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• VCFRU035

  Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages

  Elaborations

  • knowing that French is spoken in many regions of the world (for example, le Québec, le Sénégal, le Maroc, la Suisse, le Monaco, la Nouvelle Calédonie), with different accents and dialects
  • understanding that French has close connections to other languages which have shared histories and many similar words, for example, English, French, Italian and Spanish (‘the bank’, la banque, la banca, el banco; ‘art’, l’art, l’arte, el arte)
  • identifying ways in which French language and culture influence the lives of Australians

  VCFRU035 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHHC067

  Identify the origin and content features of primary sources when describing the significance of people, places and events

  Elaborations

  • using historical terms such as immigration, exploration, development, settlement and naming days of commemoration and emblems when speaking, writing, and illustrating
  • using and understanding the meaning of acronyms, for example, NAIDOC and ANZAC
  • identifying sources to investigate change in the community in the past, such as photographs, maps, and the remains of buildings
  • analysing a range of sources to locate information about the people, places and events in their community’s present and past, for example photographs, maps and oral histories,
  • using information technologies to organise information and make connections, for example, creating tables in word processing software and concept mapping
  • identifying sources to investigate the story of the First Fleet and its arrival, such as paintings, maps, written records/accounts

  VCHHC067 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical sources as evidence

• VCIDC025

  Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

  Elaborations

  • translating Indonesian texts such as public signs to understand gist and noticing how meaning changes when translating into English such as sense of politeness
  • identifying and explaining expressions which do not easily translate into English, for example, Selamat siang, Sudah mandi?
  • comparing translations of Indonesian creative works (such as an advertisement, anthem or extract of a wayang script), noticing how words such as Tanah Air, sedikit-sedikit have more than a literal meaning

  VCIDC025 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCIDU033

  Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region

  Elaborations

  • understanding that Indonesian is a standardised language and is used in official contexts such as for government, the media and education and that it also borrows from other languages, often with modified spelling (for example, televisi, komputer, kursi, topi, telepon, kecap)
  • identifying examples of how Indonesian has influenced Australian English (for example, ‘sarong’, ‘gong’, ‘satay’, ‘batik’, ‘orangutan’)
  • showing awareness of Indonesian as a ‘real’ language in use in the world, one of multiple languages in the Asia-Pacific region and in the Australian community

  VCIDU033 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU152

  Compare and reflect on different ways of using language in everyday situations in Korean, Australian and other cultures, sharing ideas about possible reasons for the differences and variations

  Elaborations

  • recognising the importance of politeness explicitly expressed in Korean and comparing this with English, for example, 만나서 반가워요 versus ‘Nice to meet you’
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values important to that language community
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • identifying non-verbal expressions that are typical or expected in communication in different cultures, for example, eye contact, bowing, nodding, pointing

  VCKOU152 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• Auslan - First Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4

• 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

• VCDEU131

  Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts

  Elaborations

  • recognising and practising short and long vowel sounds, initial consonants and blends, for example, ja, rot, singen, Sport, Winter, zwei
  • recognising and using the Umlaut and Eszett to pronounce and write familiar German words
  • understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Du bist acht. Du bist acht? Du bist acht!)
  • encoding and decoding familiar German words using alphabetic knowledge of single letters, consonant clusters (sch) and vowel combinations (au, ei, eu, ie), applying learnt memory aids such as ‘when E and I go walking, the second one does the talking’

  VCDEU131 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDSTC027

  Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

  Elaborations

  • conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
  • investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
  • investigating the suitability of technologies (materials, systems, components, tools and equipment) when creating a designed solution, for example, a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
  • comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
  • investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
  • analysing designed solutions from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment

  VCDSTC027 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Materials and technologies specialisations

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELU136

  Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions

  Elaborations

  • examining aspects of authentic Greek culture, for example, sugared almonds at weddings and baptisms, βασιλόπιτα,τσουρέκι, their symbolism and the language associated with them
  • understanding concepts and values such as το γλέντι, and η παρέα , το πανηγύρι for example, during Greek festivals, birthdays and name days
  • recognising and explaining to others the significance of some Greek cultural practices sustained over time, for example, reasons for traditional Greek housing and events, for example, offering visitors food and drink, το κέρασμα στη γιορτή
  • experiencing the importance of music and dance in Greek culture, as an expression of identity and emotions (happiness, joy, sadness, national pride)

  VCELU136 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCHIC024

  Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions

  Elaborations

  • reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events
  • viewing excerpts from traditional texts such as जातक कथाएँ, explaining key elements, for example, नमस्ते / नमस्कार; चरण स्पर्श, आशीर्वाद
  • adopting and adapting styles and ideas from writers or artists that they enjoy to create their own imaginative texts, for example, a skit based on a scene from a favourite story
  • demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline
  • describing favourite animal characters in Panchatantra Stories, comparing with the role of animals in stories from other world cultures
  • discussing favourite characters or events in familiar traditional texts such as दादी माँ की कहानियाँ
  • exploring rhythms, sound patterns and alliteration of Hindi, for example, by creating their own tongue twisters similar to कच्चा पापड़ पक्का पापड़

  VCHIC024 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCKOC141

  Translate simple Korean words and expressions for peers, teachers and family, noticing how they have similar or different meanings when translated to English or other languages

  Elaborations

  • noticing different aspects of Korean and English language and culture, such as naming conventions (for example, 박준호 versus ‘JohnSmith’) and explaining differences such as order and spacing
  • noticing Korean in texts such as signage and labels, and producing their equivalents in English
  • translating Korean texts such as public signs to understand the gist, noticing how meaning changes when translated into English, as in the case of expressions of politeness
  • identifying words that change their meaning according to the context, for example, 집(home/house: 집에 가요, 우리 집이에요), or 있어요 (have … /there is (are) … :저는 지우개가 있어요; 제니 있어요?)

  VCKOC141 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCLVC162

  Notice and describe ways in which the language and associated communicative behaviours are similar or different to other known languages and cultures

  Elaborations

  • noticing how respect is shown to respected community members in the community, through practices such as terms of address and expressions of deference, and comparing to practices associated with other languages and cultures
  • noticing aspects of communication and cultural expression characterised or reflected in language stories, songs, visual design, dance or audio/visual media such as IndigiTUBE, and reflecting on/comparing their individual responses to these elements
  • comparing their own and each other’s reflections on the experience of participating in and learning the language, and considering whether their attitudes or understandings have in some respects changed through the experience
  • comparing observations about how interactions in the language feel different to interactions in English and other known languages, identifying different ways of socialising or communicating that seem to be culture-specific

  VCLVC162 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Reflecting

• 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

• VC2M3M03

  recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events

  Elaborations

  • estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time
  • planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take
  • reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time, or setting the time on a digital clock
  • using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, 3 minutes and 5 minutes
  • exploring how cultural accounts of Aboriginal and Torres Strait Islander Peoples explain cycles of time that involve the sun, moon and stars

  VC2M3M03 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VCTRC027

  Notice and describe differences and similarities in ways of using language and interacting with people when communicating in Turkish and in English

  Elaborations

  • explaining to each other why they prefer to use either Turkish or English in particular situations or with particular people
  • noticing similarities and differences in how they use Turkish in different contexts such as at home and in the classroom, for example, using less/more formal language
  • comparing how people speak or refer to other people in Turkish and English, such as to older relatives, classmates or teachers, for example, abla, ağabey, amca, teyze, öğretmenim
  • identifying Australian English terms and expressions that might be difficult to understand for newly arrived Turkish migrants, for example, ‘bushwalking’, ‘Good on you!’
  • comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community

  VCTRC027 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCTRU033

  Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

  Elaborations

  • understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa
  • recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
  • finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
  • identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

  VCTRU033 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCZHC131

  Gather and organise factual information from familiar sources about countries and places

  Elaborations

  • interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for example, 我可以问我的妈妈，因为她去过新加坡
  • gathering information by surveying family and friends about languages spoken, country of origin, or participation in cultural events and leisure activities, and displaying information on frequency charts
  • collating key information to share with others, such as summarising and sharing one aspect of a topic to contribute to a group response, for example, experiences of participating in organised activities involving aspects of Chinese culture (龙舟比赛;剪窗花)
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter titles of a book
  • identifying key structural words to assist in understanding information, for example, in a procedural text

  VCZHC131 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCZHU029

  Identify similarities and differences in the organisation of simple familiar texts

  Elaborations

  • reading familiar text types in both Chinese and English (for example, menus, calendars, songs and TV cartoons), and explaining how the content and features of the text suit its purpose, for example, the menu has pictures of dishes to help the customer understand what kind of food it is
  • recognising Chinese texts (for example, Chinese film posters and newspapers), and discussing how the textual features are organised, including the headings, images and fonts, and the cultural significance of such texts
  • applying knowledge of text features to help locate key information, such as identifying details relating to name, age and nationality across diverse examples of social media profiles and print information forms
  • discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ (女) and ‘water’ (氵)

  VCZHU029 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language