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• VCASFU013

  Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • describing the range of signing space in normal signed discourse
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sort of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape

  VCASFU013 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIC111

  Participate in structured discussions, reflections and learning activities by managing contributions, asking and responding respectfully to questions, clarifying statements, elaborating opinions and expressing agreement or disagreement in culturally-appropriate ways

  Elaborations

  • using elaborated sentences and interactional cues to support debate and maintain cohesion and focus of discussion, for example, तो, उदाहरण के लिए, तदनुसार, आम तौर पर, दूसरे शब्दों में, विशेष रूप से, इस प्रकार, इसलिये, आप इस विषय में क्या सोचते हैं? क्या आप इसे विस्तार में समझाने की कृपा करेँगे? तुम समझ रहे हो न मैं क्या कह रहा हूँ l मेरी राय में…… मेरे कहने का अर्थ है ... आपको नहीं लगता कि… मेरा सुझाव तो यही है कि…
  • observing conversational protocols such as signalling the end of a contribution, listening without interrupting, using pauses or silence to indicate consideration of what has been said and responding respectfully to different views, for example, मेरे विचार में…..; ऐसा लगता है कि…; गौर तलब है कि…; हमें ध्यान रखना चाहिए…; यह विवादास्पद है; लेकिन वास्तव में; मेरा विश्वास है…; मैं आश्वस्त हूँ ….
  • using evaluative language to acknowledge strengths in others’ arguments and to justify or challenge views in a courteous manner, for example, आप का कहना एकदम स्पष्ट और उचित है। वास्तविकता यह है कि इस बात पर मैं आप से बिलकुल सहमत नहीं हूँ l आप ठीक कह रहे हैं ... लेकिन मेरा मत यह है कि...
  • using reflective language to evaluate the usefulness of learning experiences and to compare their language and literacy development in Hindi and English, for example, ध्यान से विचार करने के बाद मेरी राय है कि......; मुझे लगता है कि … मुझे एहसास हुआ....; मुझे यही समझ आया कि … मेरा मानना है....l
  • exchanging opinions on their experience of learning Hindi in school, describing personal learning strategies and identifying preferred learning modes, using statements such as लिखित अभ्यास से मेरी हिन्दी में सुधार हुआ है।

  VCHIC111 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITU111

  Analyse variable linguistic features present in the learning contexts and texts to develop an understanding that language use varies depending on participants, their roles and relationships, and according to the contexts of situation and culture

  Elaborations

  • noticing patterns in language use based on gender, age, social status, and purpose of interaction, for example, discussing appropriate greetings for people of different ages and/or status, such as a neighbour or teacher
  • comparing register in a range of texts and explaining the use of language such as polite and familiar forms

  VCITU111 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOC161

  Create bilingual texts and resources such as signs, notices, captions, displays, websites or word banks for own learning, and share them in the school community and with learners of Korean in the virtual community

  Elaborations

  • creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)
  • creating parallel lists of informal Korean and English expressions for everyday interactions with friends and family in print and digital modes
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, 10월 3일 개천절
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young learners of English in a Korean-speaking community

  VCKOC161 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC194

  Analyse, interpret and integrate information gathered from diverse sources relating to areas of interest to adolescents or young adults, making connections with own and each other’s experience and with other learning areas

  Elaborations

  • understanding gist and identifying keywords to extract specific information, by scanning through texts from various sources in conventional, digital or multimodal formats such as articles, reports or podcasts on topics such as pop culture, youth employment, the environment and world sports, or those related to other learning areas
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • analysing and interpreting collected information by summarising, sequencing and prioritising, considering audience, purposes and context, for example, 한국에는 태풍이 오고, 호주에는 사이클론이 와요/옵니다. 태풍은 …, 사이클론은 …
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, using persuasive or evaluative language, for example, 나는 ... 믿어요/확신해요; 이것은 분명히…–이에요/예요; 그렇지만 …; 정말 …–(으)ㄹ까요?
  • investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the year for a visit to Korea

  VCKOC194 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC156

  Listen to, view and read texts for specific information drawn from a range of sources relating to social and cultural worlds in different times, places and communities, and to different learning areas

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as weather, types of activities for young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요; 언제 만나요? 내일 두 시에 만나요
  • reading, viewing and listening to texts to collect information about concepts related to other learning areas such as the arts, humanities and science
  • identifying and comparing perspectives represented in spoken and written informative texts, for example, 누가 썼어요/말했어요? ...이/가 맞는 것 같아요? 왜 맞아요?

  VCKOC156 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC201

  Investigate different aspects of their personal sense of identity, considering how learning and experiencing Korean language and culture have (or have not) changed own sense of identity, views or attitudes

  Elaborations

  • producing an autobiography in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the experience of learning Korean language and culture that have impacted on their identity and attitudes
  • composing a ‘cultural ID profile’ to exchange with Korean-speaking friends, making decisions about what information will be of most interest
  • sharing with others, views and opinions on the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, composing a self-portrait with reference to Korean language and culture after 10 years
  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including contact with Korean and other languages and cultures), tracking changes over time or context

  VCKOC201 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC233

  Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner audience

  Elaborations

  • comparing multiple ways of translating English terms and phrases into Chinese, and discussing the effectiveness and focus of these translations, for example, 苹果手机 or 爱疯
  • considering others’ responses in interactions and clarifying whether their own message has been understood as they intended, for example, 大家对这个问题还有什么疑议吗？ 不知大家还有没有什么意见和建议？
  • producing own bilingual texts, for example, explaining aspects of Chinese culture to English-speaking audiences or interpreting concepts learnt in other learning areas to help Chinese-speaking peers understand course content
  • providing further explanation of concepts that are not immediately clear to second language learners of Chinese, for example, contrasting the concept of ‘culture’ in English with Chinese 文化 (which also includes the meaning of ‘literacy’) and starting to understand other 文化 in comparative terms

  VCZHC233 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC168

  Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English

  Elaborations

  • observing others involved in interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation
  • using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpreting meanings in texts and interactions

  VCZHC168 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Visual Arts: Level C description

  In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how artists, craftspeople and designers present their ideas. They learn how their ideas can be developed....

  Level description | The Arts | Visual Arts

• VCEALL728

  Use verb forms appropriate to text type

  Elaborations

  • using appropriate verb forms for the purpose and text type, for example past tense for a reflective response, passive voice in a procedural recount
  • controlling a range of more complex verb tenses, such as elaborated tenses (‘They had been waiting’), multi-word verb groups (‘I was not supposed to know’)
  • controlling agreement for singular and plural nouns (for example ‘My brothers go to high school and my sister goes to university’) and countable and non-countable nouns (for example ‘There were clouds but there was no rain’)

  VCEALL728 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCZHC185

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English

  Elaborations

  • differentiating language when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with a joke
  • describing appropriate ways to engage with others in different contexts, for example, ‘I socialise with my friends who speak Chinese in … ways, but I socialise with my friends who speak English in … ways’

  VCZHC185 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• Intercultural Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends....

  Level description | Capabilities | Intercultural Capability

• Media Arts: Level B description

  In Level B, students explore media arts. They explore how media artworks can represent the world and that they can make media artworks to represent their ideas about the world.

  Students learn about safety in using technologies and in interaction with others. They experience the role of artist....

  Level description | The Arts | Media Arts

• Personal and Social Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary of understanding and describing emotions. They learn about the importance of valuing difference...

  Level description | Capabilities | Personal and Social Capability

• Digital Technologies: Level D description

  In Level D, students are building their independence and participating cooperatively in group learning activities. They combine and sequence key words and images to communicate personal interest and significant experiences and are beginning to reflect on their own behaviour and learning. They...

  Level description | Technologies | Digital Technologies

• Languages | Korean: Learning in Korean

  Korean language learning

  Korean is spoken by around 80 million people in the Korean Peninsula and worldwide. With the rapidly growing popularity of and interest in Korean culture across the world, the number of people learning Korean is also growing fast in many countries in Asia, Oceania, the...

  Overview material | Korean

• 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

• Languages | Non-Roman Alphabet Languages: Rationale and Aims

  Rationale

  Students acquire communication skills in the specific Non-Roman Alphabet language they are learning. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.

  Learni...

  Overview material | Non-Roman Alphabet Languages