Search results

Sort by

Result list

VCDEU183

Understand and apply in complex sentences a range of vocabulary and grammatical structures, including future tense, imperative mood and some relative pronouns, for the purposes of interaction, narration, description, persuasion, argument and exposition

Elaborations
- specifying and describing people, places and objects by applying knowledge of the case system to articles, common demonstratives, and possessives followed by adjectives, for example, Jedes deutsche Kind isst gern Kartoffelpuffer.; Ich habe mit meinem neuen Computer große Probleme.
- recognising instances of the genitive case mainly in written texts, for example, Omas Leben, die Rolle der Frau, der Gebrauch des Genitivs, understanding its function to indicate possession and using the more common ‘von + dative case + noun’ as an alternative, for example, das Haus von meinen Eltern/das Haus meiner Eltern
- noticing that relative pronouns have gender and case and are usually the same as definite articles, and understanding the difference in function, for example, Der Mann, der am Tisch sitzt, ist Koch.; Das ist der Beruf, den ich am interessantesten finde.
- understanding and using the appropriate tense (present, present perfect, simple past, future) with a range of regular and irregular verbs, including:
  - common reflexive verbs, including some with dative reflexive pronoun and noun direct object, for example, Ich wasche mir die Hände.
  - transitive and intransitive verbs
  - modal verbs
  - verbs with separable and inseparable prefixes
- describing plans and aspirations using werden and a single infinitive, for example, In der Zukunft werde ich mehr Sport treiben.
- using the different imperative forms of verbs for peers and adults, for example, SpielSpielt/Spielen Sie mit! Sei/Seid/Seien Sie willkommen!
- indicating contradiction using doch
- connecting and contrasting ideas, events and actions using a variety of conjunctions and cohesive devices, including embedded clauses such as relative clauses, and noticing the word order, for example, Um Geld zu haben, muss man einen Job finden.; Entweder werde ich Klempner oder Elektriker. Der Film, den du sehen willst, läuft jetzt im Kino
- understanding the difference between interrogatives which incorporate a preposition and refer to people and those which refer to objects, for example, Mit wem gehst du zur Party?; Worüber schreibst du deinen Englischaufsatz?
- noticing and experimenting with compound forms such as common da- and wo(r)- constructions, for example, Was machst du damit? Woran erinnerst du dich?
- understanding and using the accusative, dative and ‘two-way’ prepositions accurately with regard to case and meaning, including a limited range of common idiomatic prepositional phrases, for example, Meine Eltern sind mit 21 aus Deutschland ausgewandert. Sie denkt oft an ihre Kindheit
- modifying meaning through the use of adverbs and adverbial phrases, for example, Das haben sie schon gemacht. Lauft so schnell wie möglich zum Supermarkt!
- using a range of expressions for indefinite quantities, for example, einige, manche, mehrere
- understanding and using formulaically common subjunctive forms (Konjunktiv II) such as hätte and wäre and würde + infinitive, for example, Wenn ich reich wäre, würde ich ein schnelles Auto kaufen. Er tut so, als ob er keine Zeit hätte
VCDEU183 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
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
VCARC020

Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement

Elaborations
- initiating and sustaining discussions by inviting peers to make suggestions, clarifying meaning and giving examples, expressing agreement or disagreement, and praising, complimenting and encouraging others and their ideas, for example,
  ماذا تقترح؟ ما رأيك؛ سامي أعطنا رأيك؛ كيف يمكن أن ننظم الأدوار بيننا؟ ما رأيكم؟
  أقصد أن كل واحد منا يكتب صفحة؛ قصدي؛ أنا وهناء نبحث عن الصور؛ وعادل ووفاء وسمر يكتبون المقاطع
  مثلا؛ مثل؛ على سبيل المثال
  أتفق معك جدا؛ اتفق على ما تقول؛ أنا أحترم رأيك كثيراً
  لا أتفق معك إطلاقاً؛ لا أتفق معك في رأيك. أنا لا أوافقك الرأي
  ممتاز! رائع! فكرة رائعة! واصل مجهودك. أنت ذكي جداً!
- expressing own opinions, and eliciting and reflecting on the opinions of others, for example,
  لو كان لدينا وقتاً أطول؛ لوضعنا موسيقى في البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة سهلة
  ما رأايك في هذه الجملة؟ هل تتفق معي؟ هل توافقني على كلامي؟ وأنت يا سعيد؛ ماذا تعتقد؟ سميرة؛ ما رأيك في الموضوع؟
  كلامك صحيح مئة بالمئة؛ أنت على حق؛ كلامك ليس صحيحاً؛ آسفة لا أتفق معك
- explaining actions and responses, for example,
  وضعت الصورة هنا لأنها صغيرة ومناسبة؛ تأخرت في الصباح كثيراً؛ أنا متعب اليوم لأنني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث، سنحصل على درجة عالية
- giving reasons and making connections between ideas and consequences, for example,
  وصلت إلى المدرسة متأخراً لأنّ سيارة أمّي تعطّلت في الطريق؛ لم أكمل الدرس بالأمس لأنّ بيتنا كان مليئاً بالزوار؛ لم أكمل واجب العلوم لأنّني لم أفهم السؤال
  عاقبني الأستاذ في الفرصة لأنّني تأخرت عن الصف؛ اتّصلت المعلمة بأمي لأنّني أتكلم كثيراً في الصف
VCARC020 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCASFC235

Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

Elaborations
- explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
  IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
  If there were a deaf teacher in the class as well, then all the students would be equal.
- debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
  SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
  I think sport is great because it encourages people to go out and meet others.
  PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
  I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
- participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
  WHAT? PLEASE AGAIN
  Could you repeat that, please?
  STILL GO-AHEAD
  Go ahead …
  RIGHT PRO2 SAY PRO1 FIX THAT?
  So, you want me to fix that?
- communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
- adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques
VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCFRU121

Extend grammatical knowledge, including the forms and functions of reflexive verbs, verb moods and modality and the imperfect tense

Elaborations
- understanding additional negative forms such as ne…plus, ne…rien, ne…jamais, ne…que, ne…personne
- understanding the function of comparative and superlative forms of adverbs and adjectives, for example, vite, plus vite, le plus vite; moins jolie, la moins jolie
- extending knowledge of le passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject (elles sont parties hier soir), and that verbs conjugated with avoir require agreement between the past participle and preceding direct object (les fleurs que tu as achetées sont si belles)
- understanding the function and use of relative pronouns (qui, que), emphatic pronouns (eux, elle), and direct and indirect object pronouns (la, lui, nous, leur)
- using l’imparfait tense, understanding how to distinguish between a completed and a continuing action in the past (nous étions déjà au lit quand il est arrivé)
- understanding the form and function of reflexive verbs (for example, se laver, se lever, se presenter), including the use of être and agreements in le passé composé
- understanding the function of impersonal expressions such as il faut, on peut, on doit…
- recognising how grammatical choices shade meaning and establish register, for example, use of tu or vous to distinguish relationship; use of nous to suggest inclusivity or shared identity; use of on to suggest distance
- developing metalanguage to talk in French and English about word order, verb moods, tenses or agreements, for example, le passé composé, le verbe auxiliaire, les adjéctifs possessifs, l’accord du participe passé
VCFRU121 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCGRCU026

Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

Elaborations
- recognising that, from the Hellenistic period onwards, Koine Greek developed from Classical Greek to become the lingua franca of Eastern Mediterranean lands and the language of the New Testament
- discussing the spread of Greek influence across the Mediterranean and Black Sea, including the use of Greek as the common language for government, trade, commerce, education and law
- investigating how the Greek language allowed the spread of innovative Greek ideas in the areas of science, medicine, mathematics, historiography, geography and philosophy, for example, μαθηματικά, γεωγραφία, ἱστορία, φιλοσοφία
- recognising that there were many dialects of Greek spoken in antiquity, such as Doric, Aeolic, Arcado–Cypriot
- exploring famous centres of Greek learning and culture such as Alexandria, Antioch and Ephesus
- recognising the spread of Greek ideas in the Roman world, shown by the use of borrowed Greek vocabulary in Latin to denote such concepts as stadium, palaestra, rhetor theatrum, comedia, stoica, philosophia
- exploring abstract concepts derived from Classical Greek, such as philanthropy, idol, autonomy, paradox, aesthetics, nostalgia, agony
- exploring and discussing the meaning of Classical Greek sayings used in literature, such as μηδὲν ἄγαν, γνῶθι σαυτόν, μολὼν λαβέ
- recognising words in English that are a hybrid of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference, television, automobile
- discussing Classical Greek derivatives that are used in fields such as business and education, for example, macroeconomics, monopoly, pedagogy, syllabus
- examining the Classical Greek roots of English words in subjects across the school curriculum, such as theorem, metaphor, photosynthesis, chlorine, atom, planet, geophysical, ecosystem, orchestra, music, scene, dialogue, chorus, athletics
- identifying Classical Greek roots in English scientific, technical and medical terminology, for example, catalyst, aerodynamic, pathogen, bacteria, atherosclerosis, acne, asthma, chromatography, symmetry, thermometer, seismic
- exploring how Classical Greek is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as gigabyte, nanotechnology, antioxidant, polymer, genotype, triglyceride
- applying knowledge of Classical Greek to form plurals of borrowed English words, for example, criterion/criteria, phenomenon/phenomena, crisis/crises, thesis/theses, stigma/stigmata
- discussing the enduring use of Classical Greek in religious contexts, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, βάπτισμα, συναγωγή, κλῆρος, ἄγγελος, πρεσβύτερος, ὕμνος, βίβλος, εὐαγγέλιον
VCGRCU026 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture
VCLAE016

Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

Elaborations
- predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
- inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
- investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
- examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
- reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
- explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
- investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
- explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
- discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
- recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
- analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
- discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
- justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
- constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively
VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts
VCZHC209

Interact with peers and others in familiar and unfamiliar contexts to exchange alternative ideas and perspectives, and to express preferences and opinions

Elaborations
- stating opinions on school life, family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons such as 我想去看…电影，因为听说这个电影很好看
- engaging in oral and digital discussions on topics of personal interest such as music, TV programs or sports, asking questions to seek ideas, request repetition and clarify meaning (for example, 你说你的生日是明天，是吗？) to enhance mutual understanding, for example, 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有力
- using different ways of expressing apology, appreciation or gratitude, and comparing practices across contexts, considering which term to use in various situations and according to the relationship between participants, for example, 谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢
- notifying teacher of work due in other subject areas, for example, 我有很多数学作业；我星期一有科学测验
- expressing opinions on lesson activities and learning tools, for example, 我觉得很好玩儿；我觉得很有用；我喜欢用网络词典
- requesting assistance or seeking advice on a feature of language (for example, mobile phone 。中文怎么说，怎么写（面）这个字呢？), and exploring concepts related to topical and contemporary issues (such as ethnicity and identity, social justice, environment, education and future pathways, technology, and popular culture) through interaction with peers and other Chinese speakers, for example, 我听说现在中国的年轻人很喜欢看韩剧，是这样吗？你也喜欢看韩剧吗？
- inviting others to contribute to discussions and provide feedback on own ideas (for example, 你不觉得…吗？难道…?), and asking questions, acknowledging strengths in others’ arguments and providing evidence to contradict, challenge or rebut alternative views
- substantiating their position with examples, quotes or statistical data and using 成语 or 谚语, for example, 养不教，父之过父母当然要对孩子的教育负责
- collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是说…; 尽管如此…), and recapping the main ideas discussed, suggesting a suitable compromise or solution and explaining the reasons behind the final suggestion
- responding to inquiries in correspondence from overseas peers and via social media by describing the lifestyle of Australian young people, with pariticular attention to unique aspects of Australian culture, for example, 澳大利亚有…，人们生活…
- engaging with educational social media to document own experiences and achievements by posting a weekly journal or blog for others to read, for example, 本周XX俱乐部足球赛
- experimenting with ways of expressing ideas in more formal contexts, such as using objective rather than subjective language to recount events, for example, 袋鼠很多 compared with 我看到了很多袋鼠
VCZHC209 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCASFU248

Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances

Elaborations
- observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
- 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 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_-_time, or with lexical signs such as WATCH AGAIN++
- 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, PLEASED-_really, TALL-_really
- recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
- recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
- recognising that clauses can also be joined through particular NMFs
- noticing that clauses can be linked equally or unequally, where one clause depends on another
- recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
- noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs
- realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
- noticing when signers are using composite utterances, for example those that include elements of CA, DSs, points and lexical signs, and how that affects the structure of a clause
VCASFU248 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCHIC074

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

Elaborations
- negotiating arrangements, weighing up alternatives and reaching shared decisions when planning performances or presentations to showcase Hindi language learning, for example, हमें इस में कुछ चित्र भी सम्मलित करने चाहिये?; क्यों न हम सब ...; यही उचित रहेगा; आपको इसमें से एक चुनना है।
- issuing, accepting and declining invitations, using culturally appropriate expressions and protocols, for example, अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में सम्मिलित होने का अवसर दिया, किन्तु मैं किसी कारण वश नहीं आ पाऊँगा।
- comparing opinions on social and cultural behaviours and values associated with Hindi-speaking communities via online forms of communication such as emails, school chat forums and community websites, for example, भारतीय जीवन शैली में रंगों का विशेष महत्व है। बिंदी का महत्त्व केवल सौंदर्य और श्रंगार तक ही सीमित नहीं है। भारतीय संस्कृति की परम्परा है कि हम अपने अतिथियों का अपनी सामर्थ्य के अनुसार स्वागत सत्कार करने में कोई कसर नहीं छोड़ते। भारत में विवाह न केवल एक महिला और पुरुष को आपस में जोड़ता है बल्कि दो परिवारों को आपसी सहयोग और प्रेम की भावना में भी बाँधता है।
- organising an event such as a campaign or social media forum to raise awareness of community, environmental or ethical issues, for example, महिलाओं की सुरक्षा; स्वच्छ स्थानीय पर्यावरण, पुनर्चक्रण का महत्त्व
- transacting for goods and services, considering concepts such as value, availability, competition and ethics
- building vocabulary to support commercial and technological exchange between English- and Hindi-speaking communities, for example, मुद्रा विनिमय दर, भारत में आस्ट्रेलियाई निवेश, अंतर्राष्ट्रीय व्यापार, प्रौद्योगिकी का आदान-प्रदान
VCHIC074 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising
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
VCKOU032

Extend grammatical knowledge of Korean language, including the range of forms and functions of particles, suffixes, verb endings and irregular verb forms

Elaborations
- modifying nouns using an adjectival form of a descriptive verb suffixed by –(으)ㄴ, for example, 예쁜 꽃, 맑은 물
- using particles such as –한테/에게, –한테서/에게서, –(으)로 (instrumental and directional), –보다, –와/과, –만, –도,–부터 and –까지, including honorific case markers –께, –께서, –께서는
- recognising the meaningful parts of a verb, for example, 먹+어요
- expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as –(으)ㄹ 거예요 and –(으)ㄹ까요?
- learning how to ask and answer negative questions, for example, 숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요)
- connecting clauses using basic conjunctive suffixes (clausal connectives) –어/아서, –고, –(으)면, –지만
- using basic complex-verb structures such as –어/아 주다, –어/아 보다, –지 말다with an –어/아요ending to express provision, trial and prohibition (읽어 주세요, 입어 보세요, 쓰지 마세요)
- expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에
- using some basic irregular verbs, such as 들어요 (듣다), 불러요 (부르다), 더워요 (덥다), 추워요 (춥다), 아름다워요 (아름답다)
- expressing relative location using a structure: a noun + a location word + 에, for example, 식탁 위에 상자가 있어요
- expanding metalinguistic knowledge by receptive use of:
  - intimate copula verb ending (a noun + (이)야)
  - expressions of intentions and likelihood: –겠어요, –(으)ㄹ 것 같아요
  - conjunctors connecting clauses (–(으)니까, –(으)러)
  - complex structures such as –어/아야 하다, –어/아도 되다, with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요), recognising that they are in the same structure as –어/아 주다, –어/아 보다 and –지 말다 (verb stem + suffix + auxiliary verb) and that the auxiliary verbs add meanings such as obligation, permission and attempt
  - complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, –기 때문에, –기 위해(서)
  - levels of politeness in speech, for example, formal polite, informal polite, intimate, for example, 해, 해요, 합니다
  - honorific suffix –시–, for example, 하십니다,가르치십니다
VCKOU032 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCKOU204

Understand and use vocabulary that conveys abstract ideas and establishes register and style for specific audiences

Elaborations
- using a range of common nouns and verbs to describe activities and phenomena taking place in home, school and the wider context, such as transport, networking, festivals, weather, seasons, nature, transactions, for example, 여행, 기차, 비행기, …, 축제, 숙제, 음악, 산, 강, 호수, …, 여름, 겨울, …, 영화, 입장권, 표, …, 차례, 소리, 바쁘다, 아끼다, 춥다, 덥다, …, 많다, 적다, …,연락하다, 편리하다, 친절하다, 다치다, 시작하다, 출발하다, 도착하다, 참가하다, 기다리다
- using abstract nouns and verbs associated with abstract or complex concepts, processes, attitudes, for example, 방법,문제, 계획(하다), 신선하다, 생각하다, 심각하다, 생기다, 되다, 그렇다, 믿다, 확신하다
- using a range of descriptive verbs to express qualities of people, animals or nature, such as character, appearance or scenery, including some complex personal attributes, for example, 착하다, 부지런하다, 게으르다, 참을성이 있다, 정직하다, 깨끗하다
- using specialised vocabulary drawn from other learning areas or broader topics of interest such as social or environmental issues, including some highly abstract words, special terminology, some loan words from English and some figurative use of common words (for example, ‘지구가 죽는다’): 지구, 북극, 남극,빙하, 환경, 자연, 태풍, 사이클론, 캠페인, 에너지, 청소년, 실업, 녹다, 보호(하다), 절약(하다), 낭비(하다), 파괴되다, ‘쓰레기 분리수거’, ‘환경보호’, ‘지구 온난화’, ‘다문화 사회’
- using/recognising some well-known Korean geographical names (for example, 부산, 제주도)
- identifying Korean names of some folk genres such as 민요, 설화 or 탈춤, and some titles of Korean folk songs or folk tales such as 아리랑, 강강술래, 심청전 or 흥부전
- using/recognising some procedural vocabulary relating to some aspects of everyday life such as operating appliances or cooking instant food, for example, 국수, 국물, 정도 (for example, 4분 정도) 냄비, 끓이다, 넣다, 붓다, 젓다
- using reflective/sympathetic words or phrases to signal empathy, down-toning or indirect disagreement, or just as a pause filler, for example, 그렇지요?; 좋았겠어요;아마; 글쎄요; 그런가요?; 아닌 것 같은데요
- expanding and using honorific or humble vocabulary, for example, 주무시다, 여쭤 보다
- expanding the range and use of adverbs, for example,훨씬, 함께, 겨우, 아마, 한번, 모두, 분명히, 하마터면
- expanding the use of temporal vocabulary, including 작년, 올해, 내년, …전/후
- using elements of metalanguage appropriately, for example, 단어, 명사, 동사, 줄임말, 높임말/존대말, 문장
- inferring meanings of unknown words or expressions from information available from the text or context
VCKOU204 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCKOU033

Understand and use a range of vocabulary associated with different aspects of everyday life, such as basic honorific or humble words, and identify culture-embedded words and expressions

Elaborations
- using a range of common nouns and verbs for everyday interactions at home and school on familiar and broader topics (for example, 방학, 시험, 춤, 노래, 여행, 추다, 부르다, 배우다, 하다, 말하다, 끝나다, 만나다, 놓다, 사다, 팔다, 생기다), including words for clothing (for example, 모자, 바지, 쓰다, 입다) and transportation (for example, 버스, 기차, 자동차, 지하철, 타다) and loan words from English (for example, 파티, 이메일, 인터넷)
- recognising and using some abstract vocabulary in the school context (for example, 과목, 수업, 과외 활동, and names of school subjects such as 수학, 과학, …)
- using descriptive vocabulary to describe emotions (for example, 무섭다, 슬프다, 기쁘다. 신나다), senses (기분, 맛,맵다, 짜다, 아프다, 덥다, 춥다) and appearance (아름답다, 깨끗하다)
- using abstract vocabulary relating to cognitive activity (for example, 뜻, 생각(하다), 필요하다)
- recognising the difference between 나 and 저 referring to self and using them appropriately according to the audience, for example, peers or adults
- indicating comparative quality using 더, for example, 더 커요
- expressing relative frequency of events (for example, 가끔, 보통, 자주, 언제나)
- using common adverbs such as 다시, 먼저, 한번, 열심히
- indicating time/seasons using 오전, 오후, 주말,아침, 점심, 저녁, 봄, 여름, 가을, 겨울
- using Korean cardinal and ordinal numbers appropriately with counters, for example, 스무 잔, 백 장, 천 송이, 첫 번째
- using honorific or humble words such as 분, 주무시다, 계시다, 말씀, 드리다
- identifying culture-embedded Korean words and expressions in context, for example, 추석, 새해 복 많이받으세요, 쌀밥/보리밥, 아리랑
- using vocabulary related to youth culture such as 동아리, 힙합, including some hybrid words (for example, K–팝)
- using reflective vocabulary such as 아마, 글쎄요
- using location words, for example, 앞, 뒤, 위, 아래, 옆
- inferring meaning of unfamiliar words or expressions from context, for example, 게으름뱅이 (소가 된 게으름뱅이), 연락하다 (이메일로 연락하세요), 그림의 떡
- using idiomatic expressions as communication strategies or to enhance the interest of audiences, for example, 제 생각에는 …, –ㄴ/은/는 것 같아요, 괜찮아요
- using some special vocabulary in Korean to express ideas drawn from other learning areas, for example, 태풍, 강, 호수
- using exclamatory vocabulary and expressions (for example, 와, 대단해요! 아니, 이럴 수가!)
VCKOU033 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCLAU023

Understand concepts of accidence and syntax used in complex Latin sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood, voice, and conventions of complex sentence structure

Elaborations
- identifying the endings of fourth and fifth declension nouns, for example, exercitus, cornua; dies, fides
- acknowledging that nouns may have unexpected genders, for example, first declension agricola (m), second declension pirus (f)
- recognising relative, emphatic and indefinite pronouns, for example, qui, quae, quod; ipse; quisquis; quidam
- recognising reflexive pronouns and adjectives, for example, se; suus
- analysing case usage of nouns in all five declensions, for example, partitive genitive quid novi?
- identifying and understanding the use of the locative case, for example, Romae, Pompeiis
- identifying and understanding words used in apposition in all cases, for example, Venus, dea, est pulchra
- explaining case usage of pronouns, for example, personal ego, tu, nos, vos; demonstrative hic, ille; interrogative quis, quis, quid; relative qui, quae, quod; emphatic ipse, ipsa, ipsum; reflexive me, te, nos, vos, se
- distinguishing the use of different moods
- extending identification of indicative endings of regular and irregular verbs to different tenses
- understanding the concept of the principal parts for verbs in all conjugations, for example, voco, vocare, vocavi, vocatum; sum, esse, fui
- identifying and understanding the use of infinitives for all four conjugations and irregular verbs, for example, a prolative infinitive with amat, such as natare amat
- recognising impersonal expressions, for example, mihi difficile est dormire
- understanding the use of present, future and perfect participles, for example, clamans, moriturus, vocatus
- recognising passive voice forms and the forms of deponent verbs and distinguishing their meanings, for example, laudata est – she has been praised; collapsa est – she collapsed
- distinguishing in complex sentences between principal and subordinate clauses, for example, relative, causal, temporal, concessive, conditional, such as si/nisi with the indicative
- recognising comparison of adjectives and adverbs, regular and irregular, for example, stulta, stultior, stultissima; malus, peior, pessimus
- recognising quam + superlative, for example, quam celerrime
- understanding conventions of the use of numbers to express distance, capacity, time and price, for example, duo milia passuum, quinquaginta denariis
- understanding the conventions of the Roman calendar, for example, a.d. XIV Kal Jul
- recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition
VCLAU023 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language
VCVIU030

Expand grammatical and vocabulary knowledge to communicate, link and extend ideas, for example, using cohesive devices such as conjunctions, verbs to express modality, direct/indirect speech, abstract vocabulary and common Vietnamese idioms

Elaborations
- knowing how to use alternatives for negative (chưa, không, chẳng, đâu có) and imperative (chớ, đừng) sentences in Vietnamese, for example, Em không/chẳng ăn đâu. Chớ/đừng nói chuyện trong lớp!
- differentiating interrogative forms with tag questions and knowing how to use them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a tag question to confirm that the other person likes fried rice)
- recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have you?’) would be Dạ phải. Em chưa làm (‘YES, I haven’t’), while in English it would be ‘NO, I haven’t’
- recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement Hôm nay Lan đi học sớm simply states the fact that Lan came to school early today, while the exclamatory sentence Hôm nay Lan đi học sớm (thế)! may suggest surprise or irony
- using a range of sentence types, such as interrogative, affirmative, negative and imperative forms, for different purposes, such as formulating questions, agreeing with or making statements, expressing dislikes, and making polite requests, for example, Bạn thích đọc sách hay xem phim hơn? Tôi thích xem phim hơn đọc sách. Tôi không thích trời mưa. Làm ơn nói nhỏ lại
- understanding the use of được and bị in Vietnamese for positive and negative meaning, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh. Em bị ba mẹ la
- understanding and using Vietnamese verbs such as nên, cần and phải to express modality, for example, Các em nên chăm học. Chúng ta cần bảo tồn văn hóa Việt Nam ở hải ngoại. Học sinh phải mặc đồng phục khi đi học
- using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học
- using a range of cohesive devices, such as thứ nhất, thứ nhì, trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên, bên cạnh đó, to sequence, add or connect ideas in texts
- connecting and contrasting ideas, events and actions by using conjunctions to emphasise contrast or cause and effect, such as tuy … nhưng, nếu … thì and vì … (cho) nên, for example, Tuy không giàu có nhưng gia đình tôi rất hạnh phúc. Nếu chăm học thì chúng ta sẽ mau tiến bộ.
- understanding conjunctions such as càng … càng, vừa … vừa …, chẳng những … mà còn and không … mà cũng không, and using them as appropriate to context and purpose, for example, Càng học em càng hiểu biết nhiều hơn. Học sinh Việt Nam vừa thông minh vừa chăm chỉ. Em chẳng những biết nói mà còn biết viết tiếng Việt nữa.
- using a range of expressions for indefinite quantities, for example, hàng ngàn, triệu triệu, vô số, hàng hà sa số, biết bao nhiêu là …
- expanding vocabulary knowledge to include a range of common nouns, adjectives and verbs for everyday interactions at home and school, on topics such as friendship (Bạn tốt thì luôn sẵn sàng giúp đỡ lẫn nhau), leisure activities (Tôi đã có dịp thưởng thức một buổi hòa nhạc rất thú vị), teenage life (Giới trẻ ngày nay giỏi khoa học kỹ thuật hơn thế hệ trước) and special events (Năm nào tôi cũng đi hội chợ Tết để tìm hiểu thêm về văn hóa Việt Nam)
- recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, thân thiện, lạnh lùng, tử tế, and using them in own spoken and written texts, for example, Mùa thu thời tiết mát mẻ, dễ chịu. Thầy/Cô giáo tiếng Việt của em rất thân thiện và vui vẻ với học sinh. Anh ta trông có vẻ lạnh lùng nhưng thật ra rất tử tế
- understanding Vietnamese onomatopoeic words, such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng, and using them in own spoken and written texts, for example, thác đổ 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 nữ = đàn bà, huynh đệ = anh em, phi trường = sân bay
- using adjectives and verbs to express and convey emotions and attitudes, for example, vui mừng, hạnh phúc, tự hào, hãnh diện, hổ thẹn, thú vị, buồn chán; thích, thương, kính phục, ghét, coi thường, đồng ý, ủng hộ, tán thành, phản đối
- using evaluative language to express perspectives, for example, hấp dẫn, thú vị, nhàm chán, tiện lợi, hữu ích, biện pháp thực tế/thiết thực
- inferring the rules of forming abstract nouns from adjectives and verbs used to express attitudes, feelings and emotions by exploring various examples of abstract nouns such as tình thương, sở thích, niềm vui, hạnh phúc, nỗi buồn/khổ
VCVIU030 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCARU030

Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded

Elaborations
- using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم
- using the conditional mood as a formulaic expression, for example,
  لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً
- understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛
  أخي يلعب كثيرا لكن أختي تدرس دائم
- using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,
  لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟
- expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,
  بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون
- using expressions to indicate preference and compare, for example,
  هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة
- creating compound and complex sentences by using embedded clauses such asالكتاب المفضل لدي (والذي أحبه كثيرا) هو ...
- understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,
  هذان كتابان جديدان؛ هاتان صديقتان وفيتان
- understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً
- using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً
- extending use of negative forms, for example, لن أتصل بك؛ لم أتأخر عن الدرس؛ ليس عندي وقت
- using إلا to express exceptions, for example, أحب كل المواد إلا الرياضيات
- describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل
- using elements of exaggeration and emphasis, for example,
  للمرة المليون أكرر هذه العبارة
- using a range of irregular adjectives to describe number, shape and colour, for example, قميص أحمر؛ حقيبة حمراء؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدور؛ مثلث؛ مربع؛ مستطيل
- using singular and plural third person possessive pronouns to indicate relationships, for example, أصدقاؤهم كتابه؛ قلمها؛
- using adverbial phrases to expand on ideas and provide further information related to feelings, attitudes and abilities, for example, متأخراً؛ باكراً؛ دائماً؛ مسرعاً
- developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
- using imperative verb forms to persuade, encourage, and give advice, for example,
  لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر
- using subjunctive mood to express doubt, uncertainty or emotion, for example,
  ربما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة
VCARU030 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCESU031

Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional...

Elaborations
- understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
- understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos nada
- using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa
- noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre
- expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como
- understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)
- understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, for example, me, te, lo, la/le, nos, os, los, las/les
- understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
- understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos pasados, Marcos nació en Filipinas, ayer mi amigo estaba contento
- using appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ..., esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer ...
- understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
- using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien
- expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...
- indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, repita más despacio
- understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
- using cohesive devices to link elements of complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
- expanding the use of prepositions such as por, para, con, sin, contra, hacia to provide more detail or information
- understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
- understanding and using an increasing range of prefixes and suffixes (anónimo, antibiótico, despeinado, supermercado, claustrofobia, lavadora, navideño, hermanito) and building lexical families (árbol, arbolito, arboleda, arbusto, arborícola, arbóreo, arboricultura, enarbolar)
- developing awareness of the presence of ‘false friends’ in Spanish and English, for example, actualmente / currently, realizar / carry out, embarazada / pregnant, constipado / a cold
- developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)
VCESU031 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCJAU032

Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

Elaborations
- further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
- understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
- understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
- using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
- understanding and using a range of particles such as:
  - か (or)
  - に (purpose, indirect object, location)
  - で (location of action, by means such as ペンで、日本語で)
- understanding and using いand な adjectives in the present and past tense
- using verb stems with grammatical features such as ～たい、～たくない、～かった、～やすい／にくいです
- understanding and using verbてforms to express a range of ideas, for example, ～ている、～てもいいです、～てはいけません、～てはだめです
- creating cohesion and flow by using conjunctions, for example, だから、それで、それに、 verbてform, だから、しかし、それに、けれども
- expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、～とおもいます、～たり～たりします
- asking and responding to questions using 何で? どうして/なぜ？どのぐらい? いくつ？
- building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
- elaborating ideas or statements using expressions such as 今(こん)しゅう、先(せん)しゅう、来年(らいねん)、いつも、ぜんぜん、あまり
- understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、千(せん)、万(まん)
- extending the use of counter classifiers to include ～円(えん)、～分、～まい、～本、～つ、～日 (date)
- expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
- expressing the location of items by using prepositions such as 右(みぎ)、左(ひだり)、前(まえ)、後(うし)ろ、上(うえ)、下(した)、となり、そば　
- understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register
VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCGRCU023

Understand concepts of accidence and syntax used in complex sentences in Classical Greek, including subordinate clauses, pronoun forms, mood, voice, and conventions of complex sentence structure

Elaborations
- using the indefinite adjective τις with nouns to supply the meaning of the indefinite article in English, for example, κακόν τι πάσχει, νῆσόν τινα
- conjugating -ω verbs in perfect and pluperfect tenses, active and middle, indicative, imperative and infinitive forms, for example, εἴρηκα/εἴρημαι, ἑόρακα/ἑώραμαι
- conjugating -ω verbs in the passive voice in all applicable tenses including first and second aorist and future, for example, ἐλύθην/λυθήσομαι, ἐφάνην/φανήσομαι
- conjugating contract verbs in all tenses and voices, including verbs in –οω, for example, δηλῶ, ἐλευθερῶ
- conjugating -μι verbs, including δίδωμι, τίθημι, ἵστημι, ἵημι, δείκνυμι, φημί
- conjugating common irregular verbs, for example, oἶδα, ἒοικα
- forming the comparative and superlative degrees of common irregular adjectives, for example:
  - ἀγαθός/ἀμείνων/ἄριστος, ἀγαθός/βελτίων/βέλτιστος, ἀγαθός/κρείττων/κράτιστος
  - κακός/κακίων/κάκιστος, κακός/χείρων/χείριστος
  - καλός/καλλίων/κάλλιστος
  - μέγας/μείζων/μέγιστος
  - πολύς/πλείων/πλεῖστος
- identifying the use of participles with the genitive absolute and the accusative absolute, for example, ἡμέρας γενομένης, ἔδοξεν ταῖς κόραις πρὸς τὸν κρήνην βαίνειν and δέον τὴν πόλιν ἀμύνεσθαι, οἱ ἄνδρες τὰ ὅπλα ἔφερον
- recognising the forms and uses of the subjunctive mood, for example, ταχέως ἵωμεν (exhortation), τί ποιῶμεν; (deliberation), μὴ δέξησθε τὰ δῶρα (prohibition), οἱ στρατιῶται φεύγουσιν ἵνα μὴ ὑπὸ τῶν πολεμίων ληφθῶσιν (purpose clause), φοβοῦμαι μὴ ὁ δεσπότης οὐκ ἐθέλῃ παῦσαι τὸν πόνον (clause of fearing)
- recognising the forms and uses of the optative mood, for example, εἴθε τὴν πατρίδα σῴζοιμεν (wish), βουλοίμεθα ἄν τοῦ ἀοιδοῦ ἀκούειν (potential optative)
- understanding the structure and use of indirect statements with ὅτι, the infinitive or the participle, for example, ὁ ἄγγελος εἶπεν ὅτι οἱ πολέμιοι ἤδη προσχωροῦσιν/ὁ πάτηρ ἔφη ἀνάγκην εἶναι οἴκαδε ἐπανιέναι/οἱ παῖδες εἶδον λύκον μέγαν πρὸς τὴν οἰκίαν προσιόντα
- understanding the structure and use of conditional clauses, for example, ἐὰν τῷ δημαγωγῷ πιστεύῃς, μῶρος εἶ/ἐὰν τὸν δοῦλον καλέσῃς, βραδέως ἀφίξεται/εἰ ὁ παῖς τοῦτο ἐποίησεν, ἐδέξατο ἄν τον ἔπαινον
- understanding the structure and use of indefinite clauses, for example, ὅστις ἄν ἔξω τῶν τῆς πόλεως ὁρῶν εὑρεθῇ, ἐν κινδύνῳ μεγάλῳ ἔσται/ἐπειδὰν γένηται ἡ πανήγυρις, πάντες οἱ Ἀθηναῖοι εἰς τὴν ἀγορὰν σπεύδουσιν
- identifying the articular infinitive, for example, ἀγαθὸς εἰς τὸ λέγειν τε καὶ πράττειν
- identifying the verbal adjective in –τέος, for example, οὐ λεκτέοι εἰσὶν οἱ λόγοι
- identifying verbs that take supplementary participles, for example, ἔτυχον παροῦσαι αἱ γυναῖκες/οἱ Ἀθηναῖοι ἐφαίνοντο οὐ βουλόμενοι ἀγορεύειν
- understanding the sequence of tenses and moods in complex sentences (primary and secondary sequences), for example, λέγει ὅτι εἰ ὁ ἀνὴρ τοῦτο εἶπεν, ἐψεύδετο/εἶπεν ὅτι εἰ ὁ ἀνὴρ τοῦτο εἴποι, ψεύδοιτο ἄν
- recognising creative variations in Classical Greek word order to focus on action, or to create suspense by delaying a key word, phrase or clause
- elaborating strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools
VCGRCU023 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Systems of language

Result list

VCDEU183

Elaborations

VCVIU186

Elaborations

VCARC020

Elaborations

VCASFC235

Elaborations

VCFRU121

Elaborations

VCGRCU026

Elaborations

VCLAE016

Elaborations

VCZHC209

Elaborations

VCASFU248

Elaborations

VCHIC074

Elaborations

VCITC077

Elaborations

VCKOU032

Elaborations

VCKOU204

Elaborations

VCKOU033

Elaborations

VCLAU023

Elaborations

VCVIU030

Elaborations

VCARU030

Elaborations

VCESU031

Elaborations

VCJAU032

Elaborations

VCGRCU023

Elaborations

Refine results by Area

Refine results by Subject

Refine results by Level

Refine results by Type