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• VCITC124

  Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ

  Elaborations

  • creating bilingual resources to support the sharing of experiences, for example, a photographic display or a digital presentation with captions, a bilingual guide/handbook for a particular group
  • creating a photographic display with bilingual captions depicting important social occasions in comparative perspective, for example, the ways in which weddings, Christmas, Labour Day are celebrated
  • adding subtitles and captions in English to complement the Italian language audio of video clips and photo stories

  VCITC124 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC022

  Participate in everyday transactions to obtain goods

  Elaborations

  • writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation
  • requesting goods, for example, Posso avere un gelato? Posso avere il pennarello?
  • participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?

  VCITC022 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCLVC138

  Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts

  Elaborations

  • creating bilingual picture word lists, dictionaries, and class reference books of words and their meanings
  • creating bilingual texts for the school community, such as signs or notices
  • performing presentations for the school community that involve elements from the language and from English, such as a contribution to an assembly or a performance for Grandparents’ Day
  • creating bilingual resources for classroom learning activities, such as sets of word cards for matching games
  • writing captions for a photographic display to show parents/others about a class event or experience, such as sports day or caring for the environment activities

  VCLVC138 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VCLVU195

  Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language

  Elaborations

  • identifying and discussing the main areas of the language that could be served by language building
  • analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these
  • investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
  • understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages
  • discussing techniques used to build language, such as analysing historical sources, interviewing/recording existing speakers
  • understanding the orthographic and grammatical choices of the contemporary community
  • considering domains of use where the language may grow in the future
  • trying out ways of making new words under the guidance of an Aboriginal languages specialist or a respected community member where appropriate
  • working with local Aboriginal communities in language-related projects, and contributing to local language records and resources through structured and research-based projects
  • understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
  • developing a variety of resources for younger and future students of the language
  • investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
  • exploring the importance of advocacy in supporting the maintenance and development of language and culture

  VCLVU195 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCLVU187

  Discuss the purpose and roles of various spoken, written and visual texts in the language

  Elaborations

  • understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country and managing natural phenomena such as weather
  • understanding that Country/Place can be interpreted as text by the community
  • discussing ways that songs function to capture language and meaning in ways similar to literature in other cultures
  • linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

  VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCNRC005

  Share and present information about self, family, friends and possessions, using modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, for example, a favourite photos wall, a word wall
  • providing information about self, family, friends, possessions by writing captions or attaching word bubbles to drawings or photos
  • using simple sentences to talk informally about self, friends and favourite possessions

  VCNRC005 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCNRU081

  Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense
  • using a range of adverbs and adjectives to modify and intensify meaning
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts
  • seeking information using a range of questions
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCNRU081 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCRAC073

  Construct and present a range of texts (such as presentations, reports and reviews) related to social issues and topics of interest

  Elaborations

  • creating informative and persuasive texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • giving presentations presenting different perspectives on an issue, for example, discussing mainstream medical treatments and alternatives
  • presenting information on topics such as part-time work, balancing study and leisure, or recycling to conserve resources, explaining and justifying opinions
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others

  VCRAC073 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCSIS107

  Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge

  Elaborations

  • considering whether an investigation using available resources is possible when identifying questions or problems to investigate
  • using information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
  • recognising that the solution of some questions and problems may require consideration of social, cultural, economic or moral factors in addition to results from scientific investigation

  VCSIS107 | Science | Levels 7 and 8 | Science Inquiry Skills | Questioning and predicting

• VCZHC200

  Create simple bilingual texts for different audiences, considering the influence of different roles, relationships, settings and situations

  Elaborations

  • acting as interpreter for visitors of diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of an English language text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses
  • appreciating the role of code-switching as a tool for mediating language and culture, and applying it in their own communication

  VCZHC200 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC023

  Present factual information about self, others, and home and school life, using graphic support such as photos, maps or charts

  Elaborations

  • using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (c’est mon cousin/ma sœur/ma grand-mère/mon copain) and cultural backgrounds (il est chinois/espagnol/australien)
  • collecting information about each other’s likes, dislikes or interests, using checklists, surveys or question cues such as combien de…? à quelle heure…? to create a class profile, chart or database, for example, les sports préférés, les plats de choix
  • presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d’anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe actions and feelings
  • creating a class book or digital display about topics they have been studying in French and/or other curriculum areas, for example, les animaux sauvages au zoo/dans la nature

  VCFRC023 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIU067

  Apply grammatical and lexical knowledge to work out the meaning of unfamiliar words, to form and spell new ones, to create compound sentences, to recognise and use prefixes and suffixes and to develop metalanguage

  Elaborations

  • strengthening vocabulary resources related to personal, social and educational worlds
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास
  • creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।
  • recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती
  • recognising and using idiomatic expressions such as आँख का तारा
  • using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
  • understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion
  • understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।
  • using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।
  • using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

  VCHIU067 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRC104

  Participate in individual and collaborative projects and learning experiences that involve brainstorming, negotiating, transacting, problem-solving and action

  Elaborations

  • reaching negotiated decisions by making suggestions, discussing ideas, justifying opinions and reaching agreement, for example, Nasıl bir yöntem izleyelim? Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen
  • designing resources such as web posts, information leaflets or segments for a local radio station to promote community action on a social or environmental issue, for example, zorbalık, kadın-erkek eşitliği, teknoloji bağımlılığı, Avustralya’da Türkçe’yi yaşatmak
  • sharing responsibilities for filming and editing a short documentary that presents aspects of shared cultural experiences, for example, family migration stories, shopping at Turkish markets, participating in a henna ceremony
  • setting up and maintaining a shared blog to support contact and information exchange between themselves and young Turkish speakers in different contexts
  • participating in transactions that involve negotiation, for example, bidding in a class auction or voting on the allocation of learning resources, using language associated with exchange and evaluation, such as Var mı artıran? Satıyorum, satıyorum sattım! Biraz indirim yapar mısınız? Bence bu kadar etmez
  • participating in virtual excursions to famous cultural sites or exhibitions, such as Gelibolu, Anıtkabir, Topkapı Sarayı, sharing responsibility for individual elements of a multimodal report on the experience

  VCTRC104 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC099

  Create different types of bilingual texts to support their classroom learning

  Elaborations

  • using images of Auslan signs and equivalent words in English to name and label familiar objects, classroom items or school resources, using posters and digital glossaries with captions
  • developing a handshape dictionary using palm cards or digital means, including equivalent English terms
  • using photos of family members to create a family tree or chart, captioning and labelling in English each family member with corresponding images of Auslan signs
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs
  • making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC099 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC200

  Engage in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours

  Elaborations

  • managing shared learning experiences that involve differences in opinion or cultural perspectives
  • navigating multistep directions and decisions in learning activities that offer alternatives or choices, such as computer programming or theatre production
  • negotiating hypothetical scenarios involving members of the Deaf community to highlight issues associated with diversity, culture and identity, for example, experience in domains such as education or sport
  • planning and promoting cultural events such as Deaf festivals or the National Week of Deaf People
  • planning action on an issue affecting the Deaf community, such as captioning and funding support for Deaf organisations
  • organising real or simulated transactions that involve financial or service exchanges, for example, catering for a class celebration or ordering books/digital resources for the school library

  VCASFC200 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC145

  Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
  • creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
  • creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest

  VCDEC145 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCEBR011

  Examine the ways consumers and producers respond to and influence each other in the market, particularly through price mechanism

  Elaborations

  • investigating how consumers rely on businesses to meet their needs and wants
  • identifying and creating a list of who is involved in the market system in Australia
  • explaining the influence of buyers and sellers on prices and how markets enable the distribution and allocation of resources, including examining how businesses answer questions of what to produce, how to produce and for whom to produce
  • examining how businesses respond to the demands of consumers, such as preferences for healthy options, environmentally friendly packaging or organic food
  • considering how consumers might influence producers in other countries to provide goods and services, such as those in the Asia region
  • describing how goods and services are produced

  VCEBR011 | The Humanities | Economics and Business | Levels 7 and 8 | Resource Allocation and Making Choices

• VCELY299

  Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

  Elaborations

  • using research from print and digital resources to gather ideas, integrating information from a range of sources, selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
  • using appropriate simple, compound and complex sentences to express and combine ideas
  • using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)

  VCELY299 | Curriculum content | English | Level 4 | Writing | Literacy

• VCESC185

  Convey information on a range of issues using different modes of presentation to suit different audiences

  Elaborations

  • researching and reporting on contemporary social, environmental or ethical issues as presented in a range of resources using different presentation techniques, for example, Venn diagrams, flow charts, digital displays
  • composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, by using reported speech (Dijo el doctor Sanabria que hay que usar autos eléctricos)

  VCESC185 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing