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• VCTRC094

  Create shared bilingual texts and learning resources such as word banks, glossaries, displays and digital presentations

  Elaborations

  • creating bilingual signs or menus for the school or local environment, for example, kütüphane/library, revir/sickbay, hastahane/hospital, doktor/doctor, preparing bilingual captions for texts such as digital presentations or photographic displays for the school or local Turkish-speaking community, discussing how to convey particular concepts in the two languages
  • creating bilingual resources to support their language learning, such as glossaries for personal Turkish–English dictionaries, with examples and explanations of terms that have cultural associations and do not readily translate from one language to the other
  • designing a flyer for a class event or performance which uses Turkish and English, considering how to convey information and ideas in each language
  • developing bilingual instructional texts or directions that cater for Turkish- and English-speaking friends, family members or participants, for example, computer game instructions or information for an extended-family event
  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English

  VCTRC094 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC005

  Present information and ideas relating to personal, social and natural worlds in spoken, written, digital and multimodal forms using modelled language structures

  Elaborations

  • presenting information in graphs or tables, for example, results from a class survey on preferred leisure activities, foods or idols
  • explaining to others a procedure or practice, for example, a recipe, fashion or health-care tips, a tutorial on rules of a sport or game, or instructions on keeping a pet
  • presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
  • describing aspects of life in Australia for an audience in Vietnam, for example, school life, community recycling, a birthday party, or a national event such as Anzac Day or Australia Day
  • using different modes of presentation to profile significant events, people or places related to the cultures and histories of Vietnamese-speaking communities
  • producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

  VCVIC005 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCAMAP037

  Present media artworks within different community and institutional contexts for different audiences, with consideration of ethical and regulatory issues

  Elaborations

  • promoting a school event through different media and online formats, making decisions about time, technological processes, ethical and economic constraints
  • uploading a media artwork designed to engage a specific audience, using appropriate rights and permissions, for example, distributing a music video they have made online
  • justifying their choices for distribution of media artworks for a particular audience
  • understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people appropriately
  • understanding the different institutional contexts when presenting media artworks to specific audiences, for example, the differences between the private sector and the public sector television programming

  VCAMAP037 | The Arts | Media Arts | Levels 7 and 8 | Present and Perform

• VCARC160

  Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences

  Elaborations

  • creating cartoons, plays or short stories to share in class about an imagined experience in their own life or a dream for the future
  • illustrating own imaginative stories in print, visual or digital formats, such as captioned photo stories
  • composing and performing imaginative texts for the school community, through role-plays, raps and video clips, using expressive language and movement to illustrate meaning and to entertain
  • creating modified versions of traditional Arabic stories and films, such as علاء الدين والمصباح السّحري, by introducing new characters or contexts or alternative endings

  VCARC160 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARU169

  Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts

  Elaborations

  • investigating and describing the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language
  • exploring the power and function of Arabic regional dialects in digital and social media
  • researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
  • reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media

  VCARU169 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC187

  Create and present entertaining individual or collaborative texts that reflect real or imagined people, places or experiences

  Elaborations

  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • participating in improvisation games, such as spontaneous responses to a stimulus, for example, Sixty seconds to make the audience laugh, cry …
  • working collaboratively to create a static scene or diorama using the hands and bodies of at least two signers
  • playing with light and shadow as a means of highlighting handshapes and movement, for example in shadow puppet performances
  • re-creating a theatre set from a two-dimensional image using signed space
  • role-playing an imagined interview, incorporating elements of tension or emotion
  • creating a handshape poem on a selected theme, such as friendship, home or fear

  VCASFC187 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELC009

  Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts

  Elaborations

  • creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that are appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a village scene in Greece or Cyprus, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school, such as το γυμναστήριο, η είσοδος/έξοδος, η αίθουσα
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCELC009 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELC005

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, Easter celebrations, using appropriate and related greetings, Καλό Πάσχα, Χριστός Ανέστη
  • describing aspects of life in Australia for an audience in Greece or Cyprus, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCELC005 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCKOC176

  Present oral and written reports, summaries and comparisons of information obtained from a range of Korean texts in different modes

  Elaborations

  • classifying information gathered from different print and electronic sources and creating flow charts, tabulations, posters or cartoons to be used in advertisements, notices and instructions in print and digital formats
  • creating texts such as notices, brochures and posters to inform others about issues and upcoming events such as Korean cultural performances or class excursions, for example, 소풍 날짜, 장소, 시간, 준비물
  • organising information for a Korean audience, for example, creating a presentation to explain sport and leisure activities (씨름, 태권도, 축구, …) or a video recording of a cooking demonstration
  • reporting on own and others’ experiences of events such as a school camp, a holiday or concert, or playing a new computer game

  VCKOC176 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC180

  Create texts in Korean and English on same themes or events in different modes such as digital photo stories, short video clips or cartoons, and provide subtitles, captions or commentaries in either language to help meaning

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Korean culture (such as dining at a Korean home, shopping at a market, attending a ceremony, giving a gift)
  • producing texts in Korean and English on community events such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • creating texts such as songs or dialogues in multimedia format in either Korean or English with subtitles displayed in the language (for example, English) which is not the language used as the medium (for example, Korean)

  VCKOC180 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOU190

  Analyse how beliefs and value systems are reflected in language use and communicative behaviours, and reflect on how what is considered normal in communication varies across cultures

  Elaborations

  • investigating cultural and historical backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages; reflecting on and discussing differences across cultures
  • investigating and using language associated with significant cultural practices and events or celebrations, for example, 설날, 단오, 추석, 한글날
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • reflecting on own cultural identities and how they are expressed differently in different settings such as home, school and other social domains, considering how these might be interpreted and responded to by people from different cultures

  VCKOU190 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCLVC174

  Engage with peers, the teaching team and visiting respected community members to exchange information about interests, experiences, plans and aspirations

  Elaborations

  • expressing personal experiences, plans, goals and aspirations
  • asking and responding to open-ended questions, for example, why, how, when, using modelled sentence patterns
  • engaging in face-to-face or online discussions with peers about shared interests and experiences, such as sport, food, study, music or fashion
  • recounting experiences, such as holidays, special events, milestones, sports events or celebrations
  • sharing and comparing information about daily routines and responsibilities
  • sustaining and extending conversations by seeking additional information
  • exchanging information about family, friends, teachers, school subjects, entertainment and leisure activities

  VCLVC174 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCLVC182

  Create bilingual texts for the wider community collaboration with others

  Elaborations

  • creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English
  • creating bilingual learning resources for younger learners, for example, children’s stories and games
  • performing a role-play or skit for a specified audience, using the language for the performance and English for supporting explanations and commentary
  • creating bilingual texts, using subtitles and captions, to inform the school community about aspects of the language and culture
  • creating a bilingual display, for example, a video-clip or photographic display to showcase events and shared experiences, such as a bush trip
  • creating bilingual digital texts such as song lyrics or dialogues which allow display in the language, in English or in both

  VCLVC182 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VC2M7A04

  investigate, interpret and describe relationships between variables represented in graphs of functions developed from authentic data

  Elaborations

  • using graphs to analyse a building’s electricity or gas usage over a period of time, the value of shares on a stock market, or the temperature during a day, interpreting and discussing the relationships they represent
  • using travel graphs to compare the distance travelled to and from school, interpreting and discussing features of travel graphs such as the slope of lines and the meaning of horizontal line segments
  • telling the story behind what is being represented in graphs of functions, for example, graphs representing pouring rates or distance versus time
  • using graphs of evaporation rates to explore and discuss Aboriginal and Torres Strait Islander Peoples’ methods of water resource management

  VC2M7A04 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCNRC094

  Create bilingual texts and resources to support their own learning

  Elaborations

  • creating bilingual resources for language learning, such as word banks, glossaries, digital resources, charts or a personal translation dictionary, with examples and explanations of language use
  • using dictionaries and electronic translation tools to create bilingual texts, such as posters, maps, menus and schedules, making decisions about language use that is appropriate for the audience
  • creating bilingual resources, such as picture dictionaries or photo stories with bilingual captions and labels, for example, recreating a scene from a country where the language is spoken, depicting roads, shops, products and services
  • creating bilingual signs and notices for the school
  • developing strategies to support understanding of language that cannot be directly translated, for example, in the use of actions and gestures

  VCNRC094 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC231

  Use particular language features such as dialogue and imagery in short stories, literary essays and plays to create own imaginative representations of experience

  Elaborations

  • creating texts depicting the experiences of Chinese people in Australia, for example, writing a narrative reflecting a Chinese person’s adjustment to a new life in Australia based on an interview conducted with an older member of the local Chinese community
  • using examples or quotations from traditional literature in their own writing, such as 三人行，必有我师焉 from 《论语·述而》。
  • presenting the experiences of people in different eras, such as women in ancient China, through drama, poetry and literature
  • writing a story of an imagined scenario or an exciting adventure to entertain younger students at school

  VCZHC231 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC091

  Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences

  Elaborations

  • exchanging greetings, thanks and apologies, for example, HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
  • using formulaic language to express wishes for particular occasions or events, for example, HAPPY BIRTHDAY, GOOD-LUCK
  • making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE TV
    I like TV.
    DON’T-LIKE DRAWING
    I don’t like drawing.
  • introducing self and family and explaining relationships using possessive pronouns, for example:
    POSS1 NAME X, PRO1 12-YEARS-OLD
    My name is X, and I’m 12 years old.
    PRO3 POSS1 BROTHER
    He’s my brother.
  • asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:
    PAST WEEKEND, YOU GO WHERE?
    Where did you go last weekend?
    FAMILY PRO1 GO PLAY SOCCER
    My family and I went to play soccer.
  • referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:
    POSS1 SISTER TALL SKINNY HAVE BLACK HAIR
    My sister is tall and thin and has black hair.
  • describing what they are doing in class activities using plain verbs, for example, PRO1 WRITE, PRO1 READ

  VCASFC091 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDU064

  Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices

  Elaborations

  • identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi
  • naming a range of animals, for example, binatang peliharaan, kelinci
  • describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
  • describing qualities of things using adjectives, for example, bertingkat dua, lama
  • indicating quantity using juta
  • identifying things using concrete nouns, for example, sawah, gunung api, hutan
  • creating nouns, for example, makan-an, minum-an, masak-an, baca-an
  • describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
  • creating distance between actor, action and objects using object-focus construction, for example, Mobil barunya dicuri tadi malam
  • indicating negation, for example, jangan, tidak sama sekali
  • referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu
  • seeking information using a range of questions, for example, bagaimana, dari mana, apakah, kapan, mengapa, sudah pernah?
  • describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
  • creating cohesion using conjunctions, for example, supaya, walaupun
  • adding further information using embedded clauses with yang
  • accepting or declining invitations, for example, mau ikut, maaf, sayang
  • well-wishing, for example, mudah-mudahan, semoga
  • comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
  • expressing opinions, for example, dari pihak saya…
  • expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru
  • describing state of actions, for example, sudah, belum, pernah

  VCIDU064 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language