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• VCZHU016

  Describe how people use different languages to communicate and participate in cultural experiences

  Elaborations

  • identifying interesting facts, for example, finding out what are the biggest celebrations in China and Australia, and comparing these celebrations
  • engaging with the traditions and customs, festivals, celebrations and food of Chinese communities, recognising the value of learning about another culture in learning a new language
  • participating in a shared meal, a New Year celebration or a Chinese performance, commenting on the experience and listening to the sounds of Chinese
  • comparing gestures and body language associated with language use in different cultures, for example hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, such as pointing directly at someone

  VCZHU016 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | The role of language and culture

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC065

  Participate in and reflect on intercultural interactions and experiences, for example by considering and comparing their responses and strategies when engaging with hearing people

  Elaborations

  • comparing their experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their perceptions, understandings or attitudes
  • reflecting on how differences between signed and spoken language users may be perceived, for example in relation to different protocols when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • reflecting on the concepts of insider and outsider views of the Deaf community and on their own position as first language learners of Auslan
  • reflecting on their own and others’ social attitudes and responses to differences in behaviours or communicative styles, for example on how they feel when hearing people do not make eye contact during an interaction
  • reflecting on how their own ways of communicating may be interpreted by hearing people, and on how they need to modify or consider other communication strategies and behaviour, such as the use of eye contact, facial expression or body language
  • comparing strategies used by deaf and hearing adults to negotiate the physical environment, for example, different behaviours that reflect different perceptual perspectives in contexts such as travelling in a lift

  VCASFC065 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDTDI021

  Collect, access and present different types of data using simple software to create information and solve problems

  Elaborations

  • selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example graphs suit data that shows trends or comparisons; lists suit text data that needs to be presented in alphabetical order; animations suit images that show actions and relationships
  • using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
  • improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
  • using software to sort and calculate data when solving problems, for example sorting numerical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
  • exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
  • recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons

  VCDTDI021 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDTDI029

  Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

  Elaborations

  • applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
  • applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
  • developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
  • using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
  • using a range of communication tools to share ideas and information, for example participating in collaborative online environments

  VCDTDI029 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCESU030

  Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions

  Elaborations

  • recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
  • understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
  • adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
  • using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
  • listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

  VCESU030 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIC064

  Consider differences and similarities in style and use of language when interacting in Hindi and in English, noticing when the choice is made to use either or both languages

  Elaborations

  • identifying ways in which they change their ways of communicating when switching from Hindi to English
  • providing examples of interactions which feel more natural in Hindi than they do in English or vice versa, for example, using Hindi to talk about family experiences, rituals or relationships, using English to talk about school work, music or films
  • using a reflective journal to record and compare when and why they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages
  • identifying instances when using both Hindi and English in the same interaction makes for easier communication
  • discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different perspectives and traditions
  • reflecting on choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for either practical or cultural reasons

  VCHIC064 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCHIC116

  Translate and interpret familiar social and community texts such as emails/text messages, informal conversations with friends, proverbs or quotations, considering the nature of translation and the role of culture when transferring meaning from one language to another

  Elaborations

  • translating and glossing words, symbols or expressions commonly used in emails and sms messages, for example, हे हे – LOL
  • recording, transcribing and translating short conversations between family members or friends from English into Hindi or vice versa, recording words or phrases that either do not translate or require no translation
  • translating proverbs such as दूर के ढोल सुहावने, examining literal translations for cultural information and identifying English-language proverbs that approximate the ideas behind the words (The grass is always greener on the other side of the fence)
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning
  • discussing how translation sometimes involves literal decoding of word-for-word meaning, sometimes involves interpreting meaning and finding equivalent forms in the other language, and sometimes involves cultural meaning that cannot be translated
  • interpreting the significance of terms or phrases that carry specific cultural connotations which might be unfamiliar when translated into English, for example, साला, बहु, दलाल

  VCHIC116 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIU122

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

  Elaborations

  • understanding the significance and cultural importance of features of different types of texts, such as forms of address or language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर , महोदय (formal) प्रिय मित्र (informal)
  • identifying key features and structures of familiar texts types to understand unfamiliar content, for example, recognising core words associated with time or place in airport announcements, ‘reading’ images as well as written language in advertisements
  • recognising the format of different Hindi texts and stylistic conventions such as the need for elaborated forms of address in formal invitations or congratulations, understanding how these vary according to the context, occasion and intended audience
  • composing and comparing examples of familiar texts such as emails, songs, slogans or public signs, noticing how choice of language and text structure positions the reader and indicates the text’s purpose
  • comparing language features of Hindi and English versions of genres such as news headlines or school reports, noticing differences that appear to be culturally significant
  • composing a formal and an informal version of a selected text genre, such as a written invitation or a text message, for example, मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?

  VCHIU122 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M4M01

  use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units

  Elaborations

  • reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
  • deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed
  • using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)
  • reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
  • using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine
  • making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons
  • exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts

  VC2M4M01 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M2ST01

  acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables

  Elaborations

  • posing a question of interest about favourite things (for example, asking classmates ‘What are your favourite types of fruit/football teams/days of the week?’), recording responses using a table, and using counting strategies to determine the number of different responses and the most popular and least popular responses
  • investigating questions such as ‘How much rubbish is really rubbish?’ by gathering data about objects in categories (for example, ‘throw away’, ‘recycle’ and ‘re-use’), deciding whether the data answers the question
  • using familiar software to construct a survey to collect class data; sorting and interpreting responses; and considering the questions asked and whether they need to be modified to re-use the survey
  • observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school
  • exploring the ways Aboriginal and Torres Strait Islander Peoples observe, collect, sort and record data

  VC2M2ST01 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics

• VCTRC111

  Produce bilingual texts for the school or wider community, such as instructions, presentations, commentaries or contributions to newsletters that capture the experience of ‘living between languages’

  Elaborations

  • creating bilingual texts such as community information leaflets, menus, timetables or instructions which cater to the needs of members of both language communities
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Turkish, or a schedule for a multicultural event, noticing how information and representation is differently shaped in each language
  • creating bilingual texts to inform the local community of events such as a lunchtime concert, fundraising food stall or a display at a local library or gallery
  • composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries
  • providing bilingual commentaries to events such as a sports carnival or talent show
  • combining excerpts of interviews in Turkish and English with older community members about life stories and migration experiences with elements such as music, images or timelines to build a multimodal presentation for a community festival or multicultural event
  • writing/recording bilingual directions for a virtual tour of the school campus, discussing how to convey particular elements in the two languages

  VCTRC111 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC039

  Convey information about aspects of their own language(s), culture(s) and communities in suitable formats for different audiences and contexts

  Elaborations

  • presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel yaşam, hamam, Türk kahvesi, el sanatları, halk dansları to present to students in the school who are not learning Turkish
  • creating a multimodal profile of their local community for newly arriving migrants from Turkish-speaking regions of the world
  • creating a website for a contact group of Turkish-speaking students, posting information on their interests and experiences and using sound, visual or graphic resources to feature elements which may be unfamiliar to the intended audience
  • writing a post on a website for young people that flags upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
  • assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu
  • creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language

  VCTRC039 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC084

  Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences

  Elaborations

  • locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
  • identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 in a table column
  • reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • presenting information in alternative formats to suit different purposes and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VC2M10AA10

  experiment with functions and relations using digital tools, making and testing conjectures and generalising emerging patterns

  Elaborations

  • applying a bisection algorithm to determine the approximate location of the horizontal axis intercepts of the graph of a quadratic function such as fx=2x2-3x-7
  • applying transformations to the graph of x2+y2=1
  • identifying the coordinates of any points of intersection of the graph of a linear function with the graph of a quadratic function or a circle
  • identifying intervals on the real number line over which a given quadratic function is positive or negative
  • using a table of values to determine when an exponential growth or decay function exceeds or falls below a given value, such as monitoring the trend in value of a share price in a context of exponential growth or decay

  VC2M10AA10 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

• VCASFU246

  Explore various types of non-manual features and the types of iconicity in signs, and gain confidence in using software to transcribe signs

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • identifying and describing the function of various NMFs in a signed text
  • understanding that the elements of a sign can be arbitrary, for example, the handshape or movement of the sign WHY, or meaningful, such as the movement and the handshape in the sign GIVE
  • recognising that some signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • transcribing part of a text using either annotation software such as ELAN or glossing, and recording what signs were used, spatial locations and NMFs

  VCASFU246 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language