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• VCZHC184

  Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges

  Elaborations

  • experimenting with different options, rephrasing until the most suitable meaning is conveyed, for example, translating 同学 as ‘classmate’ then changing it to ‘student’ or ‘peer’ as appropriate in the context （这是我的同学。 and 同学们好）
  • analysing information presented in context and being aware that what is not said also matters （言外之意), for example, 该来的人来了, implying that those who turned up earlier are 不该来的人
  • developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared to in a Chinese dictionary 成语字典 and on a 成语故事 website

  VCZHC184 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC102

  Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction

  Elaborations

  • composing a creative account of an imagined experience with Chinese visitors to the local community, for example, hosting a Chinese student or taking a tour group to a local sporting event
  • creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene
  • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
  • exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
  • taking on a role in a story and retelling the story from one character’s perspective, describing their feelings and emotions, for example, 我真高兴！ 太棒了！ 哎哟，吓死我了！

  VCZHC102 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Health and Physical Education: Levels 7 and 8 description

  The Level 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They...

  Level description | Health and Physical Education

• Vietnamese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6

• VCASFU087

  Understand the interrelationship between text types, linguistic features, cohesive devices, audience, context and purpose

  Elaborations

  • analysing expository texts, identifying characteristic language elements and features
  • analysing a videoed class debate to identify how language is used to justify opinions and persuade others
  • analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose
  • noticing how grammatical choices shade meaning, reflect perspective and establish relationship between text participants, for example choosing to be more or less English-like in a particular context or relationship
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • applying knowledge of ellipsis to achieve cohesion

  VCASFU087 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC001

  Participate in class routines, structured conversations and activities using teacher-modelled tones and rhythms

  Elaborations

  • reproducing the sounds used in greetings, for example, 早, 你好，王老师,、 再见
  • listening to and engaging with the rhythms and sound patterns in conversations with teachers and peers, mimicking and practising the tones
  • responding to teacher talk and instructions, for example, 站起来 and 请坐
  • participating in games through action, for example, Simon Says (老师说)
  • using pictures and prompt cards to participate in conversations
  • introducing classmates (for example, 我叫Anna。我五岁) and expressing gratitude, for example, 谢谢
  • learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers
  • sharing personal information about oneself and family with peers, for example, 我有弟弟。我爱我的妈妈

  VCZHC001 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• English: Level 2 achievement standards - Speaking and Listening

  Students listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using...

  Level description | English | Level 2 | Speaking and Listening

• Languages | Classical Greek: Rationale and Aims

  Rationale

  The study of Classical Greek allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an...

  Overview material | Classical Greek

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCIDU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

  VCIDU014 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU238

  Compare how grammatical features such as tense and passive voice are constructed in English and Chinese, and identify distinctive features of Chinese grammar, for example, in tense marking (了、过), possession, plurality

  Elaborations

  • enhancing their understanding of how information is organised to achieve particular communicative purposes, for example, 是…的 and 被 structure
  • experimenting with the use of different sentence patterns when composing own messages, for example, 让步句 and 转折句

  VCZHU238 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

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

  Students experiment with pronunciation and intonation in Italian, noticing similarities and differences with other familiar languages. They focus on structures and grammatical rules such as those relating to the use of possessive pronouns, prepositions and negation. They extend their knowledge...

  Level description | Languages | Italian | F–10 Sequence

• VCJAU122

  Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar

  Elaborations

  • knowing common forms of greetings, for example, おはようございます、おはよう, and noticing the different levels of formality
  • identifying gender-specific pronouns わたし and ぼく
  • understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい
  • understanding basic word order in simple sentences, for example, noun　が　すき です。りんご　が　すき　です。, adjective + noun　です。 おおきい　いぬ　です。
  • understanding how to specify items using the possessive particle の, for example, わたし　 の　 かぞく、 Sarah さん　の　ほん、おばあさん　 の　いえ
  • referring to numbers of things using cardinal numbers 0–100: 一(いち)、二(に)、三(さん) …百(ひゃく)
  • learning to describe the colour あお　です。size おおきい　です。 and shape まる　です。of things
  • understanding different question words such as だれ、なに、どこ and the sentence-ending particle か
  • recognising and responding to a request using verb 　ください, for example, きいて　ください。and すわって　ください。
  • indicating affirmative and negative responses using はい and いいえ
  • using some culturally specific parallel phrases related to giving and receiving, for example, どうぞ and ありがとう
  • learning to use common onomatopoeia such as ぺこぺこ and わんわん
  • building vocabulary to describe and label familiar and immediate objects and environments

  VCJAU122 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCADRP027

  Shape and perform dramatic action using narrative structures and tension in devised and scripted drama

  Elaborations

  • considering ideas from drama they watch such as contemporary drama written/performed by an Aboriginal or Torres Strait Islander drama practitioner when shaping own drama, for example, which characters they identify with, and what relationships and situations do they recognise?
  • applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension, for example, exploring local Aboriginal stories and how they are dramatically portrayed as a reference for shaping their own drama
  • performing their improvised sections of process drama and play-building
  • planning and rehearsing their drama for a live or virtual performance, for example, a short scripted drama with a sense of role, situation and dramatic tension
  • evaluating drama they perform, for example, ‘How well did they collaborate to make drama? What worked best in the drama?’

  VCADRP027 | The Arts | Drama | Levels 3 and 4 | Present and Perform

• VCKOC122

  Translate familiar words and phrases, using visual cues and word lists, explaining the meaning of particular words, gestures and expressions

  Elaborations

  • noticing words in Korean and English that have the same meaning, such as 테니스,컴퓨터, 코알라 and considering why
  • recognising that every language has its own words, sounds and gestures to make meaning
  • using Korean and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing학교 종, 생일 노래

  VCKOC122 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCELY174

  Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak

  Elaborations

  • listening to, remembering and following simple instructions
  • sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps
  • listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question
  • participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language
  • participating in class, group and pair discussions about shared experiences including shared texts
  • asking and answering questions to clarify understanding

  VCELY174 | Curriculum content | English | Foundation Level | Speaking and Listening | Literacy

• VCELY485

  Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point...

  Elaborations

  • identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
  • selecting subject matter and language to position readers to accept representations of people, events, ideas and information

  VCELY485 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCKOU167

  Identify and use distinctive features of different types of spoken and written texts in Korean such as salutations in different contexts

  Elaborations

  • identifying the functions of parts of simple discourse such as letters/cards of invitation, for example, … 에게/께 (‘to’ in salutation) and …(으)로부터/올림 (‘from’ in closing), and comparing them with English
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

  VCKOU167 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language