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VCVIU155

Explore how the Vietnamese language has changed over time and how it has been influenced by dialects and accents across regions of Vietnam

Elaborations
- recognising ways in which the Vietnamese language has changed over time, for example, the romanisation of the writing system, the declining use of Sino-Vietnamese words such as quốc kỳ and sư phụ, and the increasing use of English words such as ‘OK’, ‘jeans’, ‘shopping’ and ‘hello’
- recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
- understanding that Vietnamese has different dialects, such as Southern, Central and Northern Vietnamese, for example, má/mẹ (mother), ba/bố (father), dứa/thơm, khóm (pineapple)
- distinguishing between the three main dialects in Vietnamese, for example, noticing that the Southern and Central Vietnamese dialects have fewer tone markers in spoken language than the Northern Vietnamese dialect
- exploring the expansion of vocabulary in the Vietnamese language due to the influence of regional dialects, for example, Southerners have adopted some Northern words (ba mẹ) and vice versa (cù lần)
VCVIU155 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
VCVIU016

Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

Elaborations
- recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
- identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
- recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
- recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.
VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCVIU134

Experiment with pronunciation and spelling of Vietnamese vowels, consonants and tone markers

Elaborations
- identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other
- exploring the Vietnamese sound system and making connections between letters, sounds and tone markers in words, for example, adding or changing tone markers to form new words (co, cò, có, cỏ, cọ)
- recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới
- analysing sounds such as diphthongs and triphthongs (nguyên âm đôi và nguyên âm ba) and rhyming patterns (vần điệu) when listening to Vietnamese songs, and grouping words according to their pronunciation and sounds, for example, uơi: cười, tươi, người and iên: liền, miền, điền, tiền
- developing and applying spelling strategies when writing frequently used words and more difficult words, for example, ưa, mưa, đưa, chưa, and forming new words, for example, cái, mái, lái, thái, trái
VCVIU134 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCZHC212

Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance

Elaborations
- identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to a native Chinese speaker; the different perspectives of a city resident versus a rural resident
- developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
- creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…
- accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, for example, 有人认为愚公很傻，尤其是生活在现代的人
- presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective
- engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松；也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
- presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女
- collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas readers
- collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people
VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCZHC149

Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes

Elaborations
- exploring various forms of Chinese popular culture in audio or visual media, including 流行歌曲、电影、电视剧、娱乐新闻, appreciating stylistic devices used in popular song lyrics, such as 重复, and comparing them to English songs
- comparing popular performance across cultures and generations, evaluating performances with attention to the aesthetic values and the influence of Western and Asian popular culture, and comparing the content and language, for example, 我妈妈最喜欢的中文歌是…这首歌唱的是…我最喜欢的中文歌是… …内容和我妈妈喜欢的歌不一样
- recognising the influence of traditional culture on modern popular entertainment, for example, considering the use of traditional instruments in popular songs, the composition of modern songs from well-known traditional poems such as 《水调歌头•中秋》, and the representation of traditional symbolic meanings such as 孝顺 (filial piety), 礼让 (out of courtesy or thoughtfulness) in modern performances
- reading children’s literature, including fables and traditional stories; exploring values and morality tales such as the concept of 寓意 in 动画片，小人书; and comparing values and morals conveyed through texts across cultures, such as 凿壁偷光，塞翁失马（你能找到英语中类似的说法吗？你觉得澳大利亚人理解这个故事的寓意吗？）
- reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and writing a journal to relate the story to personal experience or express empathy for characters involved
VCZHC149 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCZHC067

Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed

Elaborations
- discussing differences in the way events are reported in different media sources, such as local and national Chinese TV news programs
- collating and analysing data on life in Chinese communities (such as positive and negative experiences of adjustment to life in Australia, impressions of Australian education system, and perspectives on the Australian national character) by interviewing Chinese speakers and utilising a range of graphic organisers to collate and compare ideas from diverse sources and perspectives
- presenting or supporting a personal position or view by reconstructing information from diverse sources, summarising key points, and using quotes or supporting information, acknowledging diverse perspectives and sources of information and the views of others by using reported speech, and using forms of presentation appropriate to the subject matter, for example, using charts or images to support text
- gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
- extracting details and main ideas from texts, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
- comparing different perspectives on the same event or on a topical issue such as intergenerational relationships, the environment, or food choices
- making presentations on aspects of cultural practices and lifestyles in Chinese communities, providing a balanced perspective and avoiding stereotyping, for example, 很多中国人…；据报道，百分之三十的人口…
- creating and displaying posters to raise peers’ awareness and help promote the messages of charity organisations conducting work in China
- sharing own interest in people, places and events in the Chinese world by reading about places and historical figures (such as 秦始皇, 毛泽东) and writing articles for the school newsletter to inform others, recommending further reading and websites (Chinese and English)
VCZHC067 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCZHU156

Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

Elaborations
- recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者，家 are noun suffixes (for example, 家 in 书法家、数学家)
- discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
- recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
- explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
- exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
- recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
- understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
- differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
- recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…
VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCASFU230

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

Elaborations
- categorising noun signs into those for people, animals, places or things
- learning that proper nouns can have a sign name or be fingerspelled
- recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
- knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
- recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
- recognising that expanding a noun into a noun group enriches meaning
- identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
- noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
- exploring different semantic types of verbs in a text, for example by showing how:
  - doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
  - sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
- relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
- noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
- contributing examples of signs that tell:
  - when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
  - where a verb happens (PRO3 RUN FAR or COME HERE)
  - how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
- noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
- recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
- understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
  CALL-_him
  I called him.
  MAN THERE GO-TO POSS3 HOUSE
  That man went to his house.
  BIG MONSTER SCREAM
  A big monster screamed.
- noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
- distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCASFU158

Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features

Elaborations
- exploring different semantic types of verbs in a text, for example by showing how:
  - doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions
  - sensing (SEE, THINK) or possessing (BELONG, OWN) verbs indicate what characters think, feel or own
  - relating verbs identify or describe a noun, for example, HAVE in PRO3 HAVE LONG-HAIR
- understanding how DSs and adverbs can give extra information about an activity
- noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
- contributing examples of signs that tell
  - when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
  - where a verb happens (PRO3 RUN FAR or COME HERE)
  - how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
- understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
- knowing that signing involves either telling with signs or showing with DSs and periods of CA
  MAN WALK SLOW
  DS(point):man-walks-slowly
  CA:man-swinging-arms-nonchalantly
VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCGRCU011

Understand that Greek spread with the expansion of the ancient Greek world, and developed over time, influencing English and other languages

Elaborations
- recognising that Greek is a member of the Indo-European family of languages, related to other ancient languages, such as Latin, Sanskrit and Old Persian
- recognising that Greek has been spoken in various forms uninterruptedly from the 3rd millennium BCE to the present day and has been documented in writing since about 1450 BCE
- recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer
- identifying Classical Greek as the Attic/Ionic dialect of the language spoken in the 5th and 4th centuries BCE in Athens, many Aegean islands and the coast of Asia Minor
- recognising that Classical Greek was the form of the language used by significant ancient Greek authors, such as Thucydides, Sophocles, Plato, Lysias
- locating on a map the places where Greek was spoken in antiquity around the Mediterranean basin from Spain to the coast of Turkey and across the Black Sea
- investigating how the geography of mainland Greece influenced the development of independent city-states such as Athens, Sparta, Corinth and Thebes
- exploring the spread of Greek colonies across the Mediterranean and Black Sea coastlines, such as Syracuse (Sicily), Naples (Italy), Marseilles (France), Cyrene (Libya), Miletus (Turkey), Emporion (Spain)
- identifying and using Classical Greek derivatives to expand own English vocabulary, for example, sceptic, cynic, antithesis
- recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
- identifying expressions in Classical Greek that are commonly used in English, for example, hoi polloi, eureka
- identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics
- identifying and collecting word families in which the same Classical Greek root is used with different prefixes or suffixes, for example, calligraphy, biography, biology, technology, paralysis, analysis, Palaeolithic, palaeontology
- applying knowledge of Classical Greek to understand words and expressions in Modern Greek, such as signs in shops and public places, for example ΚΙΝΔΥΝΟΣ, ΠΡΟΣΟΧΗ, ΙΧΘΥΟΠΩΛΕΙΟΝ, ΦΑΡΜΑΚΕΙΟΝ, έν τάξει, κλειστόν
- identifying similarities between Classical Greek and other Indo-European languages by comparing cognate words, such as ἕξ: sex (Latin), sechs (German), six; πατήρ: pater (Latin), Vater (German), father
VCGRCU011 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture
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
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
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
VCZHC214

Create narratives to describe experiences involving imagined people and places

Elaborations
- collaborating with peers to perform a script from 儿童剧 or 情景剧 for younger year levels to engage them with the imaginative world
- creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language
- creating own dramatic or humorous representations of people and events encountered in traditional or contemporary Chinese literature, drama or song
- writing a creative account of an imagined experience involving Chinese visitors to the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
- creating a Chinese voice-over for a scene from an English language sitcom and experimenting with ways in which language, images, action and humour are used to enhance appreciation of the message
- collaborating to create performances in which they assume an imaginary role, for example, a skit about celebrating Spring Festival, a simple lyric about school life, or a rap about being a student of Chinese
- creating narratives that hold the attention of readers, for example, beginning a story with 你知道吗？ and experimenting with 正叙，倒叙，插叙 to sequence events
- collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
- using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
- exploring how alternative words can be used to convey a range of attitudes and varying degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
- comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts
- creating own narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
- engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending
VCZHC214 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
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
VCASFC091

Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences

Elaborations
- exchanging greetings, thanks and apologies, for example, HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY
- expressing feelings using lexical signs and affective NMFs, for example:
  PRO1 HAPPY
  I’m happy.
  PRO3 GRUMPY
  She’s grumpy.
- using formulaic language to express wishes for particular occasions or events, for example, HAPPY BIRTHDAY, GOOD-LUCK
- making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS
- stating likes, dislikes and preferences using associated NMFs, for example:
  PRO1 LIKE TV
  I like TV.
  DON’T-LIKE DRAWING
  I don’t like drawing.
- introducing self and family and explaining relationships using possessive pronouns, for example:
  POSS1 NAME X, PRO1 12-YEARS-OLD
  My name is X, and I’m 12 years old.
  PRO3 POSS1 BROTHER
  He’s my brother.
- asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:
  PAST WEEKEND, YOU GO WHERE?
  Where did you go last weekend?
  FAMILY PRO1 GO PLAY SOCCER
  My family and I went to play soccer.
- referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:
  POSS1 SISTER TALL SKINNY HAVE BLACK HAIR
  My sister is tall and thin and has black hair.
- describing what they are doing in class activities using plain verbs, for example, PRO1 WRITE, PRO1 READ
VCASFC091 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCASFU176

Develop understanding of the important role of non-manual features in adverbs and joining clauses, and know that spatial relationships in Auslan are typically expressed with depicting signs

Elaborations
- recognising that quantifiers such as FEW or THREE are also types of adjective signs
- noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
- recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASE-_really, TALL-_really
- distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT_-fast (manner added)
- recognising how conjunctions such as plus, if or but are used to join clauses and create cohesion
- recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_for_-_a_-_long_-_ti_me, or with lexical signs such as WATCH AGAIN++
- recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
- recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
  PRO2 SWIM DETERMINED SWIM, NOT WIN
  You swam really hard but you didn’t win.
- noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs, and that they can be joined by conjunctions to make longer sentences
- noticing that parts of a sentence can be signed simultaneously in Auslan, making it hard to establish word order
- recognising that the element of a sentence that a signer wants most focus on is sometimes signed first and that this process of topicalisation involves particular NMFs
VCASFU176 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VCITC077

Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues

Elaborations
- corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests
- interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. Le presento la dottoressa Russo. Piacere! Che lavoro fai? Cosa facevi tre anni fa, in Italia? Cosa bevi a tavola? Ben arrivato/a! Entri! Prego. Le dispiace inviarmi una copia di … Distinti saluti
- sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
- using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations, such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha detto? Eh sì! Ma scherzi!
- interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che …
- sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi di …? Preferisco … Penso che … Vorrei … Mi piace di più … Purtroppo ... Insomma!
- debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
- exchanging letters, emails and videos with peers in Italy, comparing aspects of youth lifestyle, school and environment, using comparisons when expressing thoughts and ideas, for example, Come trascorrerete le vacanze estive? Come voi, anche noi andiamo in Italia …
VCITC077 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCASFC109

Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community

Elaborations
- recounting classroom events using indicating, plain and depicting verbs, for example:
  MONDAY PRO1-_plural DS:many-people-go-to SPORT DAY. PRO1 ENJOY
  We all went to a sports day on Monday. I enjoyed it.
- describing the appearance of people, objects and places using SASS depicting signs and spatial location
- recounting personal experiences using specific time-related signs and conjunctions, such as:
  LAST HOLIDAYS PRO1 CAMP
  Last holidays I went camping.
- describing activities they have completed using some verb modifications to show manner, for example:
  PRO1 WRITE-_carelessly
  I wrote it very quickly.
- interacting with members of the Deaf community to share details of their personal world
- describing relationships between themselves and members of their school community, for example:
  PRO3 POSS1 BEST FRIEND
  She’s my best friend.
  M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER
  Mrs Smith is my science teacher.
- recounting events involving more than one person using constructed action
- describing events that they have experienced and how they made them feel, for example:
  MONDAY DEAF PERSON VISIT SCHOOL PRO1 EXCITED MEET
  On Monday a Deaf visitor came to school. I was excited to meet them.
  MOVIE SCARY BUT PRO1 LIKE
  The movie was scary but I liked it.
- comparing attributes or characteristics of classmates or classroom objects, for example:
  S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
  Sam runs fast but Chris runs the fastest.
  THAT BEST COMPUTER
  That’s the best computer.
- comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
  REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO COUNTRY STAY++ TWO WEEK
  We go to the beach for three weeks in summer.
  WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
  I go camping on weekends.
VCASFC109 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCVIU186

Understand and use compound sentence structures, conjunctions, and a range of language features, such as similes or rhetorical questions, and combine them with knowledge of Sino-Vietnamese words and abstract vocabulary to enhance communication and achieve particular effects

Elaborations
- using compound sentence structures to elaborate on ideas and clarify or justify opinions, for example, Con thích đi ăn ở nhà hàng mà mẹ tổ chức sinh nhật cho bà nội lúc bà qua Úc năm rồi vì chỗ đó thức ăn ngon mà lại rẻ nữa
- sequencing and adding ideas, events and actions using a variety of high-level cohesive devices such as ngoài ra, hơn nữa, tuy nhiên and bên cạnh đó
- comparing the meaning and use of Vietnamese and English conjunctions, such as càng … càng = ‘the more … the more …’ or ‘more and more’, vừa … vừa … = ‘both … and’, chẳng những … mà còn = ‘not only … but also’, không … mà cũng không = ‘neither … nor’, and using them in own speech and writing
- using a range of sentence endings to soften commands, for example, Học bài đi chứ! Học bài đi nha!
- using a range of words and expressions to express different levels of certainty in opinions, for example, Tôi đoán/nghĩ/tin/chắc chắn rằng …
- expressing levels of possibility and certainty using lẽ ra, có thể là, chắc là, ắt hẳn là
- explaining the effect of stylistic devices used in Vietnamese texts and using them to enhance communication, for example, Chẳng lẽ mình là người Việt mà lại không biết nói tiếng Việt sao? (rhetorical question); đi nhanh, ăn nhanh, nói nhanh (repetition); đẹp như tiên (simile); Hôm nay lạnh mặt trời đi ngủ sớm (personification)
- understanding and using onomatopoeic words such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng in own spoken and written texts, for example, sấm chớp ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ mẫu = cha mẹ, phụ nữ = đàn bà, huynh đệ = anh em, phi trường= sân bay, lương thực = đồ ăn
- understanding and using common Sino-Vietnamese words as appropriate to context (such as for formal occasions), for example, hội phụ nữ, not hội đàn bà; viện dưỡng lão, not nhà người già
- understanding and using abstract nouns, adjectives and verbs to express abstract or sophisticated concepts and attitudes, for example, Không gì có thể sánh bằng công ơn và tình thương của cha mẹ đối với con cái. Phụ nữ Việt Nam hết lòng tận tụy, hy sinh cho gia đình
- using specialised vocabulary to discuss a range of topics of interest, for example, the environment (ô nhiễm môi trường, tái chế, năng lượng sạch), technology (an toàn trên mạng, nhật ký điện tử, mạng lưới toàn cầu), and migration (tỵ nạn, di dân, định cư, hội nhập, thường trú nhân, quốc tịch)
- using sympathetic language to signal empathy, restraint or indirect disagreement, for example, Tôi hiểu/rất thông cảm với bạn …, Thôi bạn đừng buồn nữa …, Thôi được rồi, khoan đã
VCVIU186 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

Result list

VCVIU155

Elaborations

VCVIU016

Elaborations

VCVIU134

Elaborations

VCZHC212

Elaborations

VCZHC149

Elaborations

VCZHC067

Elaborations

VCZHU156

Elaborations

VCASFU230

Elaborations

VCASFU158

Elaborations

VCGRCU011

Elaborations

VCITC039

Elaborations

VCTRU097

Elaborations

VCVIU029

Elaborations

VCZHC214

Elaborations

VCARU149

Elaborations

VCASFC091

Elaborations

VCASFU176

Elaborations

VCITC077

Elaborations

VCASFC109

Elaborations

VCVIU186

Elaborations

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