Search results

Result list

• VCTRU012

  Recognise and reproduce the sounds and spellings of Turkish-specific phonemes, /ı/, /ğ/, /ö/, /ü/ /ş/ and /ç/ and make connections between spoken language, alphabetic elements and written forms of the language

  Elaborations

  • becoming familiar with the Turkish alphabet and writing conventions, for example, by identifying sounds and spelling of specific phonemes, such as, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/ and comparing them with English sounds
  • understanding that intonation patterns create different meanings, as in the distinction between questions, statements and exclamations, geliyor musun? / geliyorsun / gelsene!
  • differentiating between vowel and consonant sounds
  • experimenting with sounds in onomatopoeic words, such as those related to animal sounds, üüürüüü (horoz), miyav miyav (kedi), möö (inek), hav hav (köpek ), cik cik (kuş); comparing with the pronunciation of equivalent animal sounds in English
  • developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context

  VCTRU012 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU012

  Understand that Chinese sentences have a particular word order

  Elaborations

  • replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
  • stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
  • recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？
  • recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

  VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITU014

  Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives

  Elaborations

  • noticing definite and indefinite articles with nouns, for example, la casa, una casa; il giardino, un giardino
  • noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
  • noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
  • observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
  • exploring how to use singular and plural forms
  • understanding different words for asking questions, for example, Chi? Quando? Quanti?
  • identifying people using pronouns, for example, io, tu, lui, lei
  • noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
  • understanding and responding to imperatives, for example, Vieni qui!
  • learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sìcomptue è un gatto
  • expressing negation, for example, Non mi piace, Non ho un cane.

  VCITU014 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIU118

  Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences

  Elaborations

  • noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’
  • using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
  • using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
  • recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
  • using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)
  • developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện
  • recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?
  • using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
  • recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

  VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCARC105

  Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns

  Elaborations

  • following simple instructions, such as during roll call, and taking turns, for example,

    نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟

  • participating in everyday class routines with appropriate actions, such as

    إفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك

  • asking and responding to questions, for example,

    متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟

    لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي

  • asking for permission and responding appropriately, for example,ممكن أن أذهب إلى الحمام؟ ممكن أن آخذ الكتاب؛ ممكن أن أجلس هنا؟ شكراً؛ شكراً معلمة؛ مع السلامة؛ إلى اللّقاء
  • participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games

  VCARC105 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFU144

  Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCDEC104

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

  Elaborations

  • participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
  • playing games such as Hatschi Patschi, Hier ist Platz, Lotto and Stille Post and using associated language, for example, related to turn-taking (Wer ist dran? Ich bin dran) and forming groups using numbers or colours (Blau ist hier; Gruppe 2 ist hier)
  • following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
  • making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?

  VCDEC104 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC108

  Engage with a range of imaginative texts through action, dance, singing, drawing, shared reading and collaborative retelling

  Elaborations

  • responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect the correct order of events
  • expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
  • drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
  • performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?
  • reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences
  • responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
  • contributing to a collaborative retelling of a text using prompts such as pictures, cut-outs or puppets

  VCDEC108 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC110

  Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language

  Elaborations

  • participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te toca
  • contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity
  • 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, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul
  • participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

  VCESC110 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC001

  Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family

  Elaborations

  • introducing themselves and responding to greetings, for example, Comment t’appelles-tu? Je m’appelle…; Ça va, Emilie? Ça va bien, merci
  • using simple descriptive or expressive statements to describe themselves and to express likes, preferences or feelings, for example, moi, j’ai cinq ans; je suis australien; j’aime le sport; moi, je préfère la danse; je suis très content
  • recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est un chat!
  • using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!

  VCFRC001 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRU012

  Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as u (tu), r (très rapide) and -ion (attention!)
  • listening closely to distinguish between sounds such as bon, bien and beau or chien, chat and champ
  • understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j

  VCFRU012 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIC002

  Participate in guided activities, such as songs, games, simple tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning

  Elaborations

  • participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting with alliteration and rhyme, for example, मछली जल की रानी है; लकड़ी की काठी; चंदा मामा दूर के; नानी तेरी मोरनी को; रे मामा रे मामा रे
  • participating in traditional and contemporary games such as खो-खो, पिट्ठू, गिल्ली-डंडा, कबड्डी that involve repetitive phrases and behaviours, for example, भागो; जल्दी करो; गेंद पकड़ो; बहुत अच्छे; शाबाश!
  • using appropriate phrases and expressions when taking turns in games such as साँप और सीढ़ी; कैरम बोर्ड, for example, तुम्हारी बारी; अब मैं पासा फेंकता हूँ; गोटियाँ चलो।
  • responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory
  • participating in activities that involve competing and guessing, matching or choosing objects, using modelled questions and responses and phrases such as मैं जीत गया; तुम हार गए; बाहर फेंको; अब कौन ढूँढेगा; चलो दौड़ लगाते हैं; बेईमानी मत करो
  • swapping items or describing and classifying objects and attributes such as shapes, colours and numbers, for example, तुम्हें कौन सा रंग चाहिए? अगर तुम मुझे लाल कंचे दो तो मैं तुम्हें नीले कंचे दे दूँगा।

  VCHIC002 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCJAC112

  Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding
  • recognising simple kanji, hiragana or words in familiar contexts such as labels and titles
  • demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
  • listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
  • listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different types of food

  VCJAC112 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC111

  Participate in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour

  Elaborations

  • participating as a group in classroom routines such as opening and closing lessons, for example, せんせい、おはようございます。さようなら。, using appropriate gestures
  • understanding and responding to questions using まる/ばつ (○×) and はい/いいえ
  • understanding and responding to classroom instructions to play games, complete work or get ready for class, for example, たって　ください、すわって　ください、かいて　ください、みて　　ください、よんで　ください、きいて　ください。
  • requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。 はい、どうぞ。
  • giving one another reminders such as しずかに、すわって, using appropriate gestures
  • participating in routine exchanges such as responding to the class roll and apologising for arriving late, for example, はい、います。Tia さん　は、いません。やすみ　です。おくれて　すみません。

  VCJAC111 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCLVC135

  Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs or stories that include repeated phrases, rhythms and non-verbal forms of expression, such as clapping, gestures, facial expressions and dance
  • participating in shared reading of stories, responding through mime captioned drawings, dance, play-acting and other forms of expression
  • visiting important sites on Country/Place and listening to respected community members tell stories, and responding by drawing, labelling, re-enacting with puppets, props or actions
  • identifying key animals, birds and other characters in stories, songs, performances and dances
  • listening to respected community members tell stories and identifying which stories belong to which natural features in their region/Country/Place, including animals and natural species and recognising their significance
  • identifying and naming significant places, landscapes and topographical features on Country/Place through which travelling stories/storylines pass
  • identifying key messages expressed in stories, song, dance and visual art, for example, rules for living
  • predicting the content/meaning of narrative texts such as picture books, including titles, covers and illustrations, and giving reasons for their predictions
  • responding to simple questions about characters and events in imaginative and expressive texts such as stories, songs, dances

  VCLVC135 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Creating

• VCLVU141

  Learn the different sounds of the language and link these to written symbols and conventions

  Elaborations

  • noticing and distinguishing sounds of the language and matching these with written symbols
  • recognising when the language is being spoken and distinguishing sounds of the language from English sounds and other known languages
  • experimenting with sound patterns in song, noticing how words and expressions can be separated into syllables to fit different tunes and rhythms
  • reading texts aloud to strengthen their familiarity with sound–symbol relationships, experiment with rhyme and alliteration and with written representations of these features
  • recognising and imitating intonation patterns associated with statements and questions, and understanding how these are distinguished in writing
  • learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters
  • noticing the shared alphabetic base of the language, English and other languages, with some differences
  • learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages
  • associating written forms of morphemes, words and phrases with spoken forms of the language

  VCLVU141 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCTRC002

  Participate in guided activities such as songs, games, tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning-making

  Elaborations

  • participating in activities that involve taking turns, making choices or swapping items, such as games used to reinforce number and memory skills, for example, Jale sıra sende. Şimdi benim sıram. Bu benim. Bu senin. Bu Deniz’in. Kaç top var?
  • participating in songs, poems and chants, such as counting or rhyming games, singing and performing actions, for example, Mini mini bir kuş donmuştu, Çan çan çikolata, Sağ elimde beş parmak, Kutu kutu pense, El ele verin çocuklar
  • participating in tasks that involve exchanging objects and classifying attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Ben kırmızı karelerle çatı yapacağım. Yeşil dairelerle ağaç yapalım. Ben sarı üçgenleri istemiyorum. Sende pembe dikdörtgen var mı? Hayır, yok. Mavi var
  • creating and describing pictures or crafted items, for example, Pamuktan kardan adam yapalım. Düğmelerden göz yapalım. Burnuna turuncu çubuk koyalım.
  • following instructions by moving around or by locating or moving objects in the classroom, for example, Kurşun kalemi masanın üstüne koy. Pencerenin yanındaki sandalyeye otur. Resmi arkadaki duvara as.

  VCTRC002 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCVIC106

  Interact with peers and the teacher by introducing themselves and expressing needs, wishes, likes and dislikes

  Elaborations

  • greeting and farewelling peers and the teacher using appropriate terms of address, gestures and body language, for example, Em chào thầy/cô. Chào bạn. Tạm biệt
  • introducing themselves and asking questions to initiate interactions, for example, Chào bạn, tôi tên là Lan. Còn bạn? Bạn tên (là) gì? Tôi bảy tuổi. Còn bạn, bạn mấy tuổi? Bạn có khỏe không?
  • using simple statements to describe themselves and express likes and dislikes, for example, Tôi tên là Lan. Tôi sáu tuổi. Tôi thích ăn phở, and needs, for example, Tôi muốn uống nước
  • expressing thanks, for example, Cảm ơn bạn, offering wishes, for example, Chúc bạn sinh nhật vui vẻ, and apologising (Xin lỗi)

  VCVIC106 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising