Search results

Result list

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8

• VCARC009

  Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate

  Elaborations

  • creating a digital bilingual dictionary for classroom use
  • making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,

    عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة

  • creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert
  • producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate
  • designing bilingual texts such as posters or signs for class or school assembly performances, a sports carnival, displays or events
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family, including expressions drawn from various Arabic dialects represented within the classroom, for example, ‘see you later’, ‘no worries’
  • composing bilingual texts such as a board game or an instruction manual for a game

  VCARC009 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC063

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either Auslan or English

  Elaborations

  • creating bilingual texts that inform the school community about Deaf culture
  • captioning examples of deaf poetry, noticing areas of difficulty and considering possible reasons for this, and comparing individual translations with those of classmates to determine if similar challenges were faced by others
  • creating bilingual public information texts, such as details about Deaf community events such as the National Week of Deaf People schedule and the importance of the event, and posting these on the school website
  • transcribing short, simple spoken texts such as instructions or procedures into Auslan and filming the translations, for example, recipe requests by food technology teachers for their classes

  VCASFC063 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC189

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language

  Elaborations

  • capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English
  • captioning examples of classmates’ work in Auslan, such as short stories or poems
  • creating translations of song lyrics for performance in Auslan
  • making a short documentary in Auslan about a topical issue, moving through the processes of drafting, translating, editing and captioning, trialling alternative captioning tools
  • captioning and providing voice-over for student-generated filmed Auslan texts, such as fairytales created for a young deaf audience
  • creating bilingual versions of short, simple texts such as instructions for a game or procedures for a recipe

  VCASFC189 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC001

  Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences

  Elaborations

  • exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Danke! Alles Gute zum Geburtstag! Frohe Ostern! Guten Appetit!
  • introducing and describing self, others and possessions, for example, Ich heiße … und du? Das ist …, sie ist nett.; Ich bin … Jahre alt und meine Augen sind braun.; Ich wohne in … .; Ich komme aus … .; Das ist mein Vater/meine Freundin/mein Handy.
  • interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
  • expressing likes, dislikes and preferences, for example, Ich mag Rot; Meine Lieblingsband heißt … .; Ich lese gern.; Ich esse gern Pizza, aber ich esse lieber Nudeln.
  • expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
  • exchanging information about daily routine, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto.; Wann stehst du auf? Um sechs Uhr.
  • sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional preferences

  VCDEC001 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC099

  Create shared bilingual texts and learning resources such as word banks, databases, promotional materials or hyperlinks for digital presentations for the classroom and wider school or local community

  Elaborations

  • designing a flyer for a class event or performance which uses Hindi and English, considering how to convey information and ideas in each language
  • creating bilingual captions or hyperlinks for a photographic or digital display to show parents and other student groups key elements of their learning experiences
  • contributing reviews, reports or recipes to a shared bilingual or multilingual website, using Hindi, English and other languages as appropriate to different domains of language use
  • creating a bilingual blog, wiki or contribution to an online discussion forum that shares examples of challenges associated with translating and interpreting
  • developing bilingual instructional texts or directions that cater for Hindi- and English-speaking friends, family members or participants, for example, computer game instructions or information for an extended-family event
  • creating a short documentary about a local community event or locale that uses both Hindi and English, for example, with narration in one language and subtitles in the other
  • designing bilingual signage for the school campus, including names of facilities, directions to locations or advice on expected behaviours, noting differences in phrasing or expression, as in ‘Silence Please’: ‘कृपया शांति बनाए रखें’
  • composing menus or programs for school or community events/celebrations that include footnotes in English to explain key terms or items

  VCHIC099 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC010

  Engage with Korean speakers and resources in the school and wider community through various media, including online technologies, noticing how interaction involves culture as well as language

  Elaborations

  • observing interactions between Korean speakers in different contexts in their immediate environments or from resources such as video clips or films, noticing cultural aspects and recording their similarities and differences in interactions in similar contexts in their own culture/s
  • describing in spoken or written mode, or using digital technologies, a significant person relating to Korea or Korean language whom they have encountered, discussing their personal qualities, why that person is important to them, and how they are similar to or different from that person, for example, 저도 …–고 싶어요. 요리를 잘 해요. 가수가 되고 싶어요. 나/저에게중요해요
  • reflecting on significant past encounters with Korean language and culture (and other languages and cultures that have shaped their thinking) such as by creating timelines of their lives, including visual representations
  • describing and sharing encounters with Korean culture (for example, 설날, 한복, 세배, 첫돌, 연날리기), comparing them to traditional games, festivals or celebrations in their own culture, and reflecting on how these connections are important to their identity
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to Korean, English and other known languages

  VCKOC010 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRU067

  Understand how their own use of Turkish in social, school and community contexts has changed over time, discussing reasons for changes or adaptations

  Elaborations

  • identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (Allaha emanet ol)
  • reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making meaning
  • monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication
  • investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily life

  VCTRU067 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VC2M7N10

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts such as ‘best buys’; formulate problems, choosing representations and efficient calculation strategies, designing algorithms and using digital tools as appropriate; interpret...

  Elaborations

  • modelling additive situations involving positive and negative quantities; for example, a lift travelling up and down floors in a high-rise apartment where the ground floor is interpreted as zero, or in geography when determining altitude above and below sea level
  • modelling contexts involving proportion, such as the proportion of students attending the school disco, proportion of the bottle cost to the recycling refund, proportion of the school site that is green space, 55% of Year 7 students attended the end of term function or 23% of the school population voted ‘yes’ to a change of school uniform; and interpreting and communicating answers in terms of the context of the situation
  • modelling financial problems involving profit and loss, credits and debits, gains and losses; for example, holding a fundraising sausage sizzle and determining whether the event made a percentage profit or loss
  • finding the sum of a set of consecutive numbers using a loop structure
  • constructing geometric patterns such as a honeycomb, using dynamic geometry functionality
  • using mathematical modelling to investigate the proportion of land mass/area of Aboriginal Peoples’ traditional grain belt compared with Australia’s current grain belt

  VC2M7N10 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• Chinese - First Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in...

  Level description | Languages | Chinese | First Language Learner | 7–10 Sequence

• VCARC011

  Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange

  Elaborations

  • mapping their own linguistic and cultural profiles, for example, by creating a timeline or web profile to highlight formative elements such as family languages, traditions and beliefs, key relationships and intercultural experiences
  • identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example,

    مكان الولادة؛ جنسية الأهل؛ أسس القيم التي تربّى عليها؛ المجموعات أو الفرق التي ينتمي إليها مثل فريق كرة القدم؛ فرقة الرقص؛ فريق التمثيل المدرسي؛ فريق المناظرات

  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic, for example, using the correct personal pronouns to address elderly people (أنتَ/أنتِ ), shaking or not shaking hands depending on gender, and the number of kisses on the cheek
  • comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

  VCARC011 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC049

  Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants

  Elaborations

  • participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
  • comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视，不是吗？) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错
  • negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明，明天去动物园要穿校服吗？
  • visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？
  • participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好，考拉拼图怎么样？

  VCZHC049 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC091

  Interact with peers and teacher to exchange information and opinions, talk about self, family, friends and interests, and express feelings, likes and dislikes

  Elaborations

  • exchanging greetings, wishes and thanks, adjusting language to suit the situation, for example, Bonjour, la classe! Salut, Marianne, ça va? Bonsoir, Madame Legrand, comment allez-vous? Bonne fête, Solange! Merci bien, Maman
  • introducing and describing self and others, for example, je m’appelle Marc; je te présente mon oncle; voici ma petite sœur, Eliane; je m’appelle Sophie, j’ai les yeux bleus, j’aime les sports
  • using present tense high-frequency verbs such as être, avoir and aimer with adjectives, adverbs and simple formulaic expressions to talk about self and others, for example, je te présente mon copain, Henri, il est drôle! elle est si douée! Nous voici — la famille Mercier!
  • comparing routines, interests and leisure activities, using language associated with time, frequency and location, for example, lundi après-midi, je fais du foot; le weekend, je joue aux jeux vidéos; l’hiver, je fais du ski; l’été, on va souvent à la plage
  • stating likes, dislikes and preferences, for example, j’aime bien le fromage mais je n’aime pas le yaourt; je déteste les prunes mais j’adore les pruneaux

  VCFRC091 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• Auslan - First Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students can identify the handshape movement and location of signs. Depending on their access to home-sign systems, they make use of varying levels of handling or SASS depicting signs, gradually learning the conventions of Auslan. They learn to use entity depicting signs to discuss movement and...

  Level description | Languages | Auslan | First Language Learner | 7–10 Sequence

• VCASFU107

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change

  Elaborations

  • identifying where and when different people learnt to sign and whether they are from deaf or hearing families
  • exploring and providing possible explanations for variation in Auslan fluency among their classmates and members of the Deaf community
  • understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family
  • 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 accessibility and communication for members of the Deaf community
  • considering ways that Auslan is evolving due to different influences, including the capacity for new technologies to store, record and share sign languages
  • discussing the degree to which their classroom/school is an Auslan-accessible and Deaf-friendly environment, and how this might be further enhanced
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian Deaf Games or Deaf art exhibitions

  VCASFU107 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCDEC011

  Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange

  Elaborations

  • sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do I feel now?’
  • preparing a class profile to exchange with German-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped identity
  • participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
  • comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

  VCDEC011 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• Japanese - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation. They identify words borrowed from English, observing differences in pronunciation and spelling. They use Japanese in classroom interactions and short communicative tasks. They...

  Level description | Languages | Japanese | 7–10 Sequence

• Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language to interact and exchange ideas, experiences and interests with teachers, peers and others. When interacting, they ask questions, respond to questions and clarify their answers. Students give opinions, make comparisons and state preferences. They...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8