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• VCDSTC035

  Investigate how and why food and fibre are produced in managed environments

  Elaborations

  • investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability, for example when designing a garden for a community group
  • identifying ways of applying, conserving and recycling nutrients in food and fibre production when designing a sustainable school vegetable garden or cropping area, for example composting and other forms of organic fertilisers
  • considering how low-input sustainable agriculture (LISA) is used in a range of environments including Australia and the countries of Asia
  • describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
  • sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
  • investigating the use of technologies including digital technologies in the production of food and fibre
  • exploring and comparing the efficiency of different irrigation methods in plant production systems including the use of digital technologies to improve the effectiveness, for example when designing a sustainable irrigation system to be used in a garden

  VCDSTC035 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food and fibre production

• VCDSTS033

  Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and future use

  Elaborations

  • reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
  • evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
  • considering the impact designed solutions have in relation to sustainability and also on local, national, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region
  • reflecting on the importance of aesthetics, function and sustainability in designed solutions, for example, a textile product that gives protection and is appealing, a motor that moves a vehicle and uses a sustainable power source
  • identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
  • identifying the impact of the designed features of an environment , for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public

  VCDSTS033 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies and Society

• VCDTDI029

  Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

  Elaborations

  • applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
  • applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
  • developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
  • using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
  • using a range of communication tools to share ideas and information, for example participating in collaborative online environments

  VCDTDI029 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCELC146

  Engage in intercultural experiences, comparing ways of communicating in Australian and Greek-speaking contexts and identifying ways that culture influences language use

  Elaborations

  • exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist (in Australia – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα – these are not Greek words and they are used incorrectly, as compared to words such as μπασκετμπολίστας, τενίστας, which are official Greek words)
  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as ‘arvo’, ‘g’day’, ‘howzat’, ‘mozzie’
  • reflecting on situations where interactions in Greek have felt awkward or difficult, discussing own reactions and adjustments, for example, kissing on both cheeks
  • considering what linguistic or cultural information they would need to know to visit a school in Greece or Cyprus and discussing adjustments they may need to make in language use and behaviour

  VCELC146 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCESC152

  Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated

  Elaborations

  • identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
  • collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
  • translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
  • creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’

  VCESC152 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC044

  Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation

  Elaborations

  • finding and using phrases that have direct translations between French and English, for example, Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, Messieurs-Dames/ ‘Ladies and Gentlemen’
  • creating French versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the swimming pool, the sports oval, the tuck shop, the library, the office
  • interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or culture
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique

  VCFRC044 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHIC040

  Collect, classify and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • collecting facts, figures and vocabulary from resources such as posters, books and websites, and using them to prepare for in-class discussions about topics such as healthy eating or animal protection
  • collecting information from each other and from family members to create an overview of selected trends or social behaviours, for example, preferred modes of communication, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग
  • interviewing older members of their families or communities about different cultural traditions, comparing what they say with their own thoughts on similar issues, for example, जब आप छोटे थे तब लोग कैसे कपड़े पहनते थे? आपके और हमारे स्कूल में क्या अंतर है? कम्प्यूटर के बिना आप अपने दोस्तों से कैसे बात करते थे?
  • comparing information accessed via videos, books and websites produced in different cultural contexts on topics such as family life, housing or schooling
  • viewing documentaries that reflect lifestyles in Hindi-speaking communities in different regions of the world, for example, Fiji, Mauritius or Trinidad, recording key facts and noting unfamiliar vocabulary or expressions
  • researching media texts produced for teen markets in Hindi- and English-speaking communities, comparing representations of young people’s values and lifestyles in different contexts

  VCHIC040 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDC036

  Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or working with a buddy class

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an Indonesian item at assembly, or creating a warung for a school open day
  • organising and taking on roles with others, for example, preparing for an Indonesian Day, writing a newsletter item, reading with a buddy student
  • making invitations and arrangements for a shared event or experience, for example, a class party, an Indonesian visitor or a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food at a kaki lima/warung
  • exchanging currency, noticing the respective values of each, and using Indonesian rupiah to carry out real or simulated transactions
  • participating in sourcing goods and services, noting where these can be found and the different purchasing processes and language involved, for example, fixed prices (Harga pas) and negotiable prices (Boleh tawar?)

  VCIDC036 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCJAC151

  Create and present or perform imaginative texts for a variety of purposes and audiences

  Elaborations

  • creating and performing a presentation for a particular audience, for example, a puppet show or play for a buddy class or a performance for the school or community
  • designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group
  • creating a rap or song that involves experimentation with rhyme and rhythm
  • teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
  • using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ　は　たからじま　です。大きい　とりい　と、小(ちい)さい　とりい　が 　あります。じてんしゃ　で、大きい　とりい　に　いきます。大きい　とりい　の 下(した)　にはこ　が　あります。はこ　の　中(なか)　に 金(きん)　が　あります。
  • producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

  VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCLVC158

  Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language

  Elaborations

  • creating and performing their own stories, songs and skits, incorporating non-verbal elements to enhance audience comprehension and entertainment, for example, gesture, facial and vocal expression
  • experimenting with different ways of telling stories, using a range of different texts, for example, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces
  • creating, performing and presenting imaginative texts such as skits, songs and raps, using digital techniques
  • creating real or imaginary characters, places or animals and presenting them through performance, digital display or visual representation
  • incorporating onomatopoeic sounds into written/performed texts to enrich the texts and to entertain readers/the audience
  • creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, performances for the school or community, cartoons, video clips, vokis or animation, selecting language and images that enrich the visual or listening experience
  • creating shared art work (visual or performative) to tell a story, using symbols and expressive techniques appropriate to Country/Place

  VCLVC158 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCLVU172

  Identify available resources and protocols to be followed when building language

  Elaborations

  • identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material
  • identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres
  • understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use
  • discussing potential limits and constraints of school language programs in relation to building language
  • learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class
  • identifying language revival programs in other regions and reporting on processes used and resources developed
  • finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building
  • understanding how language revival serves to enrich Australia’s linguistic and cultural resources

  VCLVU172 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCTRC037

  Participate in classroom interactions that involve asking and responding to questions, seeking clarification, indicating understanding, reflecting and providing feedback

  Elaborations

  • interacting during group learning experiences by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • participating in discussions and debates on issues and experiences that affect their school, home or community lives, for example, Zorbalık, evde iş bölümü, Türk festivalinde çocuklar için neler yapılmalı, and clarifying their own statements, for example, Bence, bana göre
  • evaluating each other’s comments or suggestions when working together, indicating agreement or disagreement and negotiating changes, for example, Anladım, Anlayamadım, Yardım eder misin? Cevabım doğru mu? Emin değilim, şöyle yaparsak… daha iyi olur, peki öyle olsun … Bence … daha güzel olur
  • reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

  VCTRC037 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC035

  Participate in spoken, written and digital interactions to share ideas and experiences, showing interest and respect for others

  Elaborations

  • expressing own views and preferences and asking about those of others, for example, Ne tercih edersiniz? Ne içersiniz?, using appropriate language to agree or disagree, for example, Bence Atilla çok iyi bir sporcu. Bence de. Haklısın aynı fikirdeyim. Bence öyle değil. Ben sana katılmıyorum. Ben senin gibi düşünmüyorum.
  • composing written or digital texts such as cards, emails or letters to invite, congratulate or thank someone, for example, Lütfen buyurun! Davetlisiniz. Gözün aydın! Güle güle oturun! Hayırlı ve uğurlu olsun! Tebrikler! Teşekkür ederim
  • describing and comparing experiences of social activities, special community celebrations or events, for example, 29 Ekim Cumhuriyet Bayramında ben şiir okudum. Ramazan bayramında dedem bana harçlık verdi
  • participating in online exchanges such as video blogs with sister schools in Turkey or other Turkish-speaking contexts, comparing interests, routines and social activities
  • sustaining interactions with others by asking questions, using active listening skills and providing feedback, for example, Siz ne düşünüyorsunuz? Evet! Tabii ki. İlginç! Sen ne dersin?

  VCTRC035 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC141

  Collaborate with peers in group tasks and shared experiences to make choices and arrangements, organise events and complete transactions

  Elaborations

  • engaging in shared activities that involve planning, collaborating and evaluating, such as performing a Vietnamese item at a school assembly, or creating lanterns for Tết Trung thu
  • allocating and swapping roles in group activities, games and authentic or simulated transactions
  • planning and making arrangements for activities such as outings or performances, using expressions related to place, time and numbers, for example, ở đâu, khi nào, bảy giờ kém 15 phút
  • creating and performing role-plays such as simple transactions that involve asking or giving price or purchasing goods and services, for example, Bao nhiêu tiền một lít sữa? Một kí-lô nho giá bao nhiêu?
  • collaborating to decide on a menu for a class lunch, and negotiating items, prices and delivery with a local restaurant, for example, Bạn thích ăn món gì? Mình nên đặt cơm hay mì xào? Có giá đặc biệt cho 30 người không? Khi nào mình muốn họ mang đồ ăn tới?

  VCVIC141 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC142

  Engage in classroom interactions by asking and responding to questions and expressing opinions

  Elaborations

  • contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
  • asking and responding to questions, for example, Thưa thầy, em làm chung với ai? Thưa cô, khi nào em phải nộp bài này? Em chọn câu A. Thưa cô, em đồng ý với bạn Hà
  • checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
  • participating in class discussions and offering opinions on various topics, such as water and road safety, a class recycling program or physical fitness and wellbeing
  • expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá! Bài thi toán khó quá! Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căn-tin trường mình bán đồ ăn ngon và rẻ

  VCVIC142 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCZHC147

  Locate and compare factual information from different sources about different communities and lifestyles

  Elaborations

  • viewing TV programs, documentaries or interviews with young people such as 《智慧树》, discussing the participants’ experiences and comparing with own life experiences
  • investigating aspects of life of Chinese communities overseas, for example, web-chatting with relatives overseas to find out more about own family origins, history or circumstances
  • identifying and selecting visual sources (for example, 优酷, and comparing and contrasting different perspectives on issues, such as how children in different locations in China describe their school experience
  • following an instructional video in order to complete an action collaboratively, for example, watching 如何画中国画, or preparing for a cultural celebration by following video procedures on how to 包粽子 for 端午节
  • representing information in a new format, for example, watching a TV cooking show then converting each step into a written recipe with essential information including ingredients and quantities, and amount of time required
  • selecting appropriate resources to research a topic of interest such as a major place, person or event in Chinese history, and identifying key information to share with others
  • researching a topic by analysing what information is needed, employing Chinese search engines to access a range of sources of information online, and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC147 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC037

  Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others

  Elaborations

  • comparing personal experiences and opinions and expressing agreement or disagreement in a respectful manner, for example:
    AGREE YES or PRO1 AGREE
    Yes, I agree.
    PRO1 KNOW WHAT MEAN, BUT…
    I know what you mean, but …
    DOUBT
    I’m not sure
    AGREE-NOT
    I don’t agree …
    
  • using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups
  • discussing school experiences or events, for example:
    THEATRE GOOD, LONG-_really
    I liked the theatre performance but it was soo long.
    SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
    What did you think about the swimming carnival?
    
  • using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their peers or teacher
  • participating in online exchanges such as vlogs with deaf Auslan users in other contexts to discuss topics of shared interest, such as peer pressure or family expectations
  • exchanging views with their peers to identify values that they hold as important, for example, caring for the environment or providing support resources for the deaf community such as subtitles on TV/movies

  VCASFC037 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC046

  Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place

  Elaborations

  • identifying markers of social and cultural identity that may be important across cultures as well as in the Deaf community, for example, elements of language or behaviours associated with family, community, location, age or gender
  • building a basic understanding of the concept of Deafhood and of how individual journeys of identity contribute to social relationships and community, for example, by describing their own journey of identity development, including elements such as family, the influence of Deaf role models, significant life events or personal connections with the local Deaf community
  • working with elders to map relationships and connections within their community, for example by identifying links between notable deaf families, and by considering how personal connections with the community contribute to their sense of identity
  • investigating the historical origins of signs linked to identities, for example, the signs for LIBRARY and ADELAIDE were derived from original name signs for people
  • considering how the relationship between language and identity plays a role in contributing to individual, peer group and community wellbeing
  • exploring how different technologies are used by deaf people to support social networks and strengthen their sense of shared identity
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
  • exploring the role of personal narratives in teaching and supporting deaf children to develop strategies to navigate a hearing world, such as carrying paper and pen or smart phone to type notes
  • learning from Deaf elders about roles and responsibilities with respect to caring for their culture’s places and spaces and preserving a sense of shared identity, for example, by maintaining and passing on artefacts, images and stories, creating new uses for Deaf places or participating in Deaf festivals, fair days and National Week of Deaf People activities
  • recognising that their first language is a birthright that contributes to their identification with the Deaf community and its traditions
  • identifying examples of deaf people who have been recognised for different reasons in the wider society, for example, Alastair McEwin, and discussing whether such recognition contributes to their own sense of identity and belonging
  • interviewing local Deaf elders about their experiences in Deaf schools and other Deaf places and discussing how their experiences create a collective sense of identity
  • discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual language and being able to communicate from a distance

  VCASFC046 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity