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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

• VCELC137

  Initiate interactions and exchange information with peers, face-to-face or online, describing opinions and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions about shared interests, hobbies or friends, for example, Σου αρέσει η μουσική; Είναι ωραία! Πάμε να παίξουμε; Θέλω ..., Είμαι ..., Έχω δύο φίλες
  • sharing experiences and preferences, such as weekend activities and likes/dislikes using set phrases, using online technologies, for example, Το Σάββατο ... Είναι ... Έχει ... Μου αρέσει ... Δε μου αρέσει ...
  • using communication strategies such as adding interjections and common expressions to dialogues, active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information, for example, Α, ναι! Πες μου, Λέγε! Γρήγορα, Περίμενε, Γιατί; Σταμάτα. Σοβαρά; Τι λες! Δε νομίζω!
  • comparing routines, interests and hobbies, using language associated with time, sequence and location, for example, Τη Δευτέρα παίζω τέννις, χτες, σήμερα, αύριο θα ..., στο πάρκο, στο σχολείο, στο σπίτι μου

  VCELC137 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCITC045

  Share and compare opinions about ideas in imaginative texts

  Elaborations

  • comparing cultural concepts and messages expressed in stories and song lyrics, for example, La domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose insieme
  • exploring the sequence of events in texts by creating a storyboard
  • relating what they read or view to their own life experiences, for example, asking what the author means by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own life for example, È motto importante , È importantissimo. Per me è/non è importante perché ….
  • noticing and describing commonalities and differences in experiences and ideas of particular characters and aspects of their own daily life, such as in the Bambini di tutti i colori story, for example, In Italia, il pranzo è più … Mi piace di più lo stile di vita … Anch’ io … Sono d‛accordo

  VCITC045 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCVIC143

  Locate, classify and compare information relating to personal, social and natural worlds from a range of spoken, written, digital and visual texts

  Elaborations

  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, using memory tools such as tables, charts and concept maps to organise and sequence information
  • collecting information from sources such as class surveys, online forums or blog posts about aspects of Vietnamese culture at home, for example, ngày giỗ) and in the local community, for example, Tết Nguyên đán, lễ Vu lan, giỗ tổ Hùng Vương
  • investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
  • collecting and comparing information from a range of print and digital texts on topics related to personal and social worlds, for example, how to balance schoolwork, hobbies and time with friends
  • locating information about geographical features in Vietnam and classifying them as natural (động Hương Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)

  VCVIC143 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC037

  Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts

  Elaborations

  • singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as 比喻 （我爱你,我爱你， 就像老鼠爱大米） or 重复 （我是女生，漂亮的女生，我是女生，爱哭的女生）
  • retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the cause of an action (using 因为)
  • expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
  • participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect
  • creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion show, or visiting or hosting a Chinese friend
  • reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
  • reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to situations or the actions of others.

  VCZHC037 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFC042

  Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience

  Elaborations

  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • participating in performance activities such as unscripted response-to-stimulus role-plays, recognising how characters’ feelings and attitudes are expressed through NMFs and manner
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience
  • drawing comparisons and making connections between their own experiences and those of fictional characters in popular television series or films
  • comparing the use of rhyme in written verse with the repetition of handshapes and movement paths in signed poetry performance
  • identifying cultural conventions of Deaf theatre, such as maintaining eye contact and positioning of characters
  • identifying key messages or values conveyed through folktales, myths or legends, for example by creating mind maps to show relationships between concepts such as courage, loyalty, love
  • describing the shape and sequence of a shared story or skit, identifying elements such as setting the scene, climax and resolution
  • considering how different modes of creative expression, such as theatre or visual arts, influence personal response to texts
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance
  • viewing and responding to sign poetry from around the world, for example by comparing responses to differences and similarities in ‘visual vernacular’

  VCASFC042 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCDEC137

  Interact using descriptive and expressive language to share information about daily life, relate experiences and express feelings

  Elaborations

  • exchanging information with peers and adults (online, in writing or face-to-face) about daily routines and leisure activities, using modelled language associated with time, sequence and location, for example, Ich stehe um 7.30 Uhr auf. Dann frühstücke ich. Ich schwimme und surfe oft.
  • expressing feelings (Wie geht’s? Es geht mir nicht gut. Ich bin krank.) using adjectives (aufgeregt, glücklich, nervös, sauer, traurig)
  • using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support interaction, for example, Und du, was meinst du? Stimmt das? Warum?
  • describing key friends or family members, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich liebe meinen Bruder.
  • recounting social and cultural experiences with family and friends, for example, Wir haben eine Reise nach Neuseeland gemacht. Unser Campingplatz war direkt am See und wir sind jeden Tag geschwommen.
  • apologising and expressing concern or sympathy to friends and family members, for example, Tut mir Leid. Schade! Du Arme(r)!

  VCDEC137 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC145

  Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions

  Elaborations

  • thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
  • participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, Los jueves por la tarde juego al baloncesto. Cada día, a las 12.00, como bocadillos en el patio de mi colegio
  • expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!) and recounting experiences with family and friends
  • apologising and expressing concern or sympathy to friends and family members, for example, Lo siento mucho, ¡Cuídate! Te quiero
  • expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
  • sustaining interactions by using strategies such as asking questions and using conversation fillers, for example, ¿Y tú? Yo también; Claro; sí, sí

  VCESC145 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRC037

  Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy

  Elaborations

  • interacting via different modes of communication to exchange personal information and opinions, express views, agree or disagree, for example, Excuse-moi, Sophie, mais…à mon avis, je pense que…bien sûr…, d’accord…, au contraire…
  • using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support the exchange of ideas and information, for example, Ah oui? c’est vrai? c’est intéressant…dis-moi…
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos
  • identifying and describing key friends or family members, using simple descriptive and expressive language, for example, C’est mon frère — il est sympa! C’est ma tante Lilianne — je l’adore! C’est mon grand-père — il est très vieux
  • apologising and expressing concern or sympathy to friends and family members, for example, Pardon, excuse-moi; je suis désolé; fais bien attention! mon pauvre ami…

  VCFRC037 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC140

  Interact and socialise with peers and the teacher to exchange information and opinions related to daily life, school, friends, leisure and social activities

  Elaborations

  • interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy bài đọc này khó quá. Còn bạn thì sao? Tôi không nghĩ vậy
  • sharing information and opinions with peers in class and in online communities about aspects of their lives, such as being a member of the Vietnamese community in Australia, and sustaining communication by asking questions, for example, Hôm qua là Tết Trung thu, bạn có đi xem múa lân không? Tết Trung thu năm nay tổ chức ở đâu vậy? Có gì đặc biệt không? Lớp mình có bao nhiêu người đi dự hội chợ Tết? Bạn có biết ở Úc, thành phố hay tiểu bang nào đông người Việt nhất không?
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập
  • describing and elaborating on details of experiences or social activities with family and friends, for example, Thứ Bảy vừa qua là sinh nhật của bà nội, cả nhà tôi tới mừng sinh nhật bà
  • creating own versions of familiar texts, for example, cards for special occasions such as weddings, or greeting cards such as postcards for imagined special occasions

  VCVIC140 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCITU052

  Use grammatical knowledge, to interpret and create meaning in Italian

  Elaborations

  • using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
  • using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta; parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
  • recognising the imperative as a formulaic expression, for example, Dammi!
  • noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
  • expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
  • expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
  • formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
  • using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
  • recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente
  • using present tense of regular, some irregular verbs, and immediate future tense to present situations and events for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as: Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani
  • using reflexive verbs and simple past tense as formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema
  • developing metalanguage to describe patterns, grammatical rules and variations in language structures

  VCITU052 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOU165

  Understand and use aspects of the Korean grammatical system such as verb conjugations, suffixes, some particles, basic conjunctions and the honorific system, building a metalanguage to talk about basic grammatical features in Korean

  Elaborations

  • expressing simple events occurring in the past using –었/았–, for example, 캔버라에 살았어요
  • making simple negation using 안 and 못, for example, 비가 안 와요, 김치를 못먹었어요
  • expressing events occurring in sequence by using:
    • conjunctive adverbs such as 그리고 at the beginning of thesecond of two sentences, for example, 밥을 먹어요. 그리고 운동해요
    • a conjunctive suffix (clausal connective) in a coordinative structure –고, for example, 밥을 먹고 운동해요
  • using particles –하고 (as a meaning of ‘together with’) and–에서, for example, 친구하고 쇼핑했어요, 학교에서 공부해요
  • using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle–(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?
  • using the complex structures –(으)ㄴ/는 것 같다 and –도 되다 in the informal polite style ending –‍어/아요 to express opinions and give/request permission, for example, 맞는 것 같아요; 가도 돼요?
  • using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?
  • recognising the formal polite ending –ㅂ/습니다 and the intimate ending –어/아, 해, and understanding the different contexts where different levels of politeness and formality are indicated by verb endings, for example, 미안합니다/미안해요/미안해
  • recognising how word ordersare different and syntactic functions are realised differently in simple sentences in Korean and English, for example,‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I (subject) eat (verb) an apple (object)’

  VCKOU165 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC164

  Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

  Elaborations

  • working collaboratively to plan a performance or presentation for a younger class, for example on aspects of Deaf culture or Auslan
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as:
    PRO1 HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it.
    PRO1 DON’T-WANT DRAW, PRO1 WANT TAKE-PHOTO++
    I don’t want to do the drawing; I’d rather take photos.
    
  • negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using language such as:
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT
    Do you think we should do this first and when that’s done, next
    THAT FIRST IMPORTANT THAT SECOND
    That’s more important than this.
    
  • organising activities such as excursions or talent shows, using expressions related to place, time and numbers, for example:
    THAT THEATRE WHEN WHAT DAY?
    What date is the show?
    HOW-MANY PEOPLE WILL DS:many-move?
    How many people will be there?
    
  • playing games that involve detailed information exchange, such as ‘Guess Who?’, asking for and supplying descriptions, for example:
    POINT HAVE GLASSES?
    Does yours have glasses?
    DON’T-HAVE
    No.
  • allocating responsibilities for the completion of shared tasks, such as following a recipe or building a model
  • carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game, or a food shopping game

  VCASFC164 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC163

  Share ideas and feelings about people they know, their daily lives, social activities and the school community

  Elaborations

  • describing experiences and how they made them feel, for example:
    DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET
    I am excited to meet the deaf visitor.
    POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
    I was sad when my friend moved away.
    
  • discussing aspects of their school experience, using familiar lexicalised fingerspelled signs to talk about shared places or people they know, for example:
    M-O-N M-R S-M-I-T-H GIVE-_me BOOK THAT NEW
    On Monday Mr Smith gave me a new book.
    
  • comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • discussing shared experiences of school events, using appropriate interactional strategies when communicating in pairs or in groups, for example, using NMFs and eye gaze to gain, hold or finish a turn, 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?
    
  • describing relationships between members of their families or between classmates, for example:
    PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
    She’s my cousin; we’re good friends.
    
  • comparing attributes or characteristics of classmates or classroom objects, for example:
    S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    

  VCASFC163 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising