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• VCIDC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCIDC021 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCITU032

  Experiment with pronunciation and intonation and use rules of spelling

  Elaborations

  • developing pronunciation between sound blends in Italian in comparison to English, for example, sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
  • learning to recognise the silent h as applicable to the verb avere and for borrowed words, for example, hockey, hotel
  • noticing the differences in intonation between statements, questions, exclamations and commands
  • understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa
  • applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year

  VCITU032 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VC2M3N02

  recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

  Elaborations

  • moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)
  • using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000
  • predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each
  • comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
  • comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation

  VC2M3N02 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• 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

• VCVIC133

  Explore their own sense of identity, including elements such as family, background, experiences, and ways of using language in Vietnamese- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)
  • mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)
  • noticing how they communicate with one another, their family, teachers and other adults, identifying differences in behaviour in different contexts and with different people, and suggesting reasons for these differences

  VCVIC133 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

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

  Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...

  Level description | Languages | Turkish | F–10 Sequence

• 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

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC019

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • sharing feelings about important experiences or events, for example:
    PRO1 EXCITED HOLIDAY SOON
    I am excited about the holidays.
    POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
    I was sad when my friend moved away.
    
  • discussing preferences in relation to school or community activities, using comparatives and superlatives
    PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART
    I like maths and science, but my favourite subject is art.
    
  • comparing routines or activities, using signs for time, sequence and location, such as:
    WHAT TIME PRO2 GO-TO-BED?
    What time do you go to bed?
    EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL?
    Every Monday my class has reading, then maths, then swimming. What about your class?
    
  • telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time
  • interacting with younger children or with people who are just beginning to learn to sign, adapting language to suit the situation
  • describing actions and activities using NMFs to show manner, for example, PRO1 WORK versus PRO1 WORK-_hard
  • participating in online exchanges such as vlogs to compare daily routines or interests with other deaf children or families
  • using persuasive language in social interactions with each other, for example:
    PLEASE POPCORN GIVE-_me++ BEG?
    Please can I have some of your popcorn?

  VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising