Search results

Result list

• VCHIC063

  Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’

  Elaborations

  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • composing menus or programs for school or community events that include footnotes in English to explain key terms or items
  • creating a bilingual resource to present to the school library, for example, an illustrated anthology of popular Hindi poems or proverbs with English translations
  • performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

  VCHIC063 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHPEP131

  Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities

  Elaborations

  • identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
  • reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting
  • promoting an understanding of minimal-impact outdoor recreation in the local area
  • exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander peoples and communities

  VCHPEP131 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCLVU195

  Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language

  Elaborations

  • identifying and discussing the main areas of the language that could be served by language building
  • analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these
  • investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
  • understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages
  • discussing techniques used to build language, such as analysing historical sources, interviewing/recording existing speakers
  • understanding the orthographic and grammatical choices of the contemporary community
  • considering domains of use where the language may grow in the future
  • trying out ways of making new words under the guidance of an Aboriginal languages specialist or a respected community member where appropriate
  • working with local Aboriginal communities in language-related projects, and contributing to local language records and resources through structured and research-based projects
  • understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
  • developing a variety of resources for younger and future students of the language
  • investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
  • exploring the importance of advocacy in supporting the maintenance and development of language and culture

  VCLVU195 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCLVU187

  Discuss the purpose and roles of various spoken, written and visual texts in the language

  Elaborations

  • understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country and managing natural phenomena such as weather
  • understanding that Country/Place can be interpreted as text by the community
  • discussing ways that songs function to capture language and meaning in ways similar to literature in other cultures
  • linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

  VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCSIS107

  Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge

  Elaborations

  • considering whether an investigation using available resources is possible when identifying questions or problems to investigate
  • using information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
  • recognising that the solution of some questions and problems may require consideration of social, cultural, economic or moral factors in addition to results from scientific investigation

  VCSIS107 | Science | Levels 7 and 8 | Science Inquiry Skills | Questioning and predicting

• VCZHC200

  Create simple bilingual texts for different audiences, considering the influence of different roles, relationships, settings and situations

  Elaborations

  • acting as interpreter for visitors of diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of an English language text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses
  • appreciating the role of code-switching as a tool for mediating language and culture, and applying it in their own communication

  VCZHC200 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• German - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to...

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

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

  Students develop explicit knowledge of the forms and functions of language elements that some may already use fluently in their spoken language. Literacy development provides the opportunity not only to read and write the language but also to understand how it is formed and how it works. Students...

  Level description | Languages | Hindi | 7–10 Sequence

• Turkish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

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

• Turkish - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

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

  Students recognise and use features of the Vietnamese sound and writing systems, including tones and tone markers, and apply appropriate pronunciation and spelling rules in spoken and written texts. They apply elements of Vietnamese grammar to the production of texts, such as appropriate word...

  Level description | Languages | Vietnamese | 7–10 Sequence

• VCHIU067

  Apply grammatical and lexical knowledge to work out the meaning of unfamiliar words, to form and spell new ones, to create compound sentences, to recognise and use prefixes and suffixes and to develop metalanguage

  Elaborations

  • strengthening vocabulary resources related to personal, social and educational worlds
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास
  • creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।
  • recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती
  • recognising and using idiomatic expressions such as आँख का तारा
  • using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
  • understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion
  • understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।
  • using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।
  • using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

  VCHIU067 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFC099

  Create different types of bilingual texts to support their classroom learning

  Elaborations

  • using images of Auslan signs and equivalent words in English to name and label familiar objects, classroom items or school resources, using posters and digital glossaries with captions
  • developing a handshape dictionary using palm cards or digital means, including equivalent English terms
  • using photos of family members to create a family tree or chart, captioning and labelling in English each family member with corresponding images of Auslan signs
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs
  • making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC099 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCEBR011

  Examine the ways consumers and producers respond to and influence each other in the market, particularly through price mechanism

  Elaborations

  • investigating how consumers rely on businesses to meet their needs and wants
  • identifying and creating a list of who is involved in the market system in Australia
  • explaining the influence of buyers and sellers on prices and how markets enable the distribution and allocation of resources, including examining how businesses answer questions of what to produce, how to produce and for whom to produce
  • examining how businesses respond to the demands of consumers, such as preferences for healthy options, environmentally friendly packaging or organic food
  • considering how consumers might influence producers in other countries to provide goods and services, such as those in the Asia region
  • describing how goods and services are produced

  VCEBR011 | The Humanities | Economics and Business | Levels 7 and 8 | Resource Allocation and Making Choices

• VCESU015

  Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts

  Elaborations

  • noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status (Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?)
  • recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions (¿Cómo se llama usted? ¿Cómo te llamas?)
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

  VCESU015 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRC064

  Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions

  Elaborations

  • noticing cultural cues that suggest differences in traditions, ideas or values when interacting with French speakers or resources, for example, ways of expressing feelings, or politeness protocols associated with social events
  • discussing elements of successful intercultural communication when using French or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions
  • interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
  • identifying gestures, intonation patterns and facial expressions that are different in French, and explaining how some could be adopted in other-language contexts or situations
  • reflecting on own ways of communicating and behaving and how these may be interpreted by French speakers

  VCFRC064 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCGGK121

  Causes of a geomorphological hazard and its impacts on places and human responses to it to minimise harmful effects on places in the future

  Elaborations

  • investigating the natural causes and spatial distribution of a geomorphological hazard. For example, volcanic eruptions, earthquakes, tsunamis, landslides and avalanches
  • discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard
  • describing how the effects caused by geomorphological hazards are influenced by social, cultural and economic factors. For example, where people choose to live, poverty, and lack of infrastructure and resources to prepare and respond
  • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards
  • investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires

  VCGGK121 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCIDC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of Indonesian, invitations to a class event or posters for a performance), noticing how meanings need to be tailored for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and Indonesian peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, cuci mata (window-shopping/sightseeing) or ‘sick as a dog’, and considering how these might be expressed for audiences with a different cultural perspective

  VCIDC094 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• 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