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• VCDEU012

  Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German

  Elaborations

  • noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
  • applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
  • learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
  • practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
  • recognising differences in intonation and rhythm between statements, questions and commands

  VCDEU012 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEU148

  Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation

  Elaborations

  • applying basic pronunciation rules, such as the two different pronunciations of ch
  • applying different intonation for statements, questions, exclamations and instructions
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
  • noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
  • understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules

  VCDEU148 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Languages | Hindi: Learning in Hindi

  Hindi language learning

  Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries that include the United States, the United Kingdom, Canada, Mauritius, the Gulf countries and Australia.

  Overview material | Hindi

• VCASFU071

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

  VCASFU071 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCGRCU026

  Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, from the Hellenistic period onwards, Koine Greek developed from Classical Greek to become the lingua franca of Eastern Mediterranean lands and the language of the New Testament
  • discussing the spread of Greek influence across the Mediterranean and Black Sea, including the use of Greek as the common language for government, trade, commerce, education and law
  • investigating how the Greek language allowed the spread of innovative Greek ideas in the areas of science, medicine, mathematics, historiography, geography and philosophy, for example, μαθηματικά, γεωγραφία, ἱστορία, φιλοσοφία
  • recognising that there were many dialects of Greek spoken in antiquity, such as Doric, Aeolic, Arcado–Cypriot
  • exploring famous centres of Greek learning and culture such as Alexandria, Antioch and Ephesus
  • recognising the spread of Greek ideas in the Roman world, shown by the use of borrowed Greek vocabulary in Latin to denote such concepts as stadium, palaestra, rhetor theatrum, comedia, stoica, philosophia
  • exploring abstract concepts derived from Classical Greek, such as philanthropy, idol, autonomy, paradox, aesthetics, nostalgia, agony
  • exploring and discussing the meaning of Classical Greek sayings used in literature, such as μηδὲν ἄγαν, γνῶθι σαυτόν, μολὼν λαβέ
  • recognising words in English that are a hybrid of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference, television, automobile
  • discussing Classical Greek derivatives that are used in fields such as business and education, for example, macroeconomics, monopoly, pedagogy, syllabus
  • examining the Classical Greek roots of English words in subjects across the school curriculum, such as theorem, metaphor, photosynthesis, chlorine, atom, planet, geophysical, ecosystem, orchestra, music, scene, dialogue, chorus, athletics
  • identifying Classical Greek roots in English scientific, technical and medical terminology, for example, catalyst, aerodynamic, pathogen, bacteria, atherosclerosis, acne, asthma, chromatography, symmetry, thermometer, seismic
  • exploring how Classical Greek is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as gigabyte, nanotechnology, antioxidant, polymer, genotype, triglyceride
  • applying knowledge of Classical Greek to form plurals of borrowed English words, for example, criterion/criteria, phenomenon/phenomena, crisis/crises, thesis/theses, stigma/stigmata
  • discussing the enduring use of Classical Greek in religious contexts, for example, κύριε ἐλέησον, Χριστὀς, ἐκκλησία, βάπτισμα, συναγωγή, κλῆρος, ἄγγελος, πρεσβύτερος, ὕμνος, βίβλος, εὐαγγέλιον

  VCGRCU026 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCASFC184

  Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests

  Elaborations

  • viewing signed texts such as media reports on activities such as deaf sports, and providing an overview of different perspectives
  • researching signed texts such as magazine features, interviews or web posts to select information needed to prepare a signed presentation on a particular event or person
  • interviewing a member of the Deaf community about a historical or cultural event and using information provided to create and present a signed review
  • evaluating information obtained from signed media reports, posters, websites and brochures that involve different representations of deafness
  • surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC184 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC022

  Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community

  Elaborations

  • recalling specific points of information in signed classroom instructions or descriptions and responding to comprehension questions in Auslan
  • paraphrasing the content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website
  • conducting an interview with a member of the Deaf community and reporting back to the class on key points
  • using factual questions to request information about planned events or activities, for example in relation to details such as place, time or cost
  • surveying peers about interests, preferences or routines, presenting findings in formats such as profiles, charts or graphs
  • locating, organising and presenting information from Auslan resources related to other learning areas, such as science materials or cooking demonstrations, for example, Sign & Cook for Kids (Auslan Storybooks)
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors and mentors, recording the new language in personal sign dictionaries

  VCASFC022 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFC243

  Create, develop and resource bilingual texts for use in the wider school community

  Elaborations

  • creating bilingual texts for the school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in two languages for different audiences
  • developing collaborative translations of selected signed texts into spoken English or caption form
  • collecting and recording various Auslan phrases and expressions used by native Deaf signers, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating Auslan clips with English captions for the school website of items of interest to the school community
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements

  VCASFC243 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC117

  Create bilingual texts such as notices, displays or newsletters for use in the wider school community

  Elaborations

  • creating captions for pre-recorded signed texts to be used in a variety of school contexts, for example, a translation of the Auslan version of the school song or a ‘welcome to the school’ video
  • creating bilingual texts for use in the school community, such as informative posters that include signed images or digital library displays about Auslan, considering how to represent meaning in the two languages for different audiences
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts such as an online Auslan–English version of a school newsletter
  • contributing items of signed news and information to a bilingual school website or web page associated with their class, school or local community

  VCASFC117 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC081

  Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts

  Elaborations

  • collecting and explaining to non-Auslan users expressions and culturally specific terms encountered in Auslan texts, for example, hearing, residential school
  • collecting and recording different signs, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating a bilingual virtual tour of the school for use on the school website
  • developing a signed and captioned film presentation, for example, about how to work with an interpreter
  • making a short bilingual documentary in Auslan and English about a topical issue, moving through the processes of drafting, translating and captioning the final product
  • capturing and presenting stories recorded from interviews in Auslan with members of the Deaf community, captioning the interviews in English

  VCASFC081 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC167

  Convey information in different formats to suit different audiences and contexts

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • creating a rehearsed digital report/reflection in Auslan for a school website on the experience of interacting with Deaf visitors
  • presenting information for Deaf visitors at a school open day about significant school or community events, such as festivals or sports carnivals
  • presenting information using visual support to engage the interest of the wider school community in a selected Deaf organisation or community activity
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations
  • planning, rehearsing and delivering short presentations about their use of Auslan in different contexts, taking into account context, purpose and audience
  • explaining a procedural text to the class, such as a recipe

  VCASFC167 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCAVCDR011

  Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts, including presentations by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • investigate the methods used by designers to create visual communications, for example the methods the designer used that best suited the design style and aesthetic.
  • investigating the practices of designers from different cultures, for example, compare the practice of Aboriginal and Torres Strait Islander designers with other Australian designers
  • analysing and evaluating the use of visual imagery to persuade audience choice, for example, how designers use visual imagery to persuade their audiences
  • researching how design styles from different periods of time and cultures reflect their respective societies and cultures
  • discussing the use of design elements and design principles to communicate messages to different audiences in a range of contexts, for example, producing an advertisement for the same product in a magazine, on a billboard, and on a website
  • investigating and analysing the ways in which designers use materials, methods and media in sustainable practices to produce visual communications

  VCAVCDR011 | The Arts | Visual Communication Design | Levels 9 and 10 | Respond and Interpret

• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC022

  Present information and opinions in different modes and familiar text types appropriate to audience, context and purpose, applying conventions of text types

  Elaborations

  • presenting information in a range of persuasive and informative texts, such as advertisements, websites and magazine articles, using visual images and/or sound effects to enhance meaning for different target audiences
  • explaining a procedure or practice, using simple language and supporting graphics, materials and gestures, for example, how to play a game or sport, a cooking show segment, or fashion tips
  • creating a web page for young German-speaking travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region, for example, Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Südküste
  • conveying information, opinions and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as Jugendarbeitslosigkeit, or rap rhythms and slogans to provoke reactions or to entertain

  VCDEC022 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC124

  Present information in modelled spoken and written texts relating to personal, social and natural worlds

  Elaborations

  • introducing family members and friends, identifying relationships and cultural backgrounds (Das ist mein Opa. Er kommt aus China.), using simple descriptive language and supporting resources to enhance meaning
  • collecting information about one another’s likes, dislikes or interests, using checklists, surveys or question cues to present a class profile, chart or database, for example, Lieblingstiere, Lieblingssport, Lieblingsserie, Lieblingsmusik
  • selecting information gained from print, visual or digital texts to design a class book or digital display, for example, details of animals and their habitats and/or food from a zoo website or a children’s documentary film about wild animals (Der Affe wohnt im Dschungel)

  VCDEC124 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDTCD040

  Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints

  Elaborations

  • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
  • investigating types of environmental constraints on solutions, for example reducing energy consumption and on-screen output of solutions
  • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
  • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of development

  VCDTCD040 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTDI037

  Acquire data from a range of sources and evaluate their authenticity, accuracy and timeliness

  Elaborations

  • designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as intitle: and inurl: prefixes to find information within a general directory, and comparing the results with information found in a wiki
  • acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
  • checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
  • using techniques to locate data that are timely, for example using a filtering function to specify the timeframe, such as years, for the required data

  VCDTDI037 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information