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• VCHHK093

  The significance of key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government

  Elaborations

  • studying Australia’s path to Federation through an examination of key people, for example, Henry Parkes, Edmund Barton, George Reid, John Quick, and events such as the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900
  • comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
  • identifying key elements of Australia’s system of law and government and their origins, for example, the Magna Carta; federalism, constitutional monarchy, the Westminster system and the separation of powers, legislature, executive, judiciary, the houses of parliament, how laws are made

  VCHHK093 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCKOC001

  Interact with peers and teachers, using appropriate language and gestures to exchange greetings, wishes, and information about self, family and friends, routines, events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting and farewelling others, introducing themselves, expressing states of wellbeing, appreciation and wishes, using informal polite language appropriate for familiar interlocutors, for example, 안녕하세요?; 저는 …예요/이에요; 만나서 반가워요;12살이에요; 7학년이에요; 안녕히 가세요/계세요
  • describing friends, family members or pets, for example, 동생이 귀여워요, 눈이 커요, 앵무새가예뻐요, 날개가 빨간색이에요
  • describing routines, likes/dislikes, events and leisure activities, for example, 6시에 일어나요; 주말에 뭐해요?바비큐를 해요; 무슨 운동/음식을 좋아해요? 크리켓을/불고기를 좋아해요

  VCKOC001 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLVU190

  Describe and reflect on how languages change over time and influence one another

  Elaborations

  • exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
  • investigating and describing how the language has changed over time
  • observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication
  • reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted
  • exploring changes in language over time, for example, by reviewing old films from state archives or early television shows that include Aboriginal actors

  VCLVU190 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCRAU064

  Develop knowledge of verb rules and how to link and extend ideas by using adverbs, cohesive devices and other elements of grammar

  Elaborations

  • naming a range of animals and describing qualities of people using adjectives of character and appearance
  • identifying people and their occupations
  • describing qualities of things using adjectives
  • indicating quantity
  • identifying things using concrete nouns
  • describing actions using verbs
  • indicating negation
  • referring to the past and future using time indicators
  • seeking information using a range of questions
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • adding further information using embedded clauses
  • accepting or declining invitations
  • well-wishing
  • comparing and contrasting
  • expressing opinions
  • expressing emotions
  • describing state of actions

  VCRAU064 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC180

  Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others

  Elaborations

  • substantiating their position with examples from texts, quotes or statistical data and by using 成语 or 谚语, for example, 养不教，父之过, 父母当然要对孩子的教育负责
  • presenting opinions using strategies suited to audience/readers’ expectations, such as 欲扬先抑 (to criticise before praising)
  • evaluating the credibility of sources by analysing accuracy of evidence, references to other sources, and appropriate use of formal language
  • designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making

  VCZHC180 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCGGC029

  Identify a familiar place and present findings using locational vocabulary, photos and visuals

  Elaborations

  • identifying some significant places or objects passed on the journey to a place, for example parks, trees, shops, truck
  • identifying the type of transport they use to get to significant places, for example walk, bus, car, train
  • locating familiar rooms and places at school and navigating confidently within familiar places
  • assisting in the construction of multimedia texts which represent the location of the places and features they pass, for example on their way from school to the place; they pass on the way to school and/ or they pass on their way from place to place within the school

  VCGGC029 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK049

  Locating familiar places and label place and purpose

  Elaborations

  • assisting to create maps or models of significant places and the spaces within them
  • following simple maps of the school or classroom

  VCGGK049 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCHHK025

  Participate in celebrations and special events of a cultural or spiritual place or site

  Elaborations

  • celebrate significant cultural and commemorative events at community, school and home
  • assisting to prepare and participating in a significant event

  VCHHK025 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCITC048

  Create simple bilingual texts and discuss what translates easily or not

  Elaborations

  • creating bilingual texts such as invitations to class or school events, posters to advertise an upcoming event, charts and lists to inform a range of audiences

  VCITC048 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCMMG097

  Describe duration using months, weeks, days and hours

  Elaborations

  • describing the duration of familiar situations such as ‘how long is it until we next come to school?’

  VCMMG097 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VCMMG145

  Identify and describe slides and turns found in the natural and built environment

  Elaborations

  • recognising and representing slides and turn used in brickwork around the school
  • recognising and representing slides and turn used in sporting activities

  VCMMG145 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• Arabic - F–10 Sequence: Levels 3 and 4 description

  Students explore Arabic sounds, intonation and writing conventions to further develop their speaking and writing skills and initial understanding of their developing biliteracy. They use key grammatical forms and structures, such as verbs, pronouns, singular/plural forms and prepositions, to provide...

  Level description | Languages | Arabic | F–10 Sequence

• Arabic - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements...

  Level description | Languages | Arabic | F–10 Sequence

• Chinese - Second Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ 你有狗吗？ 你喜欢什么运动？ They use appropriate pronunciation...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4

• English: Level 5 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English

• English: Level 8 description

  In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...

  Level description | English

• German - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short...

  Level description | Languages | German | 7–10 Sequence