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• VCELA143

  Recognise that sentences are key units for expressing ideas

  Elaborations

  • learning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')
  • creating students' own written texts and reading aloud to the teacher and others

  VCELA143 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA106

  Investigate different forms of texts and the relationship between symbols, images and objects

  Elaborations

  • making meaning from familiar environmental texts, for example a stop or exit sign
  • recognising that texts can be used to outline a series of actions or schedule, for example, a routine, sequence, daily timetable

  VCELA106 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELT365

  Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events

  VCELT365 | Curriculum content | English | Level 6 | Speaking and Listening | Literature

• VCELT418

  Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts

  Elaborations

  • creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance

  VCELT418 | Curriculum content | English | Level 8 | Writing | Literature

• VCELT463

  Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text

  Elaborations

  • looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers

  VCELT463 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY258

  Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)

  Elaborations

  • exploring how different types of verb groups, for example, action commands in procedures, saying verbs in narratives and relating verbs in information reports, are used to make meaning in different types of texts

  VCELY258 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCELY412

  Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

  Elaborations

  • reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
  • determining and applying criteria for evaluating the credibility of a website
  • explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

  VCELY412 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCHIC080

  Compare translations and interpretations of literary, community and social media texts, including those that mix Hindi and English words, expressions and sentence structures

  Elaborations

  • identifying and translating texts produced within the media and entertainment industry that use ‘Hinglish’ for different purposes, for example, Life ho to aisi!, Youngistaan ka wow!
  • exploring the language of Bollywood by translating short excerpts that include code-mixing and code-switching between languages and dialects
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • translating parts of conversations recorded between family and friends that involve the mixing of Hindi and English, discussing the relationship between code switching and domains of use
  • considering challenges involved in translating texts by contemporary poets and songwriters who incorporate English words or stylistic features into their texts
  • identifying how translation sometimes involves literal exchange of word-for-word meaning, sometimes involves interpreting and expressing meaning in appropriate forms, and sometimes involves cultural meaning that cannot be translated

  VCHIC080 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCJAC116

  Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English

  Elaborations

  • explaining to others the meaning and use of simple expressions such as greetings that are used for different times and occasions, for example, おはようございます、いただきます
  • using classroom resources such as word banks, visual and online dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying Japanese expressions and practices that do not translate readily into English, for example, きもの、おべんとう、せんせい、～さん、～くん, using two hands for giving and receiving and まる/ばつ (○×)
  • finding examples of Japanese words used in English, for example, ‘sushi’, ‘karate’, ‘origami’, and explaining what they mean
  • identifying key words in children’s stories or songs, for example, むかしむかし、おわり, and providing English translations or explanations of meaning

  VCJAC116 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VC2M10AST02

  identify measures of spread, and understand their interpretation and usefulness with respect to different data distributions

  Elaborations

  • comparing the use of quantiles, percentiles, and cumulative frequency to analyse the distribution of data
  • comparing measures of spread for different data distributions, such as mean or median absolute deviations with standard deviations, and exploring the effect of outliers

  VC2M10AST02 | Mathematics | Mathematics Version 2.0 | Level 10A | Statistics

• VCMSP266

  Construct sample spaces for single-step experiments with equally likely outcomes

  Elaborations

  • discussing the meaning of probability terminology. For example, probability, sample space, favourable outcomes, trial, events and experiments
  • distinguishing between equally likely outcomes and outcomes that are not equally likely

  VCMSP266 | Mathematics | Level 7 | Statistics and Probability | Chance

• VCNRU050

  Explore the influence of the language being studied on the English language and how the language being studied has been influenced by the impact of new technologies and knowledge

  Elaborations

  • identifying familiar words in the language and recognising their English equivalents
  • using knowledge of familiar patterns and structures to decode and interpret meaning
  • understanding that English words may be found in the language, but that equivalents in the language to these terms often also exist

  VCNRU050 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCNRU067

  Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change

  Elaborations

  • understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times

  VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCRAC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised
  • asking and responding to questions to clarify meaning or instructions or request permission
  • interacting in classroom routines such as greeting and taking leave
  • using language for comparison, opinion, reaction and reflection

  VCRAC088 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAU046

  Notice pronunciation of the sounds of the language and the difference in pronunciation of loan words from English

  Elaborations

  • comparing different pronunciation and intonation
  • recognising the pronunciation of loan words from English and applying conventions to unfamiliar loan words
  • understanding how to use emphasis to enhance meaning

  VCRAU046 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU015

  Identify the features of formal language used in familiar contexts, such as at school

  Elaborations

  • using titles to address teachers in Chinese, such as 王老师 instead of Ms Wang
  • responding to expressions commonly encountered in Chinese classrooms, such as 起立 and explore the cultural meanings behind these

  VCZHU015 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• Arabic - F–10 Sequence: Levels 9 and 10 description

  Students apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply complex grammatical structures, such as indirect object pronouns and passive voice, to express their...

  Level description | Languages | Arabic | F–10 Sequence

• Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 description

  Students draw on grammatical and lexical resources to produce and understand more complex language. With support, they build increasing cohesion and complexity into their language production in both content and expression. Students expand their understanding of Auslan grammatical forms and features...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Capabilities | Intercultural Capability: Structure

  Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.

  Strands	Cultural Practices	Cultural Diversity
  	This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those...

  Overview material | Intercultural Capability