Search results

Result list

• VCESC116

  Translate frequently used words and simple phrases using visual cues and resources such as word lists

  Elaborations

  • explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
  • using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language

  VCESC116 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCHHC054

  Identify the content features of primary sources when describing the significance of people, places or events

  Elaborations

  • how the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
  • engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery and creating a class museum
  • recognising that stories of the past may differ depending on who is telling them, for example, listening to stories about the same event related by two different people such as a mother and a grandmother

  VCHHC054 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence

• VCHPEP034

  Practise a variety of health, safety and wellbeing actions

  Elaborations

  • learning about the basic elements of living a healthy life
  • identifying some acceptable and safe ways of behaving
  • follow stepped instructions in basic food preparation and hygiene procedures
  • identifying some basic characteristics of food and grouping objects as foods and non-foods, hot and cold, hard and soft foods, always and sometimes food, personal preference
  • exploring safety and following safety rules and procedures in familiar daily routines
  • learning a new skill and feeling positive about their achievement and with support implementing strategies they can use to persist until they are successful

  VCHPEP034 | Health and Physical Education | Level C | Personal, Social and Community Health | Contributing to healthy and active communities

• VCICCB014

  Examine how various cultural groups are represented, by whom they are represented, and comment on the purpose and effect of these representations

  Elaborations

  • using journal entries to collate, identify and critically explore generalisations and stereotypes from media sources, including television, radio and social media
  • examining the concepts of generalisations and stereotypes through a range of different representations of cultural groups, for example, positive and negative representations of Australians or by examining Australian tourism campaigns across different decades
  • analysing media coverage of a current issue and exploring the way different groups are represented
  • removing, rewriting, replacing or changing the racial identifiers in a short newspaper article, letter to the editor or political cartoon, and reflecting on ways that representations of stereotypes can be challenged

  VCICCB014 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• VCIDU032

  Understand that language varies according to age, gender and social position, such as place in the family

  Elaborations

  • noticing differences between formal and informal language such as greetings (Hai for friends and Selamat pagi… for adults), or that Ibu/Bapak replaces ‘you’ when speaking to adults and that kamu is not appropriate
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCIDU032 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCLVU143

  Recognise there are many ways of communicating messages in Aboriginal languages

  Elaborations

  • understanding that there are different ways of telling a story, such as respected community members yarning, through song, dance, music and associated visual design and spectacle, and through painting (body, bark, rock, sand)
  • understanding that texts have a purpose, for example, greetings, Welcome to Country/Acknowledgement of Country/Place, traditional stories, paintings, songs and dances that convey community-wide messages
  • identifying some features of stories, for example, the fact that they are often about journeys across Country/Place, involving landforms, animals and plants
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text
  • recognising that communication can also occur through sign language

  VCLVU143 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VC2MFSP01

  sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

  Elaborations

  • sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted
  • creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture
  • creating familiar shapes using groups of people; for example, holding hands and creating a circle
  • recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items
  • describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape

  VC2MFSP01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Space

• VC2M10M01

  solve problems involving the surface area and volume of composite objects using appropriate units

  Elaborations

  • determining the volumes and surface areas of composite solids, formed from a range of right prisms and cylinders, by considering the individual solids from which they are constructed
  • estimating the surface area and volume of composite objects in practical contexts
  • using mathematical modelling to provide solutions to problems involving surface area and volume; for example, ascertaining the rainfall that can be saved from a rooftop and the optimal shape and dimensions for rainwater storage based on where it will be located on a property, or determining whether to hire extra freezer space for the amount of ice cream required at a fundraising event for the school or community

  VC2M10M01 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M4P02

  conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results

  Elaborations

  • playing games such as noughts-and-crosses or First to 20 and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
  • recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners
  • experimenting with tossing 2 coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
  • shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, or a picture card or numbered card; and repeating the experiment a number of times and discussing the results

  VC2M4P02 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VCNRU082

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in the language, for example, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in the language, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCNRU082 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCVIC167

  Reflect on how and why being a learner of Vietnamese contributes to their sense of identity

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, recognising that identity includes culture as well as language
  • reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used and reflecting on whether their own identity changes when they use different languages
  • explaining to others how the Vietnamese language is part of their identity, and reflecting on when, how and why they use Vietnamese
  • sharing views of what their understanding of Vietnamese culture ‘is’, and how it relates to language, identity and experience, using statements such as ‘My culture is …’, ‘Culture can …’

  VCVIC167 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC023

  Translate the meanings of important everyday words using contextual cues

  Elaborations

  • explaining words and phrases to peers or the teacher, using gestures and actions to help convey meaning, such as facial expressions to express dislike or disappointment, agreement or enthusiasm
  • explaining meanings of colloquial phrases used on specific occasions (for example, 恭喜发财 to give New Year wishes), and discussing how such wishes are expressed in English
  • choosing words to translate information into Chinese, recognising different meanings for the same word, for example 哥哥 can be used to refer to an older male friend as well as older brother

  VCZHC023 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHU126

  Recognise diversity in expressions and gestures used in everyday social interaction across cultures

  Elaborations

  • observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
  • understanding that gestures can enhance communication but might be interpreted differently by different people
  • learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好
  • comparing language use among family members (for example, with parents and siblings), and recognising different languages(e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文，跟哥哥说英文

  VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCAMUR028

  Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology

  Elaborations

  • identifying the features of music used in different contexts, and, using music terminology describe the ways in which it fulfils specific purposes in its composition and presentation
  • discussing the planning, developing or refining of aspects of music they are composing or preparing to perform and how their music has been influenced by music they have listened to or previously performed
  • evaluating compositions, performances and creative processes, for example, ‘how successfully did the group collaborate to communicate the intended ideas in the composition?’
  • comparing the expectations and requirements of performers and audience in different cultural and social settings and apply this learning in their own performances, for example, viewing a performance at a Tanderrum and talking with a representative from the local Koorie community about how the performance space is organised and using ideas from this conversation to plan how the performance space will be organised for their next performance
  • comparing music in their community to music of other cultures, times and locations, for example, ‘what clues in the music tell us where it was made, who made it and why? Do you use similar ideas in your music?

  VCAMUR028 | The Arts | Music | Levels 3 and 4 | Respond and Interpret

• VCARU148

  Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing

  Elaborations

  • understanding that vowel marks influence the way words are pronounced, for example,

    أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ

  • discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,

    سال الدم من يد سعاد/سأل الولد المعلمة

  • applying pronunciation rules when speaking and reading aloud, for example,

    ؛ المدة والشدة؛ والتنوين ؛ والياء المقصورة والتاء المربوطة والطويلة مُ/عَ/لِّ/مة؛ تِ/ل/ميذ…

  • recognising the different ways of pronouncing the long vowel ا, for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the long vowel ء, for example, شيء؛ قراءة؛ مسؤول
  • applying phonic knowledge to spell unfamiliar words, for example,

    جِئتُ؛ آكل؛ شيء

  • applying accurate spelling in familiar words, phrases, sentences and texts

  VCARU148 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC073

  Use interactions within the school and wider community to build relationships and to discuss personal aspirations or social issues

  Elaborations

  • competing in inter-class or inter-school debates, using appropriate conventions and protocols to support or oppose a proposition, for example, using space and NMFs to contrast views
  • contributing to exchanges with peers and teachers when discussing their personal, educational and professional future wishes
  • participating in role-plays on social and cultural issues, for example, the role of interpreters or the impact of social media
  • communicating using digital technologies to chat with a student from another school, for example about the influence of ‘text talk’ and social media on Auslan, such as the use of signs for LOL, WHATEVER
  • participating in a whole-school forum on current school or community issues
  • communicating via video calls or social media platforms with other deaf children in different contexts to build relationships and exchange views on topics of mutual interest
  • using strategies to initiate and sustain discussion, for example by providing the context of a conversation to new participants:
    PRO3 SAY…
    She was saying that …
    

  VCASFC073 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC129

  Notice and describe what looks or feels similar or different to own language and culture when interacting in German

  Elaborations

  • recognising that there are similarities and differences between German and English ways of showing politeness, for example, the use of family names after Frau and Herr, responding to danke schön with bitte schön, shaking hands
  • noticing how own language use influences expectations about German language use, for example, wanting to use one word for ‘you’, and not expecting to capitalise all nouns
  • considering how aspects of own language might be understood from a German perspective, for example, culture-specific expressions such as ‘school assembly’, ‘kick a footy’, or eating ’brekky’
  • noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture
  • exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz

  VCDEC129 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCDEC161

  Interpret and/or translate for friends or visitors terms associated with German or own culture

  Elaborations

  • translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
  • translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
  • comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
  • explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools

  VCDEC161 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating