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• VCJAU013

  Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use
  • reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart
  • using the kana chart as a systematic framework to support learning
  • recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form
  • understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
  • applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、 月、 大(おお)きい
  • knowing that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
  • learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、 見(み)ます、日本語(にほんご)
  • understanding the use of furigana as a tool to support reading

  VCJAU013 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGRCU008

  Understand concepts of accidence and syntax used in simple and compound sentences in Classical Greek, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, mood, voice, participles and infinitives

  Elaborations

  • recognising that Greek verbs have variable endings that indicate person and number, for example, φέρω, φέρουσιν
  • conjugating -ω verbs in the present, future, imperfect and aorist tenses, active and middle, for example, λύω/λύομαι
  • conjugating contract verbs –εω, –αω in the present, future imperfect and aorist tenses, active and middle, for example, φιλῶ/φιλοῦμαι, τιμῶ/τιμῶμαι
  • using the imperative in the present and aorist tenses, active and middle, for example, σπεῦδε/σπεῦσον
  • using the infinitive and participles, active and middle, in the present, future and aorist tenses, for example, παύειν/παύων, παύσειν/παύσων, παῦσαι/παύσας
  • using the irregular verb ‘to be’ in the present, future and imperfect tenses, for example, εἰμἰ/ἔσομαι/ἦν
  • using the definite article to identify the number, gender and case of nouns, for example, αἱ ὁδοί, τούς δικαστάς
  • recognising that the definite article, nouns, pronouns and adjectives inflect to show number and case, for example, ὁ ἡμέτερος πατήρ, τὰ μικρὰ ἄροτρα
  • identifying the forms and functions of the nominative, vocative, accusative, genitive and dative cases of the definite article, nouns and pronouns, for example, τῶν πολιτῶν πολλοί (partitive genitive), τῇ ὑστεραίᾳ (dative of time when)
  • identifying the three declensions of nouns and adjectives, including variants:
    • first declension: ἡ κρήνη, ἡ οἰκία, ἡ θάλαττα, ὁ δεσπότης, ὁ νεανίας
    • second declension: ὁ ἀγρός, ἡ νῆσος, τὸ δένδρον
    • third declension: ὁ φύλαξ, τὸ ὂνομα, ὁ ἀνήρ, ἡ τριήρης, ἡ πόλις, ὁ βασιλεύς, τὸ τεῖχος
  • identifying forms of common irregular nouns, for example, ἠ ναῦς, ὀ βοῦς
  • identifying forms of common irregular adjectives, for example, μέγας/μεγάλη/μέγα, πολύς/πολλή/πολύ, πᾶς/πᾶσα/πᾶν
  • recognising agreement between adjectives and nouns in number, gender and case, for example, ἠ μακρὰ ὁδός, τοῦ ἀληθοῦς λόγου
  • recognising the comparative and superlative degrees of regular adjectives, for example, ἀνδρεῖος, ἀνδρειότερος, ἀνδρειότατος
  • identifying cardinal numbers εἷς/μία/ἕν to χίλοι/αι/α and μὐριοι/αι/α and ordinal numbers πρῶτος/η/ον to χιλιοστός, μυριοστός
  • identifying the forms and application of personal, interrogative, indefinite, demonstrative and relative pronouns, for example, ἐγώ/σύ, ἡμεῖς/ὑμεῖς, τίς/τί, τις/τι, οὗτος/αὕτη/τοῦτο, ὅς/ἥ/ὅ
  • distinguishing between prepositional phrases using the accusative, genitive and dative cases, for example, πρὸς τὴν πόλιν, πρὸς τῶν θεῶν, πρὸς τῇ νηί
  • forming positive, comparative and superlative adverbs from adjectives, for example, ἀληθῶς/ἀληθέστερον/ἀληθέστατα
  • analysing the functions of words in sentences from their inflected forms, such as subject + verb + complement, subject + verb + direct object, preposition + noun, for example, τὸ ἄνθος καλὸν ἐστίν. ὁ γεωργὸς τὸν κλῆρον σκάπτει. ὁ στρατὸς πορεύεται πρὸς τὰ τῆς πόλεως τείχη
  • recognising how word order may be different in Classical Greek, such as the use of the attributive and predicative position of the adjective to vary meaning, for example, ἡ καλὴ κόρη and καλὴ ἡ κόρη
  • recognising that adverbs, adverbial phrases and prepositional phrases can give important details about what is happening in a sentence, for example, νῦν, πρὸς τῇ θύρᾳ
  • learning strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCGRCU008 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCLAU008

  Understand concepts of accidence and syntax used in simple and compound Latin sentences, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, and conventions of sentence structure

  Elaborations

  • identifying parts of speech and their functions in texts, such as in statements, direct speech, commands and questions
  • exploring the concepts of number, gender, case and the metalanguage used to describe nouns
  • understanding noun inflections and their usage in first, second and third declensions:
    • case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico
    • number: villa, villae
    • gender: masculine dominus, feminine domina, neuter atrium, common canis, parens
  • recognising personal pronouns and pronominal adjectives, and identifying number, gender and case, for example, ego, tu, nos, vos; meus, tuus
  • recognising interrogative pronouns, for example, quis, quis, quid
  • recognising demonstrative pronouns, for example, hic, haec, hoc; ille, iste
  • identifying cardinal numbers unus to viginti and ordinal numbers primus to decimus
  • recognising prepositional phrases and the different forms of prepositions, for example, e villa, ex urbe
  • distinguishing between the meanings of prepositions when governing different cases, for example, in villam, in villa
  • exploring the concepts of verb number, person and tense, the metalanguage used to describe verbs
  • identifying endings of verbs in the four conjugations, and regular and irregular verbs in the present tense, active voice
  • identifying the use of the imperative, for example, tacete vos omnes
  • identifying first/second and third declension adjectives, for example, laeta/laetus; tristis
  • recognising agreement of adjectives and nouns in number, gender and case, for example, puella tristis, frater magnus, and how word order may differ from English
  • interpreting compound sentences using conjunctions, for example, canis intrat sed non latrat
  • recognising adverbs, for example, servus diligenter laborat
  • understanding conventions of word order in Latin sentences, such as subject + direct object + indirect object + verb, for example, puella librum fratri legit, and how those conventions can be used to anticipate the development of a sentence
  • developing strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCLAU008 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCASFC218

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

  Elaborations

  • participating in games and activities such as enacting scenarios involving being lost and asking for or giving directions
  • following and giving instructions in groups on topics such as how to use video chat, Signbank or Auslan dictionaries
  • working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class
  • working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
    GOOD TYPING-_hard WORK-_hard
    Great typing up; looks like lots of work.
    G:FLOP-HAND DOESN’T MATTER NOT WORRY
    Oh, it doesn’t matter, don’t worry about it.
  • giving, accepting or declining invitations, including making excuses to avoid causing offence or embarrassment, such as:
    SORRY PRO1 STUCK, BASKETBALL TRAINING
    Sorry, I can’t go because I have basketball training.
  • participating in hypothetical scenarios that involve transactions, for example, preparing for or participating in a Deaf World workshop

  VCASFC218 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU012

  Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German

  Elaborations

  • noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
  • applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
  • learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
  • practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
  • recognising differences in intonation and rhythm between statements, questions and commands

  VCDEU012 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC002

  Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
  • participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
  • participating in imagined scenarios such as being lost, asking for and giving directions, information and assistance, for example, ¿Dónde está la oficina de correos? A dos cuadras a la derecha. Necesito un mapa de la ciudad, ¿Dónde los venden?
  • participating in planning events such as birthday parties or excursions that involve negotiating time, place, activities and participants, for example, ¿Quieres ir de compras al mercado? ¿A qué hora sale el tren?
  • creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
  • responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated transactions such as purchasing food or tickets for an event, for example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de crédito? ¿cuánto me da por esto?

  VCESC002 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC056

  Engage in tasks and activities that involve negotiation and problem-solving

  Elaborations

  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours (l’entrée, le plat principal, le fromage, le dessert; comme boisson…l’addition, s’il vous plaȋt)
  • organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues such as l’influence des réseaux sociaux or la sécurité des cyclistes
  • making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…
  • asking, giving and following directions to real or virtual locations (for example, continuez jusqu’à… prenez le métro jusqu’au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or directories
  • planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)

  VCFRC056 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIU103

  Develop knowledge of key elements of the Hindi grammatical and vocabulary systems, such as sentence structures, use of pronouns, postpositions and gender and number agreements

  Elaborations

  • identifying people by using pronouns in singular and plural forms, for example, मैं, हम, यह, ये, तुम, तू, आप, मैं, मेरा, तुम्हारा।
  • recognising and using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • referring to objects and describing quantities using cardinal numbers, for example, एक, दो, पाँच, सात and पाँच रोटियाँ, दस गिलास
  • learning the structure of declarative and interrogative verb forms, for example, by composing simple statements and questions based on models such as तुम मेरे साथ चलो। तुम कैसे हो?
  • understanding that verbs change according to the gender and number of the noun, as in लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
  • using simple verb tenses such as गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape or colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के, छोटे लड़के को, छोटे लड़कों को
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • positioning adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
  • using ordinal numbers such as पहला, दूसरा
  • using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
  • building lexical competence for example, by collating vocabulary sets in relation to meaning or function, such as words for different kinds of fruit such as आम, पपीता, अमरुद, नारंगी, संतरा, मौसंबी or verbs of action such as जाना, आना, पहुँचना, लौटना, घूमना, भटकना.

  VCHIU103 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU071

  Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs

  Elaborations

  • learning to use:
    
    • nouns: gender and number, regular and irregular
      
    • suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, for example, prozio and bisnonno
      
    • pronouns, including subject pronouns and direct object pronouns
      
    • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
      
    • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
      
    • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
      
    • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission

  VCITU071 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOC173

  Taking action in collaborative tasks, activities and experiences which involve negotiation, making arrangements, problem-solving and shared transactions

  Elaborations

  • expressing preferences for plans, comparing and contrasting alternatives (for example, 사물놀이를 할 거예요. 그런데 꽹과리가 없어요. 어떻게 해요? …; 저는 금요일에 소풍 가는 것이 더좋아요, 금요일에 못 가면 … )
  • making plans and decisions with others, for example, arranging a birthday party or class excursion (소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 할 줄 알아요. 그러면 한 번 해 보세요), agreeing or disagreeing with others’ opinions or suggestions, for example, 좋은 생각이에요, 글쎄요, 별로 …, 그 생각에 동의해요/동의하지 않아요
  • responding to invitations by accepting, declining, andgiving excuses, for example, 네, 참석하겠어요; 미안하지만 바빠서 못 가겠어요
  • participating in transactions and negotiations such as purchasing food, clothing, souvenirs or transport (for example, 이 모자가 얼마예요? 조금 작아요. 더 큰 모자를 보여주세요.) and maintaining the interaction (for example, 기념품이 너무 비싸요. 너무 비싸면 조금 싼 것을 사세요)
  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a Korean restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours, for example, 한국 식당에 갈까요?; 이 식당에서 뭐가 제일맛있어요?; 순두부 찌개와 불고기가 맜있어요; 뭐 드릴까요? 순두부 찌개 하나 주세요; 맛있었어요? 네, 아주 맛있었어요. 그렇지만 조금 매웠어요
  • asking for, giving and following directions to real or virtual locations (for example, 병원에 어떻게 가요?;쭉/곧장/왼쪽/오른쪽으로 가세요; 버스를 타고 세 정거장을 가세요; 서울역에서 갈아타세요) using electronic information devices, apps, street maps or directories
  • seeking and offering opinions in collaborative decision-making in class activities such as playing (electronic) games, for example, playing 윷놀이 (어떻게 할까요? 말을 세 칸 움직여요/옮겨요)

  VCKOC173 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC195

  Locate and organise key points of information from a range of familiar sources

  Elaborations

  • applying knowledge of the world and their own experience to assist understanding of the meaning of texts, such as by discussing topics studied in other learning areas and exploring related Chinese texts, for example, understanding 黄山归来不看岳 by connecting knowledge or experience of visiting 黄山
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter headings of a book
  • listing possible resources before undertaking a research project and giving reasons for why these resources might be useful
  • listening for structural cues such as signposting, and considering images, music and voice to enhance understanding of key ideas conveyed, for example, identify changes in tone of voice and pacing to indicate potential danger or a sense of urgency
  • experimenting with different note-taking strategies when listening, for example, noting key words in Pinyin and recording numbers using Arabic numerals
  • listening to or viewing public information texts such as weather forecasts and announcements and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
  • viewing texts such as a cooking program and answering questions from classmates on key procedures and main ingredients, for example, 蚂蚁上树没有蚂蚁。树是粉丝，蚂蚁是猪肉
  • obtaining the gist or specific information when listening to a flow of words by focusing on familiar, predictable items, and identifying aspects of voice, gesture or language choice that convey varying degrees of enthusiasm or dislike, for example, 我一点儿也不喜欢… compared to 我不喜欢…
  • collating information and ideas to present to others using various tools and charts and with consideration of the relevance, organisation and sequencing of information, for example, considering: What is the best way to introduce the topic? What do they want the audience to remember? What is the main message being communicated?
  • representing information to others by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…

  VCZHC195 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC055

  Translate texts for different audiences varying the language to explain key points for these different audiences

  Elaborations

  • identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for producing different versions of texts for different audiences
  • describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
  • avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
  • comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning

  VCZHC055 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCARU013

  Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities

  Elaborations

  • learning frequently used words related to the home and school environment, for example,

    بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع

  • understanding the effect of word order in phrases and sentences, for example,

    الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار

  • recognising the different parts of speech and categorising words into groups, for example, الاسم؛ الفعل ؛ الصّفة؛ الحرف
  • recognising definite and indefinite articles with nouns and knowing that nouns have a gender, for example, تلميذ/التلميذ؛ مُعلّمة العلوم؛ المعلمة
  • understanding that adjectives have a gender and that they follow the noun and its gender, for example, الأب حنون؛ الأم جميلة؛ الكرسي كبير؛ الطاولة صغيرة
  • describing aspects of own daily activities, using simple present tense verbs, for example, أستيقظ في الصباح؛ اتناول الفطور؛ أستقلّ الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي
  • understanding and using simple verbs to express likes and dislikes, for example, أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم
  • using demonstrative pronouns to identify people, objects or animals, for example, هذا كتاب؛ هذه مسطرة
  • using singular possessive pronouns, for example, بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره
  • using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example, تحبّ أمي العمل؛ هي نشيطة؛ يحب أبي الطبخ؛ هو ماهر
  • understanding and responding to basic familiar instructions using imperatives, for example, إفتح الباب؛ أجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل عملك
  • exploring the use of simple conjunctions such as و؛ أو؛ أيضا؛ كذلك
  • using adverbs of place and time to expand expression, for example,

    باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً

  • understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛
  • expressing negation in simple sentences, for example, لا أحب السفر؛ ليس لدي إخوة
  • using a range of adjectives in singular form to describe appearance, feelings and personalities, for example,

    أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة

  • using past tense verbs to recount events related to home and school contexts, for example,

    قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت

  • understanding and using simple question words in their interactions with peers, for example,

    متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟

  • developing knowledge of cardinal and ordinal numbers to describe time and date, for example, (آذار) الساعة الواحدة ظهراً؛ اليوم السادس من إبريل (نيسان)/اليوم أربعة مارس
  • applying rules of present tense verb conjugation when speaking to peers and the teacher, for example,

    أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون

  • building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

  VCARU013 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHHK117

  Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power

  Elaborations

  • Vikings
    • mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
    • describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
    • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
    • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
  • Medieval Europe
    • explaining the changing relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
    • describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
    • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
  • Ottoman Empire
    • mapping the expanding power and influence of the Ottoman Empire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
    • outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
    • describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
  • Angkor/Khmer Empire
    • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
    • investigating the significance of the archaeological site of Angkor Wat
  • Mongol Expansion
    • outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
    • analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
    • mapping the expansion of the Mongol empire across Asia and Europe
  • Japan under the Shoguns
    • discussing the role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
    • explain reasons why the Shogun controlled trade
    • explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
    • explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
    • investigating the demand for available land and the patterns of land use in the period
    • outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
    • analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
  • Polynesian Expansion
    • locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
    • outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
    • investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
    • investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
  • Renaissance Italy
    • analysing the effects of the Black Death in causing the Renaissance
    • organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
    • describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
    • describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
    • describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
    • investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
    • investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
  • Spanish Conquest
    • analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
    • explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
    • explaining the siege of Tenochtitlan

  VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCASFU233

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in multilingual Australia

  Elaborations

  • identifying the importance of place and space in the Deaf community, exploring why some places and spaces ensure that a visual language is more accessible to deaf people and promotes a sense of cultural belonging, for example by identifying factors that make a classroom ‘Deaf friendly’, such as U-shape seating, minimisation of window glare/reflection, good lighting and acoustics, flashing lights, suitable interpreter location
  • identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language
  • describing how and why deaf people use vibrating devices to alert them to alarms or information, or have flashing lights for the door, phone, alarm clock, baby cry alarm and other systems
  • understanding cultural values associated with the conferring of name signs on those such as second language learners of Auslan who are joining the Deaf community
  • explaining the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide
  • identifying and describing physical markers of identity among deaf people, including the use of sign language and/or hearing devices such as hearing aids, cochlear implants and FM systems
  • exploring variation in Auslan fluency among their classmates and members of the Deaf community, identifying the influence of variables such as where and when people learnt to sign and whether they are from a deaf or hearing family
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia; the work of high-profile individuals such as activists or actors; or through events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
  • understanding the nature of the transmission of Auslan, for example how in most cases Auslan is not passed on from parent to child but often from child to child, or to children by adults outside the family, and knowing that some Deaf people learn Auslan as a late acquired language in early adulthood
  • exploring the nature of multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages, considering how and when people typically switch between languages and dialects
  • investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on issues such as accessibility and communication between members of the Deaf community
  • investigating communication methods used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • discussing behaviour associated with cultural practices, language and traditions, for example, by discussing the concept of reciprocity as a manifestation of how community members share responsibility for each other’s wellbeing, or the value placed on the use of sign language for shared understanding and trust

  VCASFU233 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCFRC092

  Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • collaboratively creating computer-generated designs such as a virtual ideal home or leisure centre, negotiating with each other in relation to different elements and priorities, for example, Moi, je voudrais une salle média immense…, ah non, moi je préfère un grand jardin
  • managing an allocated budget for online shopping, deciding on selected items and explaining choices, for example, le 2ème à moitié prix; 3CD à 15 €
  • creating displays, presentations or performances for family, friends or school community to showcase French learning
  • organising class events such as a vide-grenier/marché aux puces, preparing labels and prices, using transactional language (for example, c’est combien? un très bon prix, vente flash! non, c’est trop cher… une échange?...), and using imperative, declarative and interrogative verb forms to buy, sell or swap items
  • issuing, accepting and declining invitations, adjusting language to suit formal or informal contexts, for example, es-tu libre samedi prochain? je t’invite; je ne suis pas libre - c’est possible dimanche? j’ai le grand plaisir de vous inviter…
  • organising social or sports events, and planning location, date and time (for example, rendez-vous au Stade Central à midi; 19 h chez ma cousine; n’oublie pas ton sac de couchage), using aller + infinitive forms of verbs such as venir, arriver, partir and commencer, for example, nous allons partir à sept heures
  • making arrangements to cater for events such as celebrations or outings through spoken and written texts such as lists, phone calls, letters or emails, and estimating quantities, numbers and prices, for example, il me faut…, une trentaine de… ça coûte combien?

  VCFRC092 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITU109

  Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction

  Elaborations

  • learning how to use:
    
    • nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la dentista, la stazione, il vincitore/la vincitrice) and comparing them to their English equivalents
      
    • definite and indefinite articles — use and omission
      
    • adjectives to describe things (including agreement and exceptions); and possessive adjectives, for example, Il mio libro
      
    • demonstratives, for example, Questo è il libro
      
    • interrogatives, for example, Chi, che, cosa, quale, come?
      
    • subject pronouns, for example, io, tu, lui, lei
      
    • numerals — cardinal, ordinal, dates, time
      
    • prepositions of time and place to describe when and where
      
    • articulated prepositions with a, da, in, di, su (for recognition only)
      
    • commonly used adverbs to qualify verbs and adjectives
      
    • verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense (for example parlare, cantare)
      
    • sentence structure to construct simple sentences in Italian ([subject]–verb–object); making statements, asking questions and giving/receiving instructions (verb + object), for example, Chiudi il libro!
      
    • negation to form negative statements and questions, for example, Non ti piace il gelato

  VCITU109 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU097

  Understand the relationship between the sounds, rhythms, stress and intonation patterns of spoken Turkish, and recognise elements of the written language, such as spelling patterns, agglutination, vowel harmony and symbols

  Elaborations

  • identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
  • recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
  • recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta yazdı, Türkiye’ye gittiğimde yazdı
  • recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
  • learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, sound assimilation such as sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi

  VCTRU097 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language