Search results

Result list

• VCELT484

  Reflect on, extend, endorse or refute others’ interpretations of and responses to literature

  Elaborations

  • determining, through debate, whether a text possesses universal qualities and remains relevant
  • presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
  • creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
  • reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

  VCELT484 | Curriculum content | English | Level 10 | Speaking and Listening | Literature

• VCITC088

  Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity

  Elaborations

  • sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how they want to be perceived
  • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
  • reflecting on how language and culture shape their identity, history and understanding

  VCITC088 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCLVC176

  Interact in class activities that involve making suggestions, seeking clarification, praising or complimenting one another

  Elaborations

  • making suggestions or providing clarification
  • using respectful language for agreeing or disagreeing
  • asking for clarification, for example, asking how to spell a word, say or write something, or asking for the meaning of a word or expression
  • giving help, responding to instructions, offering suggestions
  • asking and responding to closed and open-ended questions, for example, in relation to class assignments or due dates
  • apologising, praising, complimenting and encouraging one another

  VCLVC176 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCNRU114

  Recognise and reproduce sound-letter relationships and combinations in the language being learned in spoken and written forms and key features of pronunciation, rhythm and stress

  Elaborations

  • recognising the differences in tone and rhythm
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations
  • identifying differences in sounds and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers

  VCNRU114 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAC073

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

  Elaborations

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

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

• VCZHC248

  Recognise and explain differing viewpoints on the world, cultures, individuals and issues as represented in major forms of literature such as 散文，小品，小说, and use this knowledge to create analytical and imaginative responses for identified audiences

  Elaborations

  • identifying various representations of multiculturalism in contemporary media and exploring the origins and nature of stereotypes commonly encountered
  • exploring cross-cultural influences in contemporary media, for example, examining the impact of Korean culture on Chinese entertainment in diverse contexts (Hong Kong, Taiwan, mainland China)
  • responding to films with a Chinese theme produced in other communities, for example, writing a personal response to a foreign film portraying Chinese-speaking communities

  VCZHC248 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Korean - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of...

  Level description | Languages | Korean | 7–10 Sequence | Levels 9 and 10

• VCHIC077

  Present information related to social and cultural issues of interest to their peer group using different modes and formats to take positions and to capture different perspectives

  Elaborations

  • writing a review or creating a commentary of an event such as an India-Australia cricket match, music festival or street fashion show, incorporating expressions and style that characterise these text genres and reflect the writer’s perspective
  • creating texts such as blog posts or items in school newsletters that address social and environmental issues such as पर्यावरण परिवर्तन; बेरोजगारी
  • producing a segment for a local radio station to report on a charity fund raising activity
  • presenting information in the form of promotional or persuasive letters or speeches for audiences such as peers, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, पौष्टिक आहार और स्वास्थ्य़
  • using data collected via online research or recorded/published interviews to create a digital profile of a significant member of their local community or of the wider Hindi-speaking world, such as a musician, chef, artist or sporting figure
  • presenting an overview of traditional games and sports played in different Hindi-speaking regions, such as कबड्डी or खो-खो, for example, by watching video clips and then writing up the rules

  VCHIC077 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHU223

  Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use

  Elaborations

  • reading texts in traditional characters on familiar topics and inferring meaning of key characters
  • predicting the meaning of texts in traditional characters encountered in everyday contexts by relating the character’s simplified version, for example, 匾 in a tourist site
  • discussing the influences on their own Chinese language use (for example, from TV, family or Chinese school) and how their language use compares to that of their parents and other Chinese speakers
  • analysing how new words and concepts are developed and incorporated into daily use, for example, in contemporary media such as TV dramas, music and film
  • exploring samples of classical texts such as 《论语》 and recognising the impact of classical Chinese on contemporary written language, for example, the use of 岂， 于
  • listing famous quotes from traditional literature, such as famous lines from poems, and using these in their own writing
  • identifying examples of 成语 in writing by students of Chinese, discussing the effect of this usage and then identifying any errors made, such as in the sentence 我要休息一下，要不然有个三长两短就不好了

  VCZHU223 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Hindi - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त...

  Level description | Languages | Hindi | F–10 Sequence | Levels 9 and 10

• Spanish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries....

  Level description | Languages | Spanish | 7–10 Sequence | Levels 9 and 10

• VCELU029

  Recognise and reproduce Greek sound–letter relationships and combinations in spoken and written forms and key features of pronunciation, rhythm and stress, including some irregularities

  Elaborations

  • recognising the differences in tone and rhythm between questions, exclamations and commands, for example, Σοβαρά, Αμέσως, Ετοιμάσου Γρήγορα! Τι λες!
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal emphasis
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations, for example, in the song ‘Καλημέρα, τι κάνεις;’
  • identifying differences in sounds, such as γγ, γκ, τζ, τσ, μπ, ντ, αϊ, άι, -ασμα (διάβασμα) and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers, for example, αυ, ευ, τσ, τζ, αι, ββ, λλ, ρρ, ττ, ιου, ιο/ιό, ειο/ειου

  VCELU029 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC116

  Participate in individual and collective action by deciding, explaining and justifying

  Elaborations

  • participating in planning and decision making with others, for example, arranging an event, class debate, performance, excursion or guest speaker, or organising a petition or a letter to the principal/local council (Devo/Dobbiamo organizzare … Cosa dobbiamo fare? Chi invitiamo? Bisogna [+ infinitive]. Vuoi venire al dibattito con me? Come possiamo convincere il comune a … ? Scriviamo una lettera per convincere il preside a … )
  • expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione

  VCITC116 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC126

  Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence

  Elaborations

  • recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences (Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni)
  • reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s identities, values and beliefs (including their own) are maintained and/or change over time
  • comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private
  • engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image (for example, È permesso parlare di politca/religione? Con chi? Perché no?); surveying class-/schoolmates, relatives, neighbours and friends to examine how identities may vary
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

  VCITC126 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU111

  Explore the role of tradition in contemporary language use and how languages change over time

  Elaborations

  • exploring the use of classical language such as 成语 and how this refines the style of writing when comparing 口语 and 书面语, for example, 她很漂亮 and 她貌美如花
  • reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
  • exploring the nature of common idioms (成语), identifying their meanings and recognising how they can be used to add a sense of style to everyday communication, for example, 年年有余、人山人海
  • examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
  • exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging (去 happy 吧), and Pinyin abbreviations replacing characters ( L P = 老婆)
  • investigating the use of internet language, including numerical representations of words (55555 = 呜呜他在哭) as a means of private communication among youth
  • examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women

  VCZHU111 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEC021

  Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts

  Elaborations

  • listening to and viewing short informative texts such as television news items (Deutsche Welle), promotional videos or documentaries, and using tools such as guided note-taking or a concept map to extract key information to reuse in own texts
  • gathering information from appropriate sources about a topic of interest, for example, use of technology, healthy lifestyles, or aspects of life in German-speaking countries (sporting clubs, travel and holiday destinations)
  • compiling and comparing information and views/opinions from a range of spoken or written reports, for example, from interviews and evaluation forms related to a Schüleraustausch or Arbeitspraktikum
  • listening to, reading or viewing interviews with ordinary people, sports stars, musicians, environmentalists or politicians, and summarising and recording information and opinions, for example, writing a journal entry or blog describing a typical day and working conditions in a particular profession
  • using print and digital resources such as dictionaries, grammar references and encyclopaedias to support comprehension and research

  VCDEC021 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC023

  Respond to a range of contemporary and traditional imaginative texts (including excerpts) by summarising, reorganising, expressing reactions and opinions, or modifying aspects

  Elaborations

  • listening to, reading and viewing digital and other texts such as songs, stories, television programs and films with subtitles, and responding by expressing views or by modifying key aspects, for example, creating a new scene, continuing the story, re-creating a video clip using parody, role-playing an interview with a character, or retelling or performing the text from the perspective of one of the minor characters
  • comparing contemporary German and Australian music by reading music blogs or online magazines, viewing video clips and listening to music stations, and identifying similarities and differences in expression, themes and styles of performance
  • writing a review of a film, television episode or performance for an entertainment guide
  • comparing Australian and German examples of a particular television genre for cultural and stylistic similarities and differences, such as the German and Australian versions of Top Gear, The X Factor/Deutschland sucht den Superstar or Home and Away/Gute Zeiten, schlechte Zeiten’

  VCDEC023 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating