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• VCRAC092

  Create individual and shared texts with imagined scenarios, characters and events, using modelled language

  Elaborations

  • composing and participating in dialogues between characters in a short drama or skit, rap or poem
  • creating stories using digital forms such as a video clip or photo story based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or big book for younger students, a role-play or dialogue to present to parents, or a poem for an online newsletter
  • designing texts for special occasions (real and imagined) and imaginative play, such as greeting cards, or board or electronic games

  VCRAC092 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC095

  Interact with peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture

  Elaborations

  • participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or 'strange', corresponding with peers in a region where the language is spoken, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
  • observing interactions between speakers, noticing similarities and differences in politeness and etiquette
  • recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values
  • developing a language for describing personal reactions to and feelings about intercultural experiences

  VCRAC095 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC091

  Engage with imaginative texts such as cartoons, songs and stories, and respond by describing aspects such as characters, events and ideas and by creating new texts

  Elaborations

  • listening to and viewing texts such as television shows, video clips, jingles and online greeting cards, and creating a new version or adding a new element to the plot
  • reading and viewing cartoons, comics and stories, and expressing opinions about characters, events and ideas in texts
  • listening to and viewing dramatic performances or extracts from films, sharing reactions with peers, and noticing ideas and comparing aspects that may be similar or different across cultures
  • inventing a new aspect of a text, such as a new character, plot, object or perspective, or an alternative ending

  VCRAC091 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCGRCU010

  Identify the structure and features of a range of texts in Classical Greek, such as narratives and short plays

  Elaborations

  • identifying elements of different types of text, for example, stories, dialogues and speeches, and explaining the relationship between the language and structure used and the purpose of the text
  • distinguishing and comparing features of a story and a play, such as narrative voice, characterisation, impact of direct speech
  • making connections and comparisons between a new text and familiar texts of the same type
  • using metalanguage to explain the effect of particular language features in texts on intended audiences, for example, the use of euphemisms in an attempt to substitute a mild expression for one considered improper, such as ἀριστερός (better) for ‘left’, Εὐμενίδες (the kindly ones) for the Furies, Εὔξεινος Πόντος (hospitable sea) for the Black Sea

  VCGRCU010 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCHIC061

  Create and perform a range of texts to entertain others that involve imagined characters and contexts and different modes of presentation

  Elaborations

  • creating and performing sketches that involve characterisation, context and dramatic tension, for example, the first day at a new school or appearing on a reality show
  • creating an additional scene, new character or alternative ending that adds suspense or a twist to a familiar story, drama or film script, for example, शेखचिल्ली का सपना पूरा होना
  • creating, rehearsing and performing interpretations of poems for a public recitation or verse-speaking competition
  • composing, performing or presenting jingles or digital animations to create new interest in existing or imagined products
  • creating texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the aural and visual experience
  • performing unscripted explorations of characters, contexts and feelings, for example, मित्रता; निष्ठा; साहस, using gestures, voice and props to build mood and to explore relationships and emotions

  VCHIC061 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAU175

  Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji

  Elaborations

  • reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
  • understanding that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 木 means something to do with ‘wood’
  • noticing that kanji can clearly differentiate the meanings of words that are pronounced identically, such as 火 and 日
  • learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木
  • using furigana to support the reading of unfamiliar kanji

  VCJAU175 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU058

  Examine differences in sounds and tones, and patterns of sound flow in speech

  Elaborations

  • discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘ci’
  • examining the diverse meanings of words that share similar sounds (for example, the many meanings of the sound ‘shi’), and learning how to differentiate between 同音词 and 近音词 in different contexts, for example, 买东西/卖东西
  • comparing examples of regional variations in pronunciation, for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’
  • listening to interactions between unfamiliar voices at diverse speeds or levels of clarity to develop auditory and comprehension skills

  VCZHU058 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCESU176

  Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages

  Elaborations

  • noticing the conventions of several types of texts in Spanish, such as the use of abbreviations in text messages (tq = te quiero), abreviations in blogging (hola a tod@s), formulaic greetings in telephone conversations (Aquí, Hola, ¿Sí? ¿Aló?), typical phrases for greeting cards ( Muchas felicidades por ....), language in menus (primeros platos, postres, menú del día)
  • experimenting with language appropriate to particular types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • comparing several versions of a news story (such as radio, newspaper and online) to consider how the medium affects the construction and expression of meaning
  • collecting examples of online and print advertisements, and identifying and analysing language features and grammatical structures used to persuade potential consumers, for example, ¡Compre en los almacenes ‘La Moda’ no se arrepentirá!, ¡Pague menos y lleve más!
  • understanding the use of elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU176 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRC052

  Initiate and sustain a range of spoken and written social interactions and personal reflections, including discussion of their experiences as members of different friendship groups or language communities

  Elaborations

  • engaging in face-to-face or online discussions of experiences such as travel, using social media, being part of different friendship or interest groups, or using Turkish and English in different contexts
  • recounting significant events or milestones in their lives as members of a multicultural society, for example, Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş, sünnet düğünü, comparing with those of their peers and identifying commonalities or differences
  • comparing aspects of their personal worlds, such as home, school and social lives, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, batıl inançlar, misafirperverlik (konukseverlik)
  • sharing opinions about issues of shared interest, such as parental expectations or peer pressure, identifying points of consensus or disagreement
  • acknowledging others’ ideas and opinions and indicating agreement or disagreement in non-judgemental ways, for example, Sana katılıyorum ama… Seninle tamamen aynı fikirdeyim.Sana katılmıyorum çünkü… Ben aynı fikirde değilim
  • contributing to online forums that invite discussion of shared interests from different contexts and perspectives, for example, moda, diyet, müzik, dans, spor

  VCTRC052 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC007

  Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts

  Elaborations

  • inventing a new aspect of a text, such as a new character, a different setting or an alternative ending
  • creating own version of familiar texts to entertain others, using a model and/or a list of key words, for example, a digital comic strip or Big Book for younger students, a rap or role-play to present to parents, or a poem for an online newsletter
  • creating and performing imagined interactions, for example, between avatars (using apps) or meeting a character from a text for the first time
  • creating a profile of an unknown person, for example, based on a photo, imagining aspects such as Name, Alter, Beruf, Familie, Freunde, Herkunft, Interessen and Wohnort

  VCDEC007 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCEBE019

  Identify relationships and trends, and generate a range of alternatives for an economic or business issue or event, evaluating the potential costs and benefits of each alternative and the consequences of proposed actions

  Elaborations

  • interpreting tables, charts and graphs containing economic or business data to identify trends and using the data to make predictions about future trends, for example, trends in online shopping
  • examining the trade-offs involved in making choices
  • investigating how businesses identify opportunities in the market
  • undertaking a cost-benefit analysis of alternatives proposed and making a decision about which one to recommend
  • discussing the consequences of an economic or business decision, and reflecting on whether this was the ‘best’ decision and what might be the effect of alternative actions
  • developing skills to contest and debate ideas and to express opinions on economics and business issues that interest and/or affect them or society

  VCEBE019 | The Humanities | Economics and Business | Levels 7 and 8 | Economic and Business Reasoning and Interpretation

• VCIDC092

  Create individual and shared texts with imagined scenarios, characters and events, using modelled language

  Elaborations

  • composing and participating in dialogues between characters in a short drama or skit, rap or poem
  • creating stories using digital forms such as a video clip or photo story based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or big book for younger students, a role-play or dialogue to present to parents, or a poem for an online newsletter
  • designing texts for special occasions (real and imagined) and imaginative play, such as greeting cards (for example, using Selamat…; semoga…), or board or electronic games, for example, using ideas such as Pulau Hutan; Tersesat

  VCIDC092 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• 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

• VC2M7P02

  conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predicted with observed results, explaining the differences and the effect of sample size on the outcomes 

  Elaborations

  • developing an understanding of the law of large numbers through using experiments and simulations to conduct large numbers of trials for seemingly random events and discussing findings
  • conducting simulations using online simulation tools and comparing the combined results of a large number of trials to predicted results
  • exploring and observing Aboriginal and/or Torres Strait Islander children’s instructive games – for example, Koara from the Jawi and Bardi Peoples of Sunday Island in Western Australia – to investigate probability, predicting outcomes for an event and comparing with increasingly larger numbers of trials, and comparing observed and expected results

  VC2M7P02 | Mathematics | Mathematics Version 2.0 | Level 7 | Probability

• VCNRC055

  Obtain and interpret information from a range of spoken, written, print or digital texts related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • collecting information from a range of texts, such as advertisements, signs, announcements and recipes, identifying context, purpose and audience
  • comparing information from different texts such as a diary entry, song or invitation, about special occasions, evaluating information and discussing culture specific terms and representations
  • using print and online resources such as dictionaries and grammar references to support understanding of texts
  • summarising information and viewpoints in a range of texts, using tools such as guided note taking
  • listening to, reading and viewing print and digital texts, such as invitations, cards and messages, summarising main ideas and key information and responding to them

  VCNRC055 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

• VCASFC190

  Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people

  Elaborations

  • exploring how their own biography shapes their sense of identity and ways of communicating, for example by considering elements such as family origins, traditions, beliefs, practices, interests and experiences
  • noticing and comparing how they use signs or expressions when communicating in English or Auslan and considering which feel closest to their sense of identity
  • comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages and cultures
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • discussing the impact of language and culture on the shaping of identity and the sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people, for example by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC190 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFU105

  Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • looking at short recounts or narratives in Auslan and identifying information necessary to communicate with others such as who was involved or when and where the event happened
  • recognising that different signed texts serve different purposes and discussing and comparing these purposes, for example, a procedure is to explain how, a narrative is to entertain
  • identifying how signers use space to track participants through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and noticing how such strategies help maintain interest and support understanding

  VCASFU105 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCECD017

  Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action

  Elaborations

  • placing a range of acts on a continuum from strictly obligatory to ‘above and beyond the call of duty’, and comparing the reasons for and implications of the placements, for example, giving up a full-time job to help family/friends/strangers, obeying rules/the law, handing in small/large amounts of found money, fighting in a war to protect your own country/a neighbouring or far or poor country/a country that has helped you in the past, volunteering at school/in the community, giving first aid at an accident, rescuing people who have disobeyed safety signs
  • discussing the views of a range of major religious traditions and non-religious world views on ethical obligation, to inform a response to an ethical issue, for example responding to global people movements or armed conflict
  • discussing a philosophical view on ethical obligation, for example those of Peter Singer in relation to poverty, and the kind of community change that would occur if those views were followed

  VCECD017 | Capabilities | Ethical Capability | Levels 7 and 8 | Decision Making and Actions