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• VC2M8P03

  conduct repeated chance experiments and simulations, using digital tools to determine probabilities for compound events, and describe results

  Elaborations

  • using digital tools to conduct probability simulations involving compound events
  • using a random number generator and digital tools to simulate rolling 2 dice and calculating the difference between them, investigating what difference is likely to occur more often
  • using online simulation software to conduct probability simulations to determine in the long run if events are complementary

  VC2M8P03 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VCRAC092

  Create individual and shared texts with imagined scenarios, characters and events, using modelled language

  Elaborations

  • composing and participating in dialogues between characters in a short drama or skit, rap or poem
  • creating stories using digital forms such as a video clip or photo story based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or big book for younger students, a role-play or dialogue to present to parents, or a poem for an online newsletter
  • designing texts for special occasions (real and imagined) and imaginative play, such as greeting cards, or board or electronic games

  VCRAC092 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAC095

  Interact with peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture

  Elaborations

  • participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or 'strange', corresponding with peers in a region where the language is spoken, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
  • observing interactions between speakers, noticing similarities and differences in politeness and etiquette
  • recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values
  • developing a language for describing personal reactions to and feelings about intercultural experiences

  VCRAC095 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC091

  Engage with imaginative texts such as cartoons, songs and stories, and respond by describing aspects such as characters, events and ideas and by creating new texts

  Elaborations

  • listening to and viewing texts such as television shows, video clips, jingles and online greeting cards, and creating a new version or adding a new element to the plot
  • reading and viewing cartoons, comics and stories, and expressing opinions about characters, events and ideas in texts
  • listening to and viewing dramatic performances or extracts from films, sharing reactions with peers, and noticing ideas and comparing aspects that may be similar or different across cultures
  • inventing a new aspect of a text, such as a new character, plot, object or perspective, or an alternative ending

  VCRAC091 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCRAU117

  Develop awareness of register, comparing language choices and considering how and why language varies in formality

  Elaborations

  • identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when talking to people in authority to show respect, the use of informal language in commercials to create a sense of familiarity
  • examining variations in language used in face-to-face and written/online communication, particularly noticing colloquial language and how it differs from standard forms
  • making connections between aspects of language use and the identity of participants

  VCRAU117 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU045

  Notice how the features of text organisation vary according to audience and purpose

  Elaborations

  • describing the major features of familiar text types in Chinese, and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • identifying the purpose and intended audience and context (for example, digital, online or face to face) of a range of familiar texts
  • exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote

  VCZHU045 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCARC126

  Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language

  Elaborations

  • creating simple imaginative texts such as comics, short stories or poems, using modelled language to express own ideas and imagined experiences
  • collaborating with peers to create and present picture or digital books, short plays or animations based on favourite characters in Arabic fables, using familiar language and formulaic expressions such as

    هذا علي بابا؛ علي بابا هو البطل في قصة علي بابا والأربعين حرامي؛ علي بابا شاب ...؛ يحب علي بابا ...؛

  • modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme
  • creating and performing alternative versions or endings of familiar stories, using voice, rhythm and gestures to animate characters

  VCARC126 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCELC112

  Reflect on what sounds, looks or appears similar or different to own language and culture when interacting in Greek

  Elaborations

  • using some Greek expressions and spontaneous exclamations when interacting with peers, for example, ποπό, έλα, άντε, γρήγορα, σταμάτα, μη μιλάς, μη μιλάτε, όπα!, μπράβο! and noticing differences in the use of language, voice or body language
  • reflecting on differences in ways of communicating with each other in English and Greek, such as greeting (kissing on both cheeks) and how body language is used to express `yes` or `no` or `not bad`, recognising that these gestures are not used in formal situations
  • describing the experience of using Greek, for example, when singing a song or hearing Greek spoken by others
  • comparing aspects of own and Greek children’s lifestyles, such as interacting with family members, for example, daily greetings in the family, main meal of the day

  VCELC112 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESC132

  Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions

  Elaborations

  • reading, viewing and listening to a range of print, digital and oral texts through shared and guided participation, for example, by responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts
  • expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; Ellas son muy graciosas/divertidas
  • commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance, or values associated with children or older people
  • experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, for example, assuming a character from a text and participating in a dialogue

  VCESC132 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCESC133

  Create short imaginative texts such as dialogues and stories using modelled language

  Elaborations

  • creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis
  • using gestures, movements and facial expressions to enhance characterisation or effect in the performance of action songs, raps or plays
  • contributing to shared writing activities such as a class story in response to an event or experience, for example, a visit to the zoo or a virtual visit to a famous place
  • creating and performing alternative versions of or endings to known stories such as Caperucita verde or action songs, using voice, rhythm and gestures to animate characters
  • experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’

  VCESC133 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCESC024

  Respond to a range of imaginative oral, print and digital texts by interpreting or modifying them to express own ideas and feelings

  Elaborations

  • using examples of popular rap forms to create and perform versions that express their own feelings and values
  • expressing individual responses to imaginative and expressive multimedia texts, including performance and visual arts, using modelled and scaffolded language, for example, demasiado triste, ¡tan cómico!, horrible, era muy entretenido porque ..., me fascina la manera de ..., me encantó cuando ...fue trágico el final de ..., para mí las imágenes representan…, personalmente prefiero…
  • engaging with rhythm, intonation and imagery to create mood and meaning in own poems, songs or performances, experimenting with language, voice and gesture to create specific effects
  • responding to imaginative texts by modifying key elements, for example, incorporating a new character or event, creating a different mood, parodying an advertisement or devising a new ending to a story

  VCESC024 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCGRCU010

  Identify the structure and features of a range of texts in Classical Greek, such as narratives and short plays

  Elaborations

  • identifying elements of different types of text, for example, stories, dialogues and speeches, and explaining the relationship between the language and structure used and the purpose of the text
  • distinguishing and comparing features of a story and a play, such as narrative voice, characterisation, impact of direct speech
  • making connections and comparisons between a new text and familiar texts of the same type
  • using metalanguage to explain the effect of particular language features in texts on intended audiences, for example, the use of euphemisms in an attempt to substitute a mild expression for one considered improper, such as ἀριστερός (better) for ‘left’, Εὐμενίδες (the kindly ones) for the Furies, Εὔξεινος Πόντος (hospitable sea) for the Black Sea

  VCGRCU010 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCHIC061

  Create and perform a range of texts to entertain others that involve imagined characters and contexts and different modes of presentation

  Elaborations

  • creating and performing sketches that involve characterisation, context and dramatic tension, for example, the first day at a new school or appearing on a reality show
  • creating an additional scene, new character or alternative ending that adds suspense or a twist to a familiar story, drama or film script, for example, शेखचिल्ली का सपना पूरा होना
  • creating, rehearsing and performing interpretations of poems for a public recitation or verse-speaking competition
  • composing, performing or presenting jingles or digital animations to create new interest in existing or imagined products
  • creating texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the aural and visual experience
  • performing unscripted explorations of characters, contexts and feelings, for example, मित्रता; निष्ठा; साहस, using gestures, voice and props to build mood and to explore relationships and emotions

  VCHIC061 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU051

  Demonstrate awareness that Hindi language use involves variations in formal and informal styles, in spoken and written forms, and that it reflects relationships between participants

  Elaborations

  • distinguishing between spoken and written forms of Hindi, identifying examples of colloquialisms and words and expressions used mainly in spoken conversation, for example, the non-standard मेरे को in place of the formal Hindi मुझे or the use of मतलब ... at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of the voice, and that these variations occur in both formal and informal language
  • recognising how language use varies to reflect different feelings, relationships, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Bollywood scripts
  • noticing patterns in language use that reflect age, gender and social status as well as the context and purpose of interaction
  • recognising how language use such as levels of politeness or of Sanskrit-derived terms such as श्रीमान reflects the intention of a speaker or writer and the relationship between participants

  VCHIU051 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCJAU175

  Recognise and use all katakana and understand the relationship in texts between hiragana, katakana and kanji

  Elaborations

  • reading and writing all katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart
  • understanding that many kanji are made up of more than one component and that radicals often represent meaning, for example, the radical 木 means something to do with ‘wood’
  • noticing that kanji can clearly differentiate the meanings of words that are pronounced identically, such as 火 and 日
  • learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木
  • using furigana to support the reading of unfamiliar kanji

  VCJAU175 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU156

  Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning

  Elaborations

  • knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てんてん and まる), combined and long vowel sounds and double consonants, for example, きって and りょうり
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
  • noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます

  VCJAU156 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIU185

  Understand the role of pronunciation, pauses, pace, intonation, fluency and appropriate writing conventions in effective communication and apply this knowledge to own interactions

  Elaborations

  • recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
  • recognising the challenges of communication associated with clarity and pace in audio texts in certain situations, for example, station or airport announcements or recorded phone messages
  • recognising that tone of voice can indicate the relationship between the speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
  • applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, for example, asking questions or expressing emotions such as happiness, sadness, surprise or excitement
  • identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films

  VCVIU185 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU106

  Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background

  Elaborations

  • listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
  • examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts (同意 and 统一)
  • comparing examples of regional variation in pronunciation (for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’), and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions

  VCZHU106 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language