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• VCRAU032

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

  Elaborations

  • noticing differences between formal and informal language, for example, greetings
  • 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

  VCRAU032 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCRAU100

  Understand that the language, like all languages, varies according to participants, roles and relationships, situations and cultures

  Elaborations

  • recognising that register shifts according to familiarity and social position, for example, using one register for friends, and another for teachers and adults
  • examining how language varies according to ethnicity and age
  • understanding that language may change according to people’s roles and situation and that people may choose to use different languages to show, for example, familiarity or high status, such as a politician using language to show sophistication, or someone using a regional variety of language to show membership of a particular ethnic group

  VCRAU100 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU034

  Make connections between cultural practices and language use, such as specific vocabulary and expressions

  Elaborations

  • noticing how gestures differ between cultures for example ways of beckoning others
  • understanding that meanings of facial expressions can vary across cultures and that the same expression can convey various emotions
  • showing awareness that language carries cultural ideas
  • recognising character traits and values in stories
  • analysing which aspects of own language use might seem ‘strange’ from another perspective and why

  VCRAU034 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCRAU029

  Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands

  Elaborations

  • making connections between the sounds of the language and English sounds
  • recognising intonation for statements, questions and commands
  • identifying onomatopoeic words in the language compared with some in English such as the 'hum' of bees or the 'pop' of a balloon

  VCRAU029 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognise the countries and regions where the language is spoken
  • noticing similarities and differences between lifestyles and language use
  • exploring different cultural practices and related language use through games
  • recognising words that reflect aspects of culture
  • noticing that particular Australian-English terms and expressions may have no equivalent in the language, for example, 'footy' or 'lamington'

  VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCRAU065

  Expand understanding of textual conventions, particularly related to social and informational media

  Elaborations

  • experimenting with language appropriate to particular text types, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • analysing the informal style of language associated with social media texts and texting such as the use of emoticons and abbreviated forms of words
  • analysing the forms, features and purpose of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

  VCRAU065 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAU102

  Notice connections between language and culture in intercultural language use, recognising how words and expressions may be culture-specific

  Elaborations

  • noticing that some words are culture-specific such as language associated with particular artefacts and the physical environment
  • recognising that some expressions are related to cultural practices such as eating or celebrations
  • comparing how languages reflect values such as those related to personal attributes, physical appearance and behaviour
  • recognising interconnections between own language and culture such as vocabulary and expressions related to people, lifestyle and environment, for example, ‘barbecue’, ‘thongs’, ‘bathers/togs/swimmers’, ‘no worries’

  VCRAU102 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCRAU082

  Recognise the purpose and features of a range of texts such as persuasive, argumentative and expository texts

  Elaborations

  • recognising features of spoken texts such as conversations and speeches, for example, the use of back channels, discourse markers, hesitations and non-standard expressions
  • analysing linguistic structures and features associated with particular texts, for example, showing deference in a job application, wishing longevity in birthday cards, using data to support an argument, using emotive language to persuade, and creating tension in drama
  • understanding conventions in texts in the language such as ways to begin or end a speech, or when to include expressions for good health or good fortune

  VCRAU082 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU081

  Analyse complex noun and verb forms, and recognise sentence structures and elements of grammar

  Elaborations

  • describing people and things using, for example:
    • a range of noun forms
    • acronyms and abbreviations
    • indicators of groups or plurals
    • terms of address
    • classifiers
  • describing the qualities of people and things using, for example:
    • adjectives
    • comparatives and superlatives
  • referring to abstract ideas
  • indicating action using, for example:
    • the verb system
    • adverbs as modifiers
  • referring to the past, present and future, and relating events in time using adverbs
  • contrasting ideas using conjunctions
  • indicating register using colloquial and formal language
  • expressing opinions
  • influencing others by persuading using superlatives, encouraging and advising
  • evaluating
  • expressing imagination by using imagery, metaphor and simile
  • using idiomatic language and proverbs
  • maintaining interaction using rhetorical devices and verbal fillers
  • expressing emphasis

  VCRAU081 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAU047

  Understand how to use prepositions, and continue to expand knowledge of verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns and concrete nouns, such as those related to food and drink and indicating possession
  • describing locations
  • describing actions using verbs
  • knowing how to direct others using imperatives and invite others using polite forms
  • seeking information and explanation using question words
  • describing character and qualities using adjectives
  • indicating location in time and place
  • describing frequency using adverbs
  • creating cohesion using conjunctions
  • expressing reactions with exclamations
  • comparing and evaluating using comparatives and superlatives

  VCRAU047 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCRAU016

  Develop awareness that languages borrow from each other

  Elaborations

  • knowing that both languages use the same alphabet
  • recognising that many languages borrow words from English and that English borrows many words from other languages
  • keeping a class record of words in the language that are borrowed from other languages, including loan words from Aboriginal languages and Torres Strait Islander languages

  VCRAU016 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCSIS135

  Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types

  Elaborations

  • explaining the choice of variables to be controlled, changed and measured in an investigation
  • identifying and managing potential hazards of chemicals or biological materials used in experimental investigations or fieldwork
  • deciding how much data are needed to obtain reliable measurements
  • using modelling and simulations, including using digital technologies, to investigate situations and events
  • using the internet to facilitate collaboration in joint projects and discussions

  VCSIS135 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCSIS110

  Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships

  Elaborations

  • understanding different types of diagrammatic, graphical and physical representations and considering their strengths and limitations
  • comparing and contrasting data from a number of sources in order to create a summary of collected data
  • using diagrammatic representations to convey abstract ideas and to simplify complex situations

  VCSIS110 | Science | Levels 7 and 8 | Science Inquiry Skills | Recording and processing

• VCSIS065

  With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

  Elaborations

  • listing shared experiences as a whole class and identifying possible investigations
  • reflecting on familiar situations to make predictions with teacher guidance

  VCSIS065 | Science | Levels 3 and 4 | Science Inquiry Skills | Questioning and predicting

• VCSIS027

  Supported to use the senses to identify some characteristics

  Elaborations

  • using the senses to identify some characteristics of familiar living things, for example, colour, texture, smell and sound
  • using objects and materials in a more purposeful way, for example, intentionally using an object to cause an effect, bouncing a ball

  VCSIS027 | Science | Level C | Science Inquiry Skills | Planning and conducting

• VCSIS029

  Make links between observations and findings

  Elaborations

  • using images to make simple inferences, for example, a photo of people wearing hats and short-sleeved shirts indicates a sunny day
  • commenting on the results of simple structured investigations, for example, ‘The toy car goes fast when we push it hard’,‘The ice block melts when left in the sun’

  VCSIS029 | Science | Level C | Science Inquiry Skills | Analysing and evaluating

• VCSIS037

  Actively observe, explore and manipulate

  Elaborations

  • actively joining in scientific investigations directed by the teacher
  • identifying and using familiar objects in routine events
  • using senses, under teacher direction, to gather information about the world around them

  VCSIS037 | Science | Level D | Science Inquiry Skills | Planning and conducting

• VCSIS010

  Communicate by initiating and refining their responses and using accept-or-reject gestures or actions

  Elaborations

  • intentionally responding to an activity, change, object with accept-or-reject gestures or actions
  • gaining the attention of familiar adults and intentionally communicating with vocal sounds, eye gaze, facial expression

  VCSIS010 | Science | Level A | Science Inquiry Skills | Communicating

• VCSIS036

  Actively join in exploration of familiar objects and events

  Elaborations

  • asking questions about objects used in everyday life
  • following directions and asking questions about everyday objects and events

  VCSIS036 | Science | Level D | Science Inquiry Skills | Questioning and predicting