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• Victorian Aboriginal Languages: Levels 3 to 6 description

  Students focus on aspects of their personal and social worlds, and are introduced to content related to the Country/Place and language community. They develop an awareness of their membership of various groups, and their widening social networks, experiences, and communicative repertoires, and...

  Level description | Languages | Victorian Aboriginal Languages

• VCTRU046

  Understand the relationships between intonation and stress in Turkish, and apply this understanding to their own written and spoken language and meaning-making

  Elaborations

  • recognising differences in the pronunciation of long and short vowels with and without accent, and understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
  • understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
  • understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and place names, such as ′Ankara, ′Türkiye but Bulgaris′tan, Gürcis′tan, ′hangi, ′niçin
  • applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, examples of sound assimilation, sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi
  • noticing the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren
  • recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, Buyrun! Vay be! Mahvoldum ya!, İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!

  VCTRU046 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Victorian Aboriginal Languages: Levels 3 to 6 achievement standards

  By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...

  Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6

• Chinese - Second Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. They use simple questions (for example,

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6

• VCELT342

  Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

  Elaborations

  • noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

  VCELT342 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCHIC045

  Create bilingual texts such as websites, posters, games and word banks to support their own and others’ learning

  Elaborations

  • creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi terms that have no direct translation in English
  • creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for younger learners of Hindi
  • creating short animations in Hindi with subtitles in English
  • creating bilingual brochures or posters to promote school or community events
  • creating and performing short bilingual chants, songs or raps that move between Hindi and English

  VCHIC045 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEC145

  Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
  • creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
  • creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest

  VCDEC145 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC041

  Convey information and ideas in different formats to suit specific audiences and contexts

  Elaborations

  • creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to French students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning French

  VCFRC041 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHHK089

  The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples

  Elaborations

  • investigating colonial life to discover what life was like at that time for different inhabitants, for example, a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer, in terms of clothing, diet, leisure, paid and unpaid work, language, housing and children’s lives
  • mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
  • investigating the impact of settlement on the environment, for example, comparing the present and past landscape and the flora and fauna of the local community

  VCHHK089 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• VCHIC047

  Compare their experiences of moving between Hindi and English, considering advantages and challenges involved in using more than one language

  Elaborations

  • reflecting on the experience of being bilingual or multilingual, identifying ways in which they draw upon different language and cultural resources to make meaning
  • identifying benefits of knowing more than one language and considering whether moving between languages affects their sense of identity or ‘belonging’
  • comparing their family cultures, considering how their family and community life shape their sense of identity and how culture is reflected in their daily activities and interests
  • evaluating their ability to communicate across and through different languages and to use their language and cultural skills in Hindi and English to best effect
  • comparing observations about how interacting in Hindi feels different to interacting in English, identifying ways of socialising or communicating that they see to be culture-specific

  VCHIC047 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAC152

  Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning

  Elaborations

  • providing explanations or interpretations of formulaic expressions such as おめでとう used in a range of situations and celebrations, for example, congratulations おめでとう　ございます and birthday wishes おたんじょうび 　おめでとう
  • collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま
  • demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems
  • experimenting with bilingual dictionaries and/or online translators, considering relative advantages or limitations of each resource

  VCJAC152 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC157

  Convey ideas and information in different modes to suit particular audiences and contexts on subjects of interest to young people

  Elaborations

  • creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning Korean

  VCKOC157 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VC2M6ST02

  identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions

  Elaborations

  • investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
  • evaluating reports and secondary data relating to the distribution and use of non-renewable resources around the world
  • identifying potentially misleading data representations in the media; for example, graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made and pie charts in which the whole pie does not represent the entire population about which the claims are made
  • investigating both traditional and digital media relating to Aboriginal and Torres Strait Islander Peoples, identifying and critiquing statistically informed arguments

  VC2M6ST02 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -_really, LONG-_really. They participate in class discussions and show...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6

• Turkish - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, they show interest and respect for...

  Level description | Languages | Turkish | F–10 Sequence | Levels 5 and 6

• VCASFC170

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

  Elaborations

  • finding and using phrases that have direct translations between Auslan and English, for example, Goodnight, Happy birthday
  • shadowing a story in Auslan as a pre-interpreting skill, noticing which phrases and concepts need more unpacking
  • demonstrating the use of a bilingual online dictionary (Signbank), for example by looking up various meanings of the word run and comparing variation in signs for the concept in different contexts, and using it to translate Auslan texts into English and vice versa
  • using resources such as Signbank to identify words which might not have a direct sign equivalent, for example, jewellery, pets and other collective nouns
  • translating segments from popular children’s texts such as fairytales or short stories into Auslan, considering why some elements cannot be translated literally

  VCASFC170 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCESC149

  Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports

  Elaborations

  • presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of visual, digital and multimodal resources
  • using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events
  • conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
  • creating an interactive display for younger children, highlighting aspects of Spanish language and Hispanic culture

  VCESC149 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC162

  Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture

  Elaborations

  • finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these
  • comparing interactions between Korean speakers and interactions insimilar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting on the street or in shops, identifying who bows at the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake hands)
  • recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address
  • noticing the impact of their own assumptions about Korean people and culture when engaging with texts, and considering what assumptions Koreans might hold about Australian people and culture

  VCKOC162 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting