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• VCITU114

  Reflect on the role of language and culture in interaction and how language constructs and reflects assumptions and values

  Elaborations

  • reflecting on how cultural assumptions and values are embedded in choices in language use, for example, fare bella figura; fare brutta figura; Buon appetito — Grazie altrettanto
  • examining how their own communication carries assumptions and values that impact on interpretation and understanding
  • developing language to discuss, question and share understandings with others non-judgmentally

  VCITU114 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCLVC176

  Interact in class activities that involve making suggestions, seeking clarification, praising or complimenting one another

  Elaborations

  • making suggestions or providing clarification
  • using respectful language for agreeing or disagreeing
  • asking for clarification, for example, asking how to spell a word, say or write something, or asking for the meaning of a word or expression
  • giving help, responding to instructions, offering suggestions
  • asking and responding to closed and open-ended questions, for example, in relation to class assignments or due dates
  • apologising, praising, complimenting and encouraging one another

  VCLVC176 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCLVU189

  Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships

  Elaborations

  • understanding how elements of communication in Aboriginal languages languages, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
  • analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations
  • explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

  VCLVU189 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VC2M7SP02

  classify triangles, quadrilaterals and other polygons according to their side and angle properties; identify and reason about relationships

  Elaborations

  • using strips of paper with parallel sides to make triangles and quadrilaterals, and contrasting the rigidity of triangles with the flexibility of quadrilaterals
  • constructing triangles with 3 given side lengths and discussing the question ‘Can any 3 lengths be used to form the sides of a triangle?’
  • identifying and communicating about side and angle properties of scalene, isosceles, equilateral, right-angled, acute and obtuse triangles using geometric conventions
  • describing, comparing and contrasting squares, rectangles, rhombuses, parallelograms, kites and trapeziums, explaining the relationships between these shapes

  VC2M7SP02 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCNRC091

  Listen to, read and view imaginative texts and respond by describing aspects, such as characters, events and ideas

  Elaborations

  • participating in imaginary exchanges between characters from a story in a performance for the class
  • listening to, reading and viewing texts, and responding to questions about characters and events
  • describing characters, events and key ideas in a shared text using a scaffold, for example, a storyboard or cartoon
  • listening to songs, such as versions of English language songs in the language being studied and comparing aspects that may be similar or different

  VCNRC091 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCNRU102

  Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words

  Elaborations

  • investigating own personal and community practices to identify connections with the target language and culture, for example, in cooking, sport, music, dance or technology
  • discussing elements of culture and their significance in reflecting values, attitudes and traditions
  • discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication
  • examining culturally specific terms developing appropriate explanations for them and discussing equivalent terms in other languages

  VCNRU102 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Role of language and culture

• VCRAC053

  Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification
  • expressing preferences for plans (for example, comparing and contrasting alternatives) and agreeing or disagreeing
  • responding to invitations to events by accepting, declining, and giving excuses
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary
  • participating in transactions and negotiations, such as purchasing food, clothing, souvenirs or transport, maintaining the interaction and discussing issues such as relative cost and wages

  VCRAC053 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAE034

  Develop their choreographic intent by applying the elements of dance to select and organise movement

  Elaborations

  • experimenting with different elements of dance to explore ideas and develop a choreographic intention for example, translating rhythms and notations of spatial patterns into movement
  • improvising and then selecting movement to best communicate a choreographic intention, for example, a mood or emotion
  • exploring movements that may have symbolic meaning in a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea or motif
  • using questions to analyse how choreographers select and organise movement to communicate choreographic intent, for example, the cultural context in which the dance was developed or viewed, and its significance, or the stylistic differences in street dance performances from different countries or regions across Asia, Europe and the USA

  VCADAE034 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAP037

  Rehearse and perform focusing on technical and expressive skills appropriate to style and/or choreographic intent

  Elaborations

  • identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary music theatre or hip hop, from different locations such as Asia or USA
  • using evaluation and rehearsal strategies to enhance confidence, clarity of movement, project, focus and musicality in performance
  • linking the application of the elements of dance to the communication of the choreographer’s intent when performing learnt dance works
  • experimenting with alternative expressive skills to enhance performance presence and mood
  • using questions to evaluate dance, for example, how successful was the choreographer in expressing his/her stated intention to the audience, or how well did the dancers use expressive skills in the performance?

  VCADAP037 | The Arts | Dance | Levels 7 and 8 | Present and Perform

• VCADAR039

  Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making

  Elaborations

  • identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
  • using questions to compare dance styles in different contexts, for example, ‘How does the dance relate to its social context and that of its audience?’, and ‘What are the conventions or protocols for viewing and performing the dance?’
  • investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
  • recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

  VCADAR039 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCAVCDE001

  Explore and apply methods, materials, media, design elements and design principles to create and present visual communications

  Elaborations

  • experiment with combinations of design elements and principles to create visual communications that effectively communicate ideas.
  • annotating the use of design elements and principles in visualisation drawings
  • discussing the use of design elements and design principles in visual communications appropriate to the communication need, for example, posing questions such as ‘Which design elements and design principles help communicate their ideas clearly and why?’
  • experimenting with a range of media and materials in a selected method, for example, printing, to develop and refine visual communications
  • experimenting with two different methods to communicate an idea in visual communications, for example, illustration and photography
  • justifying the use of methods to communicate ideas in visual communications, for example, which methods suit the style of the visual communication and the intended audience?

  VCAVCDE001 | The Arts | Visual Communication Design | Levels 7 and 8 | Explore and Represent Ideas

• VCELU165

  Identify and reproduce irregularities of some sound–letter relationships and combinations, such as σμ, αυ, ευ, μία/μια, όι, άι, οϊ, αϊ, κι εγώ, build on pronunciation, using the accent mark for both intonation and meaning, spell frequently used words and apply accurate punctuation to writing

  Elaborations

  • examining differences in digraphs/diphthongs, consonant and vowel combinations, and double consonants
  • reinforcing the sounds represented by, for example, δ, θ, β, ξ,ψ, χ, and comparing similarities and differences between the Greek and Roman scripts
  • examining and applying the rules of accentuation when using Greek
  • identifying differences in tone, intonation and rhythm between statements, questions, exclamations and commands, for example, ορίστε, παρακαλώ, identifying and using irregularities in the language such as κι εγώ, μία-μια, δύο-δυο
  • applying punctuation and spelling rules to own writing
  • experimenting with pronunciation of less familiar texts

  VCELU165 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELU017

  Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words

  Elaborations

  • investigating own personal and community practices to identify connections with Greek language and culture, for example, in cooking, sport, music, dance or technology
  • discussing elements of culture in Greek language and their significance in reflecting values, attitudes and traditions, such as references to saints’ days
  • discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication and the sustainability of communities
  • examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages

  VCELU017 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCFRC096

  Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects

  Elaborations

  • responding to questions about characters or events in different types of imaginative texts, and listing and using associated key words or expressions
  • interacting with texts such as stories, poems, songs or cartoons, using modelled and scaffolded language to express opinions, for example, trop triste, si amusant, affreux; pour moi les images…; personnellement, je préfère…
  • noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments
  • listening to or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures

  VCFRC096 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITU070

  Develop an understanding and use the sound system of Italian

  Elaborations

  • examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, for example, famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, capacità
  • recognising the differences in tone and rhythm between statements, questions, exclamations and commands when speaking, interacting and expressing emotion, for example, Vai a casa? Va’ a casa! Oh! E? Ahimè!

  VCITU070 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOC174

  Participate in classroom interactions and exchanges such as giving and following instructions, clarifying meanings, explaining and describing actions and reflecting on responses

  Elaborations

  • inviting people to give opinions or suggestions 어떻게 생각해요? 무엇을 먼저 이야기할까요?
  • expressing opinions using reflective language as set phrases, for example, 제 생각에는 …, 아마…, 글쎄요, …–인 것 같아요
  • indicating/checking understanding or non-understanding (알겠어요/모르겠어요(?)) and clarifying instructions or specific meanings (다시 설명해 주세요, 무슨 뜻이에요?)
  • giving and following instructions, and asking and responding to questions relating to aspects of learning activities, for example, 아직 쓰지 마세요, 숙제를 언제까지 해요/내요? 어디에서 정보를 찾아요?

  VCKOC174 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOU019

  Identify beliefs, attitudes and value systems reflected in their own everyday language use in English, other languages and Korean, comparing ways of communicating across cultures

  Elaborations

  • identifying non-verbal expressions taken for granted in communication in different cultures, for example, the use/non-use of eye contact, bowing, nodding, pointing
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • discussing, questioning and explaining understanding of other cultures including Korean to others non-judgmentally, for example, without stereotyping
  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • exploring how politeness is expressed differently in Korean and English

  VCKOU019 | Languages | Korean | 7–10 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

• VCNRC089

  Locate and use key points of information, such as main ideas, specific details and general descriptions from a range of spoken, written and visual texts

  Elaborations

  • reading, viewing or listening to texts, such as a song or poster, and responding to questions
  • obtaining information on a range of topics, such as the life of a student in a place where the language is spoken
  • identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in a country where the language is spoken and producing a program
  • identifying key and commonly used expressions in texts and using them in own texts
  • gathering and collating information from sources such as class surveys, and presenting findings to others in digital formats, for example, posters, wall charts, profiles or timelines

  VCNRC089 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing