relationship between fractions and division and multiplication of natural numbers, for example, 3 × 4 = 12, 12 ÷ 4 = 3, 14 of 12 is 3, 13 of 12 is 4

  VC2M4N03 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC038

  Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

  Elaborations

  • working in teams to plan an event such as a performance for a younger audience or a presentation for school assembly
  • negotiating roles, responsibilities and priorities in activities such as cooking or science experiments, making suggestions such as:
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT
    Do you think we should do this first and when that’s done, that next
    
  • and using conditional language such as:
    IF FINISH, CAN NEXT++, IF NOT-YET HEADSHAKE
    If we finish this we can go on to the others; if we don’t, we can’t.
    
  • organising activities such as excursions, using questions such as:
    WE2 MEET WHERE?
    Where are we meeting?
    TIME MEET?
    What time should we get there?
    ARRIVE HOW?
    How are we getting there?
    
  • using digital technologies to prepare a humorous, dynamic perspective on a controversial proposition, such as ‘Homework should be banned’ to present to teachers or parents
  • playing games that involve working competitively within groups to categorise or classify information
  • problem-solving in teamwork activities, using language such as:
    HOW FIX SOLVE?
    How can we solve this?
    WHAT DO?
    What can we do next?
    
  • planning, rehearsing and producing a performance for school assembly or parent open night
  • working in a group to plan a visual story to present to a younger group at school or via video
  • planning and conducting an interview with a deaf visitor to class, using questions to elicit extra information
  • working on collaborative tasks that involve negotiation and shared decision-making about content and design, for example, designing a class garden, creating digital picture books for ‘buddy’ classes, or promoting a school event
  • conducting, recording and presenting observations and findings of collaborative science experiments

  VCASFC038 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC165

  Communicate appropriately while involved in shared learning activities by asking and responding to questions, managing interactions, indicating understanding and monitoring learning

  Elaborations

  • responding to signed class and school announcements such as assembly procedures
  • showing agreement or disagreement or asking for clarification, for example:
    PRO1 AGREE
    I agree.
    PRO1 AGREE-NOT
    I don’t agree …
    THAT RIGHT THAT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using discourse markers in conversation to indicate understanding, attention or consideration, for example:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • respecting protocols for interrupting conversations, for example by walking between signers, waiting for eye contact and pauses in signing and using language such as EXCUSE or SORRY INTERRUPT
  • monitoring their own and each other’s learning, for example by making comments such as:
    SURPRISE KNOW-NOT PRO1
    I didn’t know that …
    THANKYOU PRO2 EXPLAIN CLEAR
    Thank you – that was really clear.
    
  • following appropriate protocols when interacting with interpreters, for example not standing between the interpreter and the deaf person
  • using non-auditory ways of signalling enjoyment, support or encouragement in large group or audience activities, for example, by foot stomping at a deaf basketball game

  VCASFC165 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VC2M5N03

  compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line

  Elaborations

  • using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total
  • creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games
  • connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 14 on a fraction wall represents the area of one-quarter of the whole, while on the number line 14 is identified as a point that is one-quarter of the distance between zero and one
  • using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 210 is located at the same position on a parallel number line as 15 because 15 is equivalent to 210
  • converting between mixed numerals and improper fractions to assist with locating them on a number line

  VC2M5N03 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VCHHK159

  Changing social, cultural, historical, economic, environmental, political and technological conditions on a major global influence in Australia

  Elaborations

  • Popular culture
    • identifying American and Asian influences on Australian popular culture since World War II, for example, through mainstream and Hollywood and Bollywood films
    • investigating the changing contribution of the Australian rock ’n’ roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example, the Easybeats from Sydney, the Go-Betweens from Brisbane and ‘Crocodile Dundee’ (1986)
    • describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
  • Environment movement
    • recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
    • explaining the significance of ideas about the environment, for example, Gaia, the limits of growth, sustainability and rights of nature
    • investigating a range of environmental effects, for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry
    • explaining the struggle over French nuclear weapon testing in the Pacific from 1966–1996, for example, the sinking of the Rainbow Warrior in 1985
    • evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
  • Migration experiences
    • describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
    • investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
    • analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
  • Political Crisis
    • identifying and evaluating the changes to Australia as a result of the political crisis
    • using a chart or graphic organiser to categorise the changes to Australia

  VCHHK159 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• VCHIC111

  Participate in structured discussions, reflections and learning activities by managing contributions, asking and responding respectfully to questions, clarifying statements, elaborating opinions and expressing agreement or disagreement in culturally-appropriate ways

  Elaborations

  • using elaborated sentences and interactional cues to support debate and maintain cohesion and focus of discussion, for example, तो, उदाहरण के लिए, तदनुसार, आम तौर पर, दूसरे शब्दों में, विशेष रूप से, इस प्रकार, इसलिये, आप इस विषय में क्या सोचते हैं? क्या आप इसे विस्तार में समझाने की कृपा करेँगे? तुम समझ रहे हो न मैं क्या कह रहा हूँ l मेरी राय में…… मेरे कहने का अर्थ है ... आपको नहीं लगता कि… मेरा सुझाव तो यही है कि…
  • observing conversational protocols such as signalling the end of a contribution, listening without interrupting, using pauses or silence to indicate consideration of what has been said and responding respectfully to different views, for example, मेरे विचार में…..; ऐसा लगता है कि…; गौर तलब है कि…; हमें ध्यान रखना चाहिए…; यह विवादास्पद है; लेकिन वास्तव में; मेरा विश्वास है…; मैं आश्वस्त हूँ ….
  • using evaluative language to acknowledge strengths in others’ arguments and to justify or challenge views in a courteous manner, for example, आप का कहना एकदम स्पष्ट और उचित है। वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँ l आप ठीक कह रहे हैं ... लेकिन मेरा मत यह है कि...
  • using reflective language to evaluate the usefulness of learning experiences and to compare their language and literacy development in Hindi and English, for example, ध्यान से विचार करने के बाद मेरी राय है कि......; मुझे लगता है कि … मुझे एहसास हुआ....; मुझे यही समझ आया कि … मेरा मानना है....l
  • exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।

  VCHIC111 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC020

  Participate in activities that involve transacting, negotiating, planning and participating in events and experiences

  Elaborations

  • engaging in social transactions such as presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, for example, 土曜(よう)日はひまですか。 土曜日はちょっと…。 日曜日はどうですか。日よう日にえいがを見(み)に行きませんか。 いいですね、行きましょう。
  • planning and completing tasks involving authentic or simulated transactions, for example, planning a holiday, purchasing goods, ordering food or making requests by email or text message
  • negotiating and making decisions about services, such as ordering in shops and restaurants, specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二(ふた)つください。おいしそうですね。むらさきのLサイズをください。かわいいですね 。
  • creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors
  • planning social events, negotiating and making shared decisions, and creating associated texts, such as invitations or posters for an excursion or for activities for Languages Week, for example, 八時(はちじ)に学校(がっこう)の前(まえ)で会(あ)いましょう。それから学校のバスで行きましょう、 八時ちょっと前(まえ)に来(き)てください。
  • role-playing scenarios related to travelling or living in Japan, for example, interactions with a host family or using public transport

  VCJAC020 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLVC177

  Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place

  Elaborations

  • investigating the origins of Aboriginal names in their local area, regional area and state and territory, recording meanings where known, and identifying different source languages
  • interviewing an respected community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • researching and creating a profile of a prominent member of the language community, for example, an artist, sportsperson or leader
  • developing a photographic record/portfolio of different animal and plant species found in Country/Place, with commentary/annotations
  • seeking information from respected community members to assist in classifying living things according to culturally appropriate categories, comparing these classification systems with those used in western approaches to the study of living systems
  • identifying and describing the role of various Aboriginal organisations that provide services to their community
  • researching different aspects of a selected Indigenous business operating in the community, for example, an enterprise associated with arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in digital formats or oral presentation mode
  • analysing a range of historical documents recorded in the language, classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
  • interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings
  • researching Aboriginal words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

  VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• VCTRU100

  Understand that Turkish language use varies according to factors such as age, gender, social position or regional variation

  Elaborations

  • understanding that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz; the use of professional titles or honorifics with elders and strangers, instead of their names, Serren Teyze/Serren Hanım gelir misiniz lütfen? compared with Mustafa gelir misin lütfen? Melek gelsene! Hazel buraya gel! Doktor Hanım, Müdür Bey
  • comparing features of standard Turkish and regional varieties used in Turkey and elsewhere in the world, understanding that these variations involve accents, dialects and vocabulary, for example, the word geliyorum is gelirem (Azerbaijan) gelikene (Western Thrace), celiyrum/geliyem/geliyom (Black Sea/South East Anatolian Region/North Cyprus)
  • analysing samples of language used in the media, for example, haber programları, çocuk ve gençlik programları and Türk dizileri, to identify the influence of factors such as age, gender, social position and regional variation on language use and text composition
  • collecting and comparing language samples that show how people vary their language based on relationships, context, status and background, for example, by comparing language used by teachers in the classroom with that of students in the playground, or politicians’ speeches with storytelling in a playgroup
  • analysing language used in social interactions such as greetings, apologies, farewells and good wishes in relation to social relationships, age or backgrounds of speakers, for example, Şeref verdiniz efendim buyrun, Merhaba Leman Teyze, nasılsın? Selam Zeynep, Ne haber Suzan? Hoşça kal, Allahaısmarladık, Yine görüşmek dileğiyle
  • identifying and explaining protocols associated with the use of body language and gestures that reflect cultural values or traditions in Turkish-speaking interactions, such as kissing hands, avoiding crossing of the legs or placing hands in pockets

  VCTRU100 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIC020

  Contribute to shared learning experiences and structured discussions relating to the learning of Vietnamese language and culture, clarifying understanding, elaborating on opinions, and expressing agreement or disagreement

  Elaborations

  • asking and responding to open-ended questions about learning activities or strategies, for example, Bài làm về nhà cho môn tiếng Việt là gì vậy? Cô giáo dặn mình phải đọc và trả lời câu hỏi cho bài Tết Trung Thu. Mình phải làm sao để phân biệt được các dấu trong tiếng Việt? Thì bạn phải ráng tập nghe, tập đọc và tập viết cho nhiều
  • using appropriate discussion protocols such as inviting others to contribute to discussions or provide feedback on own ideas, respecting others’ opinions, and providing evidence to contradict, challenge or rebut alternative views in a polite manner if necessary, for example, Bạn nghĩ sao? Các bạn có đồng ý với mình không? Bạn thấy mình trả lời như vậy được chưa? Cảm ơn bạn đã góp ý cho mình. Bạn nói đúng lắm. Bạn giải thích rõ ràng và hợp lý lắm. Bạn nói có lý nhưng tôi nghĩ rằng… Hay là mình thử làm thế này/cách khác xem sao?
  • corresponding with peers via an educational social network, using reflective and evaluative language to reflect on aspects of the Vietnamese culture and their Vietnamese language learning, for example, Người Việt coi trọng gia đình và giáo dục, nhờ vậy mà trẻ em Việt Nam rất ngoan ngoãn và chăm học. Tôi thấy học tiếng Việt khó nhất là làm sao phân biệt các dấu. Nhờ ba mẹ bắt tôi phải nói tiếng Việt với gia đình từ nhỏ nên bây giờ tôi mới giỏi tiếng Việt

  VCVIC020 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising