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• VCRAU081

  Analyse complex noun and verb forms, and recognise sentence structures and elements of grammar

  Elaborations

  • describing people and things using, for example:
    • a range of noun forms
    • acronyms and abbreviations
    • indicators of groups or plurals
    • terms of address
    • classifiers
  • describing the qualities of people and things using, for example:
    • adjectives
    • comparatives and superlatives
  • referring to abstract ideas
  • indicating action using, for example:
    • the verb system
    • adverbs as modifiers
  • referring to the past, present and future, and relating events in time using adverbs
  • contrasting ideas using conjunctions
  • indicating register using colloquial and formal language
  • expressing opinions
  • influencing others by persuading using superlatives, encouraging and advising
  • evaluating
  • expressing imagination by using imagery, metaphor and simile
  • using idiomatic language and proverbs
  • maintaining interaction using rhetorical devices and verbal fillers
  • expressing emphasis

  VCRAU081 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCVIC116

  Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups

  Elaborations

  • listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one
  • identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)
  • reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups
  • eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using simple words and modelled statements, such as Em tên (là) Nguyễn Hoàng Nam. Em bảy tuổi. Em học lớp hai. Em tuổi con heo

  VCVIC116 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCZHU171

  Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

  Elaborations

  • using knowledge of components to select a character from options when inputting Chinese in a digital text
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 (情感、情趣、情形) and 性（性能、性别、性格）
  • discriminating between the functions of morphemes with related meanings, for example, 餐，饭; 做，作
  • exploring influences on word formation, for example, the school subject ‘Language’ is called 语文 in China not 汉语 or 中文

  VCZHU171 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCAMAE005

  Respond to characters and settings through images, sounds and multi-modal texts

  Elaborations

  • experiencing various media art experiences related to local stories, ideas
  • experimenting with image, for example, assisting to capture images to be taken by a camera or other device to represent a day, assisting to retell a story of the school day by selecting and arranging images
  • experiencing how objects and images can be linked to stories or songs as a way of representing the ideas in the song or story
  • exploring composition by selecting and ordering images and/or sounds to assist in the creation of a media artwork or represent a preferred stories or songs

  VCAMAE005 | The Arts | Media Arts | Level B | Explore and Represent Ideas

• VCAMUM042

  Create, practise and rehearse music to interpret a variety of performance repertoire with increasing technical and expressive skill and awareness of stylistic conventions

  Elaborations

  • rehearsing solo and ensemble repertoire to develop technical skill and musical sensitivity and an increasing stylistic understanding, for example, considering how performers can manipulate elements of music used in a piece to convey a cultural identity or feel,
  • working collaboratively to develop ensemble skills and an understanding of the role of each member of the ensemble in a performance
  • recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement

  VCAMUM042 | The Arts | Music | Levels 9 and 10 | Music Practices

• VCARC110

  Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions

  Elaborations

  • using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • translating and interpreting particular words and expressions and simple texts such as songs for friends and family
  • playing matching games with Arabic and English words from Big Books and picture books
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement

  VCARC110 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC225

  Create bilingual texts and learning resources to use in the classroom

  Elaborations

  • creating English captions for short recorded phrases in Auslan
  • creating digital glossaries of new sign vocabulary, which can be used to share their personal learning with family members
  • recording and transcribing into English some simple Auslan ‘identity stories’ filmed with members of the Deaf community
  • captioning examples of classmates’ work in Auslan, for example, simple short stories
  • creating translations of song lyrics for performance in Auslan
  • translating short, simple written or spoken texts into Auslan, for example, instructions for a game or procedures such as recipes

  VCASFC225 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFU067

  Distinguish between character and observer space, categorise different verb types and identify constructed action in a text

  Elaborations

  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical CA and gesture
  • recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, for example, using 5claw in two locations to represent two houses)
  • recognising that in character space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH -_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that nouns can be pluralised by locating them repeatedly regardless of their original location
  • categorising the type of depicting sign being used by a signer
  • distinguishing between directional and locational indicating verbs
  • observing examples of CA in an Auslan text and discussing how it was marked

  VCASFU067 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU177

  Identify and use language features of different types of Auslan texts and understand that texts are made cohesive through language choices

  Elaborations

  • identifying structures and characteristic features of particular types of text that suit the purpose of the text, for example, selecting language that expresses emotion in a narrative text compared to more factual language used for objective reporting in an information report
  • analysing samples of particular types of text, noticing choices signers have made in the production of their text, for example the amount of CA they have used
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding

  VCASFU177 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCAVAP011

  Create artworks to communicate ideas or observation

  Elaborations

  • making and sharing visual art works that show emerging art knowledge and ability to create art works that communicate ideas, concepts, observations, feelings and/or experiences
  • communicating about aspects of their own art works such as pointing to and or naming some of the basic features of their own art work to others
  • exploring what figures/shapes they can see in artwork and the idea or meaning of the work in class discussions
  • making a decision about when their artwork is finished and how to display their artwork

  VCAVAP011 | The Arts | Visual Arts | Level C | Present and Perform

• VCCCC007

  Describe the different cultural, religious and/or social groups to which they and others in the community may belong

  Elaborations

  • describe cultural, religious and/or social groups to which they and others in the community may belong and explain how belonging can shape personal identity
  • listing and comparing the different purposes, beliefs, traditions and symbols used by groups
  • recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions

  VCCCC007 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCCCTM009

  Investigate ways to problem-solve, using egocentric and experiential language

  Elaborations

  • discussing sequencing of steps as a problem-solving approach in response to a ‘how do I…?’ problem, and experimenting with different sequences
  • using number sentences as a problem-solving approach to solve a worded problem involving quantities, and thinking out loud to a partner while constructing these sentences, for example ‘I want to know how many farm animals have escaped. I can see that…’

  VCCCTM009 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTQ032

  Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements

  Elaborations

  • identifying whether questions about a prequel or main film or written text should be answered first and explaining why
  • discussing the importance of defining key terms in a question, identifying them and explaining which should be defined first, for example when investigating daily lives of people in Ancient Greece
  • using the purpose of an inquiry to consider choices that can be made when constructing questions about it, for example, sustainable food production techniques in Australia

  VCCCTQ032 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCCCTQ001

  Identify, describe and use different kinds of question stems to gather information and ideas

  Elaborations

  • constructing questions with different stems (what, how, when, why) to match a given range of answers, for example about the seasons
  • responding to a prompt such as a historical image and using question stems to construct as many different questions as possible to gather information
  • discussing what types of question stems can be used, for example, to respond to an artwork, or to find out about someone’s personal strengths

  VCCCTQ001 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• VCCCTR028

  Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas

  Elaborations

  • discussing how criteria can be based on different considerations, such as goals/purpose, definitions/characteristics, standards/ideals and/or rules giving examples for each consideration
  • developing a definition of a criterion as a consideration used to help make a decision
  • identifying a purpose for a planned product such as a pencil case, and distinguishing between what is essential and desirable or both as a way of selecting and weighting criteria that will be used to evaluate how well the purpose is met

  VCCCTR028 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR016

  Identify and use ‘If, then…’ and ‘what if…’ reasoning

  Elaborations

  • using the sentence starter ‘What if…’ to explore possible consequences
  • using ‘what if…’ or ‘imagine that…’ to find examples to explore the strength of suggestions
  • identifying how ‘if, then…’ reasoning can be used to move from separate pieces of information to a conclusion, for example reasoning from historical sources (i) If a First Fleet convict in the colony were found guilty of a crime then they were punished; and (ii) this convict was found guilty of being disrespectful; to (iii) inferring the convict went on to be punished

  VCCCTR016 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR050

  Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion

  Elaborations

  • discussing characteristics of criteria such as specific, measurable, agreed, time-bound and how refining original criteria based on these characteristics can make them more precise
  • using a range of examples to test the strength of given criteria, such as what counts as sustainable and justifying refinements or additions to criteria
  • evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

  VCCCTR050 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCDTDI002

  React to patterns and different types of data and experience how data is sorted and represented as images using digital systems

  Elaborations

  • experiencing how their movements can create sounds and visual effects
  • using numeric data and displaying them as images, for example selecting and displaying photos of classmates who are present at school on a given day
  • experiencing the use of visual data, for example searching through a school-based digital photo library to select an image of themselves and significant people in their life
  • experiencing different types of data processing by digital systems, for example images, sound, text and numbers

  VCDTDI002 | Technologies | Digital Technologies | Level A | Data and Information

• VCEALL712

  Identify thematic groupings of words in a text

  Elaborations

  • grouping or classifying words with the same topic, theme or function, such as ‘gravity’, ‘pull’, ‘force’
  • tracing word chains that refer to a particular idea in a text, for example ‘Junk food contains harmful additives. Salt can cause heart problems, while sugar is linked to diabetes’
  • organising related words to show their relationships, for example in a word cline, on a word map

  VCEALL712 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Linguistic Structures and Features