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• VCSIS071

  Reflect on an investigation, including whether a test was fair or not

  Elaborations

  • discussing as a whole class the idea of fairness in testing
  • discussing which aspects of the investigation helped improve fairness, and any aspects that weren't fair
  • reflecting on investigations, identifying what went well, what was difficult or didn't work so well, and how well the investigation helped answer the question

  VCSIS071 | Science | Levels 3 and 4 | Science Inquiry Skills | Analysing and evaluating

• VCASFC146

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

  Elaborations

  • working together in collaborative tasks such as cooking or craft activities, using interactional phrases such as:
    BOOK WHICH WANT MAKE WHICH? PICK.
    Which recipe do you want to make? You choose.
    PLEASE PRO2 BRING SCISSORS PLUS PAPER?
    Can you please bring scissors and paper?
    
  • following directions for activities such as a treasure hunt or creating a garden, using prepositions such as ON, UNDER, BEHIND and entity depicting signs, such as:
    DS:turn-left DEAD-END DS:turn-right.
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO3 TYPE PRO1 WRITE PRO2 D-O WHAT?
    He will type, I’ll write, and what are you doing?
    
  • playing games that involve identifying and classifying specific points of information, for example, ‘Celebrity Heads’
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC146 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC021

  Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding

  Elaborations

  • asking for repetition and clarification, for example:
    WHAT?
    What was that?
    PLEASE AGAIN SIGN
    Please sign that again.
    WHAT MEAN?
    What do you mean?
    
  • responding to instructions when completing work or preparing for class
  • adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter
  • using appropriate protocols when gaining the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing and using language such as EXCUSE or SORRY INTERRUPT or QUICK INTERRUPT when interrupting a conversation
  • responding appropriately to impromptu or more formal class and school announcements, such as assembly procedures
  • indicating understanding, for example:
    RIGHT-YEAH
    Aaah, right.
    
  • clarifying points of information, for example by asking:
    PRO2 MEAN…?
    Do you mean …?
    THAT RIGHT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using eye contact and clear signing with peers, teachers, visitors and community members
  • using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations
  • understanding how to walk between signers engaged in conversation without interrupting
  • developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • understanding and producing phrases to encourage and praise each other, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC021 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESU138

  Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements

  Elaborations

  • playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  • learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  • recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  • extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  • understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
  • noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  • applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  • understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

  VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCIDU029

  Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands.

  Elaborations

  • making connections between Indonesian and English sounds, for example, c is the ch sound in ‘cheese’; g is the hard g in ‘gun’ but never soft as in ‘germ’; k is a soft sound if it appears at the end of a word as in tidak, kakak
  • knowing that using the imperative form -lah with appropriate intonation softens its force and shows consideration, for example, Berbarislah, Angkatlah tangan
  • recognising different intonation for statements and questions, for example, Kamu suka apel (with falling intonation) and Kamu suka apel? (with rising intonation)
  • identifying onomatopoeic words such as those related to transport, for example, tut-tut (car horn), brum-brum (bus), jes-jes (puffing train), kring-kring (bike bell)

  VCIDU029 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVC154

  Participate in everyday classroom activities and routines, such as responding to questions and requests, asking permission, requesting help

  Elaborations

  • using rehearsed phrases and sentences to initiate and respond to language used in familiar classroom routines and exchanges, such as requesting a drink, asking permission to leave the classroom, borrowing equipment using rehearsed phrases and sentences
  • recognising and rehearsing interjections or fillers used in everyday conversations
  • asking simple questions and responding with simple statements, for example, asking for help, providing repetition or clarification
  • enquiring about and describing the location of classroom items and materials
  • preparing and displaying a set of agreed classroom procedures
  • participating in class activities that involve vocabulary, actions, signed expression or board/digital games

  VCLVC154 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCMSP148

  Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording

  Elaborations

  • refining questions and planning investigations that involve collecting data, and carrying out the investigation. For example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among students in our class?’

  VCMSP148 | Mathematics | Level 3 | Statistics and Probability | Data representation and interpretation

• VC2M3ST03

  conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

  Elaborations

  • creating a poster, flow chart or infographic that describes the process of statistical investigation, and the components, tools and types of data that can be collected, represented and interpreted for a purpose
  • collaboratively working through a whole-class investigation by choosing a question of interest, using an efficient collection method and recording collected data, and then interpreting the data in terms of the question
  • planning and carrying out investigations that involve collecting data; for example, narrowing the focus of a question such as ‘Which is the most popular breakfast cereal?’ to ‘Which is the most popular breakfast cereal among Year 3 students in our class?’
  • conducting a whole-class statistical investigation into the best day to hold an open day for parents by creating a simple survey, collecting the data by asking the parents, representing and interpreting the results, and deciding as a class which day would be best
  • investigating seasonal calendars of Aboriginal and/or Torres Strait Islander Peoples by collecting data and creating frequency tables and spreadsheets based on environmental indicators, and creating one-to-one data displays about frequency of environmental indicators for the current season

  VC2M3ST03 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• VCRAU029

  Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands

  Elaborations

  • making connections between the sounds of the language and English sounds
  • recognising intonation for statements, questions and commands
  • identifying onomatopoeic words in the language compared with some in English such as the 'hum' of bees or the 'pop' of a balloon

  VCRAU029 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCSIS065

  With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

  Elaborations

  • listing shared experiences as a whole class and identifying possible investigations
  • reflecting on familiar situations to make predictions with teacher guidance

  VCSIS065 | Science | Levels 3 and 4 | Science Inquiry Skills | Questioning and predicting

• VCKOC136

  Participate in everyday classroom activities such as responding to teacher’s instructions, attracting attention and asking for repetition

  Elaborations

  • getting a turn to ask a question, for example, 질문 있어요
  • requesting repetition, for example,다시 해 주세요
  • following instructions given in Korean, for example,해 보세요, 들으세요, 쓰세요, 말하세요, 읽으세요
  • answering teacher’s questions, 이게/저게/그게 뭐예요? (given as a set phrase), in a short Korean sentence as a set phrase, for example, 그게/그건 책상이에요
  • praising or complimenting each other, for example, (아주) 잘했어요

  VCKOC136 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDEC122

  Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning

  Elaborations

  • asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Wie spät ist es? Bist du fertig?
  • apologising, making polite requests (including attracting attention), and asking for assistance and permission, for example, Tut mir Leid! Entschuldigung, Frau Lenz! Hilfe, bitte!; Darf ich bitte auf dieToilette gehen?
  • commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!

  VCDEC122 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC129

  Participate in everyday classroom exchanges such as responding to simple questions, asking permission, requesting help, asking how to say or write something, asking for repetition and complimenting others

  Elaborations

  • responding to simple questions, for example, by describing the weather and the day’s schedule, using modelled language such as ¡Qué calor hace! Hoy tenemos español y música
  • asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?
  • making and responding to requests (¿Me prestas…?, Permiso…, Habla más alto, cerrad vuestros libros; pásame las tijeras, ¿dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación...en tu tableta), and asking for rephrasing or repetition, for example, Repita, por favor…
  • negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo

  VCESC129 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCFRC021

  Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention

  Elaborations

  • responding to instructions such as Encore une fois; montre-moi; chantez plus fort; regarde les photos, écoutez, écrivez/tapez la phrase
  • requesting help or clarification, for example, Je ne comprends pas; répétez s’il vous plaȋt; j’ai une question…
  • negotiating turns (for example, C’est à toi? Non, c’est à moi), and praising and evaluating each other, for example, Super! Pas mal. Bon travail! Excellent! Bravo!
  • developing and displaying classroom rules and routines, deciding on priorities such as le respect, la politesse and la co-opération
  • using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas
  • rehearsing words, phrases or interjections which can be used as ‘hooks’ or fillers in conversation, such as ah bon … voilà…eh bien…alors

  VCFRC021 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VC2M3A02

  extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

  Elaborations

  • partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
  • using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions
  • understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200

  VC2M3A02 | Mathematics | Mathematics Version 2.0 | Level 3 | Algebra

• VCKOC134

  Socialise and build relationships with peers and teacher through the exchange of personal information in relation to self, friends and family members

  Elaborations

  • asking and answering questions relating to personal information about themselves, each other, friends, family members, favourite things and special talents, for example, 누구예요? 몇 살이에요?
  • interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes
  • exchanging simple correspondence such as notes, invitation or birthday cards in print or digital form

  VCKOC134 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDEC120

  Share information with peers and teacher about aspects of their personal worlds such as friends, home, favourite objects and activities

  Elaborations

  • exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Wir haben einen Hund und vier Vögel. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze.
  • using common responses to frequently asked questions or comments (sehr gut, das stimmt, ich auch, ich nicht, igitt!), imitating modelled intonation and stress patterns
  • asking and answering questions relating to concepts such as time, place, number, days of the week, months and seasons, for example, Wann spielst du Basketball? Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du?
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCDEC120 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• French - F–10 Sequence: Levels 3 and 4 description

  Students develop active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as students...

  Level description | Languages | French | F–10 Sequence

• VCVIC123

  Share with peers and the teacher information and experiences relating to self, family and friends

  Elaborations

  • sharing personal information and asking questions to initiate conversations, for example, Tôi tuổi con mèo. Bạn tuổi con gì? Gia đình tôi có năm người. Còn gia đình bạn có mấy người?
  • answering questions to provide information about self, family and friends using full sentences, for example, Gia đình em có mấy người? Gia đình em có bốn người. (not Bốn người) Áo (của) em màu gì? Áo em màu đỏ (not Đỏ)
  • using simple descriptive statements to share information about themselves, for example, Tôi có tóc ngắn màu đen. Tôi thích màu xanh dương và xanh lá cây. Tôi có thể chạy nhanh nhưng không biết bơi
  • participating in simple spoken exchanges with peers about daily routines, for example, Bạn ở đâu? Bạn đi đến trường bằng gì?, and personal interests, for example, Tôi thích chơi đá banh. Còn bạn thích môn thể thao nào?
  • asking and answering questions related to time, place, number, days of the week, months and seasons, for example, Hôm nay là thứ mấy? Mùa này là mùa gì?
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCVIC123 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating