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• VCVIC150

  Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

  Elaborations

  • discussing how having a Vietnamese background influences who they are and how they interact and behave in different contexts
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese-speaking contexts
  • identifying key influences on their sense of identity, such as their family origins, traditions and beliefs and significant events, for example, Ra ngoài đường con phải lễ phép để người ta đừng cười ba mẹ không biết dạy con. Người lịch sự/có văn hóa/có giáo dục không bao giờ chửi thề hay nói bậy
  • exploring how they communicate with one another, their teachers and families, noticing whether they see themselves differently in different contexts, for example, Khi nói chuyện ở nhà tôi cảm thấy mình là người Việt. Khi nói chuyện ở trường tôi cảm thấy mình là người Úc

  VCVIC150 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCZHC177

  Interact and socialise with a range of participants, recognising alternative positions, ideas and perspectives relating to experience and lifestyle

  Elaborations

  • exploring concepts related to topical and contemporary issues, including ethnicity and identity, popular culture, technology, social justice, environment, education and future pathways, through interaction with peers and other Chinese speakers, for example, 我听说现在中国的年轻人很喜欢看韩剧，是这样吗？你也喜欢看韩剧吗？
  • inviting others to contribute to discussions and provide feedback on own ideas (for example, 你不觉得…吗？ 难道…?), and asking questions, acknowledging strengths in others’ arguments and providing evidence to contradict, challenge or rebut alternative views
  • collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是…; 尽管如此…), recapping the main ideas discussed, suggesting a suitable compromise or solution, and explaining the reasons behind the final suggestion
  • discussing how to utilise resources and opportunities outside of the classroom to develop Chinese proficiency, for example, Chinese community school, using Chinese more often with family members and friends, or watching Chinese television
  • listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

  VCZHC177 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFU072

  Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other

  Elaborations

  • exploring the nature of culture and how it is related to ways of thinking and using language, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • exploring ways in which language choices, such as sign choices, reflect attitudes towards certain topics, for example, oralism
  • analysing how concepts related to cultural practices are expressed through language, for example, by identifying particular elements of naming systems, such as the use of pointing, NMFs and name signs, as in the case of number name signs of older deaf people who attended the Victorian School for Deaf Children
  • identifying and discussing core cultural concepts reflected in Auslan such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-MANY, TAP-2H++ reflects understanding of responsibility to share information and pass on knowledge, or greater use of the ‘flat hand’ rather than the ‘point hand’ and use of full titles in acknowledgements and forms of address when introducing an esteemed Deaf elder
  • investigating how Auslan users interact with their social and physical environment, for example, locating other signers, gravitating to spaces that are visually accessible
  • identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, attitudes to spoken language that reflect the history of suppression of signed languages, as in the use of signs that reference tensions between oral and signing deaf people or between hearing and deaf people, such as the sign for communication breakdown which infers lack of awareness or understanding of cultural values, beliefs and language on the part of the other party
  • comparing elements of communication in different contexts and exchanges that are culturally specific, such as back-channelling, the use of silence or eye contact, head nodding to indicate understanding rather than agreement, and the implications of such cultural variability in contexts such as courts of law
  • observing that concepts may be culture and language specific, for example, in relation to time and space, as in the spatial mapping for timelines in Auslan
  • understanding how developing sign language literatures which recount significant journeys and events associated with the beginnings of Deaf education and the development of Deaf communities not only map history but also embody values and mores of Deaf cultures, for example, accounts of the Gallaudet and Clerc reciprocal relationship, or the US Civil War deaf soldiers’ story as told by Ben Bahan
  • exploring ways in which the production and affect related to the sign for COCHLEAR-IMPLANT have evolved over time due to shifting values and perceptions of the Deaf community in relation to the implant, noting, for example, the transition from a negative affect to more neutral production of the sign
  • researching examples of deaf leaders who have established organisations or services which met the cultural needs of their community, for example, Dorothy Shaw and Deaf Action Books, Nola Colefax and the Australian Theatre of the Deaf

  VCASFU072 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFC242

  Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • viewing and discussing online Auslan translations, such as the Catching Fire series of safety videos
  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, raining cats and dogs) and recognising the nature and function of cultural elements of communication and how these influence language use
  • comparing different translations of online Auslan and English public announcements and government policy/information texts in terms of approaches to translation, for example in relation to free versus literal
  • comparing their own translations of short texts from Auslan to English and vice versa with those of their classmates, noting variations and discussing possible reasons for these
  • recognising the need to sometimes recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or depicting signs to describe an event such as the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating poems, short stories or songs such as ‘I Am Australian’ from English into Auslan
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in their area, for example, qualifications required for employment, and issues of interpreting and translating in specialised contexts such as health, education or legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts and considering potential consequences of inaccurate interpreting
  • interpreting very simple interactions or role-plays between deaf students or guests and non-signers, such as a hearing teacher, librarian or canteen manager
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story, attending to the interpretation for discussion later in class

  VCASFC242 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEC019

  Interact with others to make decisions and solve problems to complete tasks such as obtaining goods or services, and negotiate with peers to take individual and/or collective action

  Elaborations

  • sharing suggestions with peers to organise class displays and events such as a German Kabarett or Karneval (Wer organisiert die Musik?; Wir können Poster machen), and agreeing or disagreeing with a suggestion, for example, Gute Idee!; Das ist/wäre super/blöd!
  • participating in scenarios related to travelling or living in a German-speaking country, for example, staying with a host family or using transport
  • completing tasks involving authentic or simulated transactions, such as shopping for clothes or comparing similar offers for goods in online catalogues on German-language internet sites, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38?; 30 Euro? Das ist sehr preiswert.
  • completing an application form for services such as online memberships or for opportunities such as student exchange programs or scholarships, and explaining reasons for applying
  • discussing and negotiating a resolution to a problem, such as a disagreement with a parent, sibling or classmate about having to share a room or computer (Was soll ich tun? Ich kann es nicht haben, wenn … .), or making a complaint about unsatisfactory goods or services (Ich habe eine vegetarische Pizza bestellt, aber … .; Die Hose ist die falsche Gröβe. Ich möchte mein Geld zurück.

  VCDEC019 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC155

  Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • participating in decision-making scenarios, for example, planning to go to a celebration of Apokries, or making arrangements to attend a Greek film festival, agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ παλιάτσος, Να βρεθούμε έξω από το κινηματογράφο στις εφτά, Θα φάμε έξω.
  • participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, Τι θα πρέπει να πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; Τι θα πρέπει να ψωνίσουμε για τη γιορτή; or arranging an online meeting with sister-school students in Greece or Cyprus and discussing how the interaction will be organised, for example, Να επικοινωνήσουμε αύριο με το σχολείο μας στην Ελλάδα με το διαδίκτυο;
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο;/ Πάμε για ποδόσφαιρο; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
  • transacting and negotiating in real or simulated situations, such as comparing similar offers for goods on online Greek language internet sites and discussing preferences and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα γαι το ταξίδι μας

  VCELC155 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC110

  Participate in individual and shared projects and activities that involve brainstorming, transacting, negotiating and problem-solving

  Elaborations

  • participating in real or simulated transactions and negotiations, for example, bidding for an item online, ordering food for a class celebration or negotiating purchases of learning resources, for example, आपकी पसंद क्या है? हम कितना खर्च कर सकते हैं? हम में से कितने लोग इसे चुनेगें?
  • compiling a glossary of key terms required to engage in commercial exchanges between English- and Hindi-speaking communities, using language associated with business and communication, such as निवेश, व्यापार, मुद्रा-विनिमय, प्रौद्योगिकी
  • designing resources such as website posts, press releases or flyers to promote action on social or environmental issues, for example, आवासहीनता, पशु क्रूरता, आपातकालीन सहायता
  • participating in imagined scenarios that involve buying and selling, bidding, transacting and negotiating, such as online shopping or conducting a market stall, discussing issues of value, availability and popularity
  • participating in virtual excursions to cultural sites or exhibitions, for example, प्रसिद्ध संग्रहालय, पूजा स्थल, sharing responsibility for different elements of a multimodal report on the experience
  • negotiating roles and responsibilities for the planning, filming and editing of a short documentary on aspects of their shared school experience, for example, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रता दिवस, बैसाखी, भारत का शास्त्रीय संगीत, बॉलीवुड फिल्मों का इतिहास, ऑस्ट्रेलिया के दर्शनीय स्थान
  • organising a campaign or social media forum to raise awareness of a community, environmental or ethical issue, for example, पर्यावरण परिवर्तन, आप्रवासन, प्रौद्योगिकी और बेरोज़गारी, discussing strategies for responding to possible challenges

  VCHIC110 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLAE002

  Convey information and ideas about the daily life and attitudes of the Romans, in oral, written and digital forms, using Latin as appropriate

  Elaborations

  • gathering, collating and presenting information about daily routine in the Roman world, such as posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Latin
  • reading stories about the daily lives of ancient Romans, and recreating their everyday experiences, for example, through role play or an imaginative animated cartoon
  • comparing details from different sources about where Roman people lived, such as in tenements or houses, or on country estates, for example, through dioramas or drawings, with labels in English or Latin, and discussing what they reveal about different lifestyles in the Classical period
  • researching the purpose and function of spaces in a Roman home, such as in a domus or a villa, for an oral or digital presentation, using labels in English and Latin, for example, vestibulum, atrium, triclinium, cubicula, peristylium
  • examining artefacts from the Roman period, such as those from Pompeii, and discussing what they reveal about the everyday lives of Romans
  • collating and sharing information online about Roman engineering and infrastructure, such as roads, aqueducts, cloaca maxima
  • researching the attitudes of Romans revealed in Graeco-Roman myths and legends and acting out stories, such as Romulus and Remus, or Hercules’ labours, to convey these attitudes
  • gathering and creating a class bank of information from texts about Roman religious beliefs and practices, for example, Olympian deities, Lares et Penates, special festivals such as the Liberalia and the Vestalia
  • reading accounts of historical events, such as Pliny’s eyewitness account of the eruption of Vesuvius, and presenting information in new ways, for example, creating and recording own news report or documentary, making comparisons between Pliny’s account and an online reconstruction of the eruption

  VCLAE002 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Accessing the Roman world through Latin texts

• VCVIC004

  Identify and use information such as topic, main ideas and specific points in a range of spoken, written, visual, digital and multimodal texts

  Elaborations

  • reading, viewing and listening to short texts, such as signs, captions, notices, posters, brochures or conversations, and identifying their context, topic, main ideas, audience and purpose
  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, and using memory tools such as tables, charts and concept maps to organise and sequence information
  • collating information from sources such as class surveys, online forums or blog posts
  • gathering information about aspects of Vietnam, such as weather, vegetation, wildlife, foods and drinks, lifestyles, tourist attractions or historical/cultural events, and using the information in new ways, for example, viewing an online map of a local venue and writing directions for visitors
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • researching aspects of Vietnamese culture, history and natural environment, for example, religious beliefs and cultural practices such as đạo Phật, đạo Thiên Chúa, đi chùa, đi nhà thờ, cúng ông bà, cúng giao thừa, tourist attractions such as vịnh Hạ Long, phố cổ Hội An, or prominent historical figures such as Hưng Đạo Vương or Vua Quang Trung, by gathering information from texts and from exchanges with Vietnamese peers and adults

  VCVIC004 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC161

  Interact and socialise with familiar groups and individuals, exchanging personal information such as sporting achievements, favourite pastimes, and sharing perspectives on aspects of contemporary life such as popular music

  Elaborations

  • contributing to class discussions to share opinions on topics such as homework and study habits, parental expectations and generational differences; elaborating on own perspectives, clarifying ideas and opinions (for example, 奥运会 我既为澳大利亚加油 也为中国加油， 因为这两个国家对我来说都很重要), and summarising various perspectives in interaction, for example, 大家的意思是… or 也就是说…
  • initiating conversations to share aspects of personal world such as a recent overseas holiday, future plans, achievements in life, for example, 你知道我今年冬天去了哪儿吗？ 说起来真好玩
  • acknowledging others’ ideas and indicating agreement or disagreement in non-judgmental ways (for example, 我们也没办法，不得不…); using language to persuade or influence others, for example, listing possible consequences (要不然; 如果… … 的话; 那么 …)
  • eliciting others’ opinions; exploring others’ perspectives and the influences on their perspectives; asking questions and inviting elaboration (for example, 你为什么说…?); and responding to others’ opinions by providing a different perspective, for example, 你说你喜欢滑雪， 我也很喜欢滑雪。 因为滑雪不仅有趣， 它也是很好的运动，可以锻炼身体；你还可以和家人一起滑雪，所以它也是很好的家庭活动
  • sharing experiences relating to school (for example, camps, excursions, class activities) and leisure (for example, sporting competitions, television programs, family holidays) with participants of online communities of Chinese speakers, such as educational blogs
  • responding to enquiries from others through correspondence and online communities, and describing lifestyle of Australian young people with attention to what makes Australia unique, for example, 澳大利亚有…，人们生活…
  • engaging with educational social media to document own experiences and achievements by posting a weekly journal or blog for others to read, for example, 本周XX俱乐部足球赛
  • using mobile technologies to maintain contact, share thoughts and experiences, and plan activities with Chinese classmates

  VCZHC161 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC132

  Participate in the shared viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or familiar signs

  Elaborations

  • viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice
  • responding to short expressive texts that involve the movement of people, animals and/or vehicles, using drawings, familiar signs or re-enactments with puppets or props
  • playing with key elements of short signed stories, for example by mimicking facial expressions or repeated signs
  • interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as:
    WHAT NAME PRO2?
    What is your name?
    WHAT LIKE D-O PRO2?
    What do you like to do?
    
  • participating in interactions in Auslan that involve imaginative responses to stimuli, using gestures, handshapes, facial expressions and simple signs
  • engaging with different forms of Deaf art, such as handshape creations
  • shadowing non-manual features in short Auslan poems or stories

  VCASFC132 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCHIC096

  Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects

  Elaborations

  • interacting with different types of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme are used to create mood and effect, and experimenting with expressive language to create their own texts
  • comparing their life experiences with those of characters in traditional folktales such as एकता में बल है, identifying elements of universal human experience such as loss, love or loyalty
  • comparing story lines and characterisation in popular Hindi- and English-language TV series, identifying themes or issues that seem to be differently responded to in one cultural context than in the other
  • identifying how cultural traditions and beliefs are communicated through visual and performing arts, and comparing different living traditions present in Australia, including artistic expression associated with Aboriginal and Torres Strait Islander people.
  • comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language musicals, TV programs such as अशोक सम्राट and Australian programs popular with a similar age-group
  • discussing characters from favourite stories, comics or cartoons, such as चाचा चौधरी; बहादुर नागराज, identifying elements of their personalities that they most admire, enjoy or identify with
  • considering how humour is expressed and shared in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Hindi with humorous texts in English
  • analysing the structure of traditional or contemporary Hindi poetry, for example, by identifying the use of rhythm, rhyme and repetition, or comparing examples of lyrical or poetic expression, बुन्देले हरबोलों के मुख हमने सुनी कहानी थी खूब लड़ी मर्दानी वो तो झांसी वाली रानी थी

  VCHIC096 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU085

  Investigate, demonstrate and explain how elements of grammar and word formation allow for complex expression of ideas and meaning

  Elaborations

  • expanding vocabulary related to more complex concepts to compose richer descriptions and expression of ideas
  • using conjunctions to create more complex and elaborated sentences, for example, मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा।
  • extending knowledge of text cohesion and basic joining (सन्धि) rules, for example, word ending in अ plus word starting in उ becomes the सन्धि sound ओ as in पूर्वोत्तर. आ+ओ=औ, क्+द्=ग्
  • using the active and passive voice to establish distinctions of agency, for example, राम उर्दू लिख रहा है।, उर्दू लिखी जा रही है ।
  • understanding the function and use of case (कारक), for example, ने, को, से, के लिए, में, पर
  • using participles (पदबंध): imperfect – डूबती हुई नाव, perfect – डूबी हुई नाव, adverbial present – रोते हुए, लिखते हुए, adverbial past – वह लड़की का हाथ पकड़े हुए था, वाला as participle – सब्जी वाला, डिब्बे वाला
  • expanding metalanguage to describe additional grammatical concepts and the relationship between form, function and meaning
  • using a range of tenses in complex sentences to move between events and personal experiences across time, for example, पिछले वर्ष जैसे हमने होली का त्योहार मनाया था, उसी प्रकार इस वर्ष भी हम होली का त्योहार धूमधाम से मनाएंगे।

  VCHIU085 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU013

  Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order

  Elaborations

  • using appropriate definite and indefinite articles that match the noun in gender and number (el, la, los, las, un, una, unos, unas) and noticing some special cases (el día, el idioma, la mano, la foto)
  • identifying people and things using concrete nouns and applying rules for gender and number agreement, for example, niño/s, niña/s; profesor/es, profesora/s
  • observing gender in patterns of naming, for example, Julio/Julia, Ramón/Ramona, José María/María José
  • developing awareness of word endings and gender patterns, for example, el/la ...ista, el/la ...ante, la ...ción, la ...dad, el ...or, el ...aje, el ...ero/la ...era
  • describing the qualities of people and things using adjectives and matching them in gender and number with the nouns, paying attention to word order and to the different types of gender variation, for example, los pantalones largos/ las faldas largas, el estudiante trabajador/la estudiante trabajadora, el libro interesante/la película interesante, el sombrero azul/la casa azul
  • expressing ownership using singular and plural possessive adjectives, following the agreement rules for gender and number with the noun, for example, mis padres, nuestras amigas, sus libros, mi clase, vuestro profesor, tu madre
  • using determiners such as demonstratives (este, ese, aquel/esta, esa, aquella), cardinal and ordinal numbers (uno, dos, tres,.../ primero/a, segundo/a, tercero/a,...) and basic quantifiers (mucho/a/os/as, bastante/s, poco/a/os/as), attending to gender and number agreement when necessary
  • understanding the form and function of subject pronouns (yo, tú, vos, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes), how they substitute for noun subjects and determine verb endings in conjugations, for example, Esta es María, la hermana de Juan. Ella está en la escuela primaria y él está en el año 8
  • understanding and using the three conjugations for the present tense of regular verbs (...ar, ...er, ...ir), and the present tense of commonly used irregular verbs, for example, ser, estar, tener, ir, hacer, querer, jugar
  • recognising that there are two versions of the verb ‘to be’ in Spanish and identifying the main uses of ser and estar, for example, soy Alicia, estoy bien, somos australianos, estamos en clase de español
  • developing awareness that different verbs are used in English and Spanish for for certan phrases such as, Tengo 12 años (lit. I have 12 years) = I am 12 years old, ¿tienes hambre?(lit. Do you have hunger?=Are you hungry?, hace frío (lit. it does cold)=It is cold
  • increasing vocabulary by observing patterns and using cognates, for example, animal, normal, actor
  • understanding and using reflexive verbs, for example, me llamo Luis, ¿a qué hora te levantas?, los sábados nos acostamos tarde
  • using verb conjugations in affirmative, negative and interrogative forms, for example, ¿Eres australiana? No, no soy australiana, soy china ¿Y tú, qué idiomas hablas? Hablo chino, inglés y español
  • understanding the use of verbs such as gustar, encantar, doler and interesar, for example, ¿qué deportes te gustan?, me encanta correr, me duele la cabeza, nos interesan las películas de acción
  • identifying the gerund and infinitive non-personal forms of verbs and using them to express the development of action in the present with the verb estar (está hablando, estoy escribiendo) and the idea of future with the verb ir, for example, Esta tarde voy a hacer los deberes, mañana vamos a jugar al tenis
  • seeking information using interrogatives, for example, ¿qué ...?, ¿cómo ...?, ¿cuándo ...?, ¿quién ...?, ¿dónde ...? ¿cuántos/as ...?, ¿por qué ...?
  • describing when and where an action occurs using prepositions and adverbs of time and place (a, de, desde, en, entre, hasta, antes, después, ahora, hoy, mañana, debajo, encima) and the contractions al (a+el) and del (de+el)
  • expressing modality using adverbs such as bien, mal, regular, despacio, rápidamente
  • following basic formulaic instructions expressed in the imperative for example, abran el libro, lee la página 20, escuchad, salgan de clase, escribid en los cuadernos ....
  • linking ideas using cohesive devices such as conjunctions, for example, y (e), o(u), pero, porque
  • recognising the functions of elements such as prefixes and suffixes and their importance in word building and changing meaning, for example, repasar, repaso, casa, casita, caserón, casero, jugar, un juego, jugador
  • building metalanguage to talk in Spanish about grammar and vocabulary, for example, infinitivo, presente, género, masculino, femenino, número, singular, plural, adjetivo, sustantivo, forma negativa e interrogativa, and comparing with equivalent terms in English

  VCESU013 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Health and Physical Education | Health and Physical Education: Structure

  The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.

  Strands and sub-strands

  Strands	Personal, Social and Community Health

  Overview material | Health and Physical Education

• VCDEU166

  Extend knowledge of elements of the German grammatical system, including prepositions, reflexive verbs, adverbial phrases and subordinating conjunctions, to specify and describe people, objects and places, sequence events and qualify opinions

  Elaborations

  • specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, kein, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as sein, unser, dieser, jeder and welcher
  • noticing the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein bester Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt hier keinen Sportplatz.
  • selecting and using the appropriate form of ‘you’ (du, ihr, Sie) and its possessive adjective equivalents (dein, euer, Ihr) according to the audience, for example, Sind Sie Frau Wagner?; Hast du dein Geld mit?
  • selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön; Ich habe ihn bei … gekauft.
  • comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
  • describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs in the present tense, for example, Wir spielen morgen nicht mit., Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops.
  • describing past events and experiences in present perfect and/or simple past tense using a limited range of common verbs, for example, Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.
  • using reflexive verbs in present tense with their appropriate accusative reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens. Interessierst du dich für Geschichte? Wir freuen uns auf die Ferien.
  • understanding and applying the ‘verb as second element’ (Wir kommen morgen or Morgen kommen wir) and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses (Ich spiele jetzt Basketball.), and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch. Zu Hause ist es oft sehr laut.
  • linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
  • expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
  • understanding and using wozu? to clarify purpose
  • understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
  • describing destinations using prepositions including some ‘two-way’ prepositions (Wechselpräpositionen), for example, Wir fahren nach Adelaide. Der Junge geht zum Bahnhof. Sie sind in die Stadt gefahren.
  • experimenting (using models) with different structures to make comparisons, for example, Englisch ist schwieriger als Mathe. Welches Auto ist am sichersten? Kaffee ist nicht so gesund wie Wasser
  • referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
  • extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)

  VCDEU166 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARC175

  Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes

  Elaborations

  • producing texts in oral, written and multimodal formats, such as blogs, print and online articles and oral presentations, to convey own ideas and interpretations of various texts for different contexts, audiences and purposes
  • conveying information relating to community matters in texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, or a web page reviewing a new Arabic film
  • persuading others to express their opinions or think seriously about a particular issue of interest in texts such as blogs, using language expressions such as

    لنفكر بجديّة؛ هل يُعقل أن...؛ لم لا؟ أليس هذا معقولاً؟ هذا خبرٌ في منتهى الغرابة! لا بد وأن نأخذ موقفاً واضحاً؛ علينا جميعاً أن نشارك في هذا الإعتراض؛ هيّا نكتب رسالة لصاحب المحطة

  • evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, for example, flow charts, PowerPoint presentations or video clips

  VCARC175 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARC178

  Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language

  Elaborations

  • translating texts such as advertisements and letters from Arabic into English and vice versa, with the assistance of print, electronic and online translators, identifying cultural elements and reflecting on how they are encoded in common words and expressions, for example,

    هيّا أسرعوا؛ لا تدعوا الفرصة تفوتكم؛ إنها رحلة العمر؛ صديقتي الغالية على قلبي؛ سلام حار أرسل لك من أستراليا؛ أشواقي وقبلاتي لك ولجميع أفراد العائلة؛ ودمت لصديقتك ...

  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and video clips, identifying and explaining words and phrases that require particular elaboration or explanation, for example,

    والله ولي التوفيق؛ رافقتك السلامة؛ على ما يرام؛

  • experimenting with interpreting and translating popular Arabic expressions, proverbs or idioms, and reflecting on the social and cultural values that may be embedded in them, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ في التّأنّي السلامة وفي العجلة الندامة؛ الوقاية خير من العلاج

  • analysing existing translations of texts, such as subtitled short films, making comparisons with own translations and reflecting on why versions may vary

  VCARC178 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Translating