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Result list

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCEALA660

  Attempt to communicate more complex ideas by drawing on a bilingual dictionary or other home language resources

  Elaborations

  • consulting a bilingual dictionary or home language peers to search for words that communicate nuanced meaning
  • using online translation tools to generate approximate translations, and then improving these based on learnt grammatical patterns

  VCEALA660 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA041

  Recall or repeat familiar or favourite parts of a text using memory or home language resources

  Elaborations

  • identifying familiar settings, characters or events in stories
  • retelling events or describing characters from a story, or stating facts from an information text
  • answering simple questions about personal experience related to stories, for example ‘Have you ever …?’, ‘Do you like … too?’
  • translating parts of a familiar or favourite text to explain it to a family member or home language peer

  VCEALA041 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELA224

  Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms

  Elaborations

  • exploring how texts develop their themes and ideas, building information by connecting similar and contrasting dissimilar things
  • mapping examples of word associations in texts, for example words that refer to the main character

  VCELA224 | Curriculum content | English | Level 2 | Writing | Language

• VCELC145

  Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting Greek versions of existing school signs, recognising difference in word order, for example, staffroom, canteen
  • constructing and maintaining a bilingual website for a sister-school or a contact group of young learners of English in a Greek-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCELC145 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCELC027

  Interact with Greek speakers and resources, recognising that intercultural communication involves shared responsibility for communication

  Elaborations

  • interacting with Greek speakers, for example, with students from a sister-school, reflecting on how language choices might be interpreted by Greek speakers and making adjustments to convey intended meaning
  • sharing Greek language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication
  • reflecting, such as in discussions, blogs and journals, on incidents and repair strategies in the course of learning and using Modern Greek, for example, when encountering misunderstandings in communication
  • examining reactions to different perceptions and expectations around similar and different cultural practices in the Australian and Greek contexts, for example, the concept of personal space, or head tilting to indicate ‘no’

  VCELC027 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC153

  Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment

  Elaborations

  • composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta
  • using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation
  • creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/‘cool’
  • creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants
  • creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!

  VCESC153 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCESC028

  Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture

  Elaborations

  • keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were repaired
  • finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Diós le ayuda, Bendito sea … Adiós; and changes to language forms that reflect changes in social values, such as the adoption of some feminine forms of professional titles (La doctora/el doctor, la abogada/el abogado, la jefa/el jefe)
  • recognising differences in the nature and function of some elements of communication in Spanish compared to English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities, or greater directness in exchanges such as making requests using the direct imperative form
  • discussing how intercultural communication involves being flexible, responsive and open to differences in ways of communicating views or emotions, for example, the less explicit expression of appreciation or thanks in Spanish, variation in attitudes to time

  VCESC028 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC116

  Translate frequently used words and simple phrases using visual cues and resources such as word lists

  Elaborations

  • explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
  • using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language

  VCESC116 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCESC009

  Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community

  Elaborations

  • creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus
  • creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
  • designing and maintaining a bilingual website with a sister school or another group of Spanish learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, such as songs or games for younger learners of Spanish, or a schedule for an online event likely to interest both English and Spanish speakers, noticing how meanings need to be tailored for different intended audiences

  VCESC009 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC131

  Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images

  Elaborations

  • creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, for example, recetas favoritas, animales, la naturaleza, “los conquistadores”
  • presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition
  • planning and giving short presentations in Spanish on topics such as holidays or favourite computer games, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Mis videojuegos favoritos son Minecraft y Candy Crush. Mis vacaciones en la nieve: este es mi muñeco de nieve

  VCESC131 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRC100

  Engage with French speakers and resources, noticing how interaction involves culture as well as language

  Elaborations

  • reflecting on choices made when using French to interact with others, and considering the relationship between language, culture and behaviour, for example, using names or titles and familiar or formal terms of address (Salut, Leila, ça va? Bonjour, Madame Michou, comment allez-vous?)
  • interacting with French speakers online, noticing and responding to expressions or behaviours that are unfamiliar, for example, use of gestures, exclamations, or sigles such as MDR (mort de rire)
  • sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication
  • observing interactions between French speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, for example, language associated with politeness or emotion (je vous en prie, je suis désolé)
  • participating in guided discussion of the nature and role of ‘culture’ and its relationship with language, with reference to French, English and other known languages

  VCFRC100 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRC099

  Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated

  Elaborations

  • creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions
  • creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences
  • creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance
  • using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives
  • designing and maintaining a bilingual website with a sister-school or contact group of English learners in a French-speaking community, making choices about when to use French or English depending on the context, topic and nature of the interaction

  VCFRC099 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC094

  Locate factual information from a range of texts and resources and use the information in new ways

  Elaborations

  • collecting vocabulary and expressions from a range of informative texts such as posters, websites, brochures or menus for use in own short reports on topics such as les voyages, manger sain, les médias
  • listening for key points of information in short, spoken/recorded texts such as phone messages or announcements, and representing the information in note form to communicate to others
  • gathering information about places, people or events in francophone contexts and cultures, and using it to build timelines, itineraries or profiles
  • obtaining, classifying and summarising data collected from class surveys or web searches on topics such as favourite books, music, apps, films or social media
  • explaining and sequencing actions or events from texts such as magazine articles or sports reports, using conjunctions and adverbs related to time, for example, puis, d’abord, ensuite, finalement

  VCFRC094 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRC045

  Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks

  Elaborations

  • creating parallel lists of informal French and English expressions for everyday interactions with friends and family, for example, à tout à l’heure! /‘ See you later’; génial/ ‘cool’; salut, ça va!/ ‘Good day!’; Amuse-toi bien/ ‘have fun’; bisous/ ‘love’
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, Les pays francophones, les fêtes françaises, le 14 juillet
  • using bilingual dictionaries and electronic translation tools to compose bilingual texts such as captions, menus or school timetables, comparing results and noticing problems associated with translation
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young English learners in a French-speaking community
  • creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

  VCFRC045 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC118

  Interact with French speakers and resources, recognising that intercultural communication involves shared responsibility for meaning making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • discussing ways in which the experience of learning and using French challenges preconceptions, stereotypes or attitudes
  • exploring the process of ‘decentring’ from own linguistic and cultural standpoint and considering how ways of behaving and communicating might be perceived by people from different backgrounds

  VCFRC118 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCGGK137

  Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve food security over time

  Elaborations

  • investigating the knowledge and practices of Aboriginal and Torres Strait Islander peoples that enabled them to use resources and environments sustainably (such as rotational use and harvesting of resources through planned movement, controlled burning, temporary or permanent prohibitions on hunting animals and harvesting plants, and limitations on harvesting) and how some of this knowledge is currently shared among Aboriginal and Torres Strait Islander peoples and also with non-Aboriginal and Torres Strait Islander peoples
  • investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander peoples, for example, the Murnong (yam daisy) in Victoria

  VCGGK137 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCHHK107

  The nature of sources of evidence about ancient Australia and what they reveal about Australia’s ancient past, such as the use of resources

  Elaborations

  • investigating a local site of indigenous historical and cultural significance. Discuss reasons why this site is significant
  • analysing and evaluate the significance of Lake Mungo as a site of importance. Examine theories and hypothesis about the people who lived around Lake Mungo

  VCHHK107 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCHIC043

  Compose and perform expressive and imaginative texts such as stories, songs, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • adapting a familiar story, cartoon or poem to include a new character, event or change of mood, for example, an Australian partner for चाचा चौधरी; a lullaby that is exciting rather than soothing
  • developing storylines, characters and settings that explore themes or concepts that are relevant to their own social worlds, for example, मित्रता; परिवार; दया
  • creating and performing expressive texts that incorporate features such as mime, music, video clips and evocative language to convey concepts such as दोस्ती; प्रेम; अहिंसा; अतिथि-सत्कार; अनेकता में एकता
  • adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of audience
  • experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

  VCHIC043 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating