Search results

Result list

• VCHIC007

  Play with sound patterns, rhythm and rhyme to interpret and adapt Hindi stories, poems and songs that involve familiar language and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes, and action stories, for example, आलू-कचालू, पानी बरसा छम छम छम, हाथी राजा कहाँ चले, using non-verbal expression such as clapping, head gestures and facial expressions to convey meaning and express emotion
  • creating own poems, puppet shows or rhymes by adapting favourite stories to perform at a school or community event, for example, ‘चुन्नू - मुन्नू थे दो भाई; लोक-कथाएँ
  • creating and presenting own Big Books, story boards or digital texts based on selected characters or elements of favourite texts
  • re-creating stories, rhymes and poems through mime, dance or captioned drawings
  • experimenting with devices such as alliteration, word play or repetition to add to the enjoyment of songs, stories and poems

  VCHIC007 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCHIC101

  Discuss the nature of identity and of cultural experience, considering the relationship between the two

  Elaborations

  • discussing what identity is and how their own sense of identity is influenced by their experience of living in a multicultural society and of identifying with particular language communities
  • considering how their sense of identity changes over time, taking into account changes in language use at home, in school and in the wider community
  • discussing whether their relationships with people of different generations, gender and language backgrounds influence their ways of communicating
  • reflecting on how their own perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching and to behaviours that may be perceived as ‘cultural’
  • exploring how using different languages to make meaning and drawing from varied cultural resources affects how they think, behave and communicate
  • discussing whether being bilingual and bicultural affects their sense of identity in ways that involve culture as well as language

  VCHIC101 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCHIU015

  Recognise that different words, expressions and gestures are used by Hindi speakers to interact with different people in different situations

  Elaborations

  • recognising that language they use at home or when playing with friends is sometimes different to language they use in school, for example, addressing each other as तू/ तुम rather than the more respectful form of आप, or using the informal pronunciation of ये/वो rather than the formal pronunciation यह/वह
  • recognising that children in their class may use different words and expressions that come from different dialects and languages
  • understanding that different forms of address are used to greet different people, for example, addressing elders as आप, equal or younger people as तुम and being addressed by older relatives as जीते रहो
  • understanding that different greetings are used with people from different community and religious groups, for example, नमस्ते/नमस्कार to a Hindu, अस्सलाम अलैकुम to a Muslim and सत् श्री अकाल to a Sikh

  VCHIU015 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCICCB005

  Compare their own and others cultural practices, showing how these may influence the ways people relate to each other

  Elaborations

  • comparing the expression of common concepts or human experiences in a range of cultural settings, for example, life milestones and celebrations, learning from older family/community members, demonstrating an emotion
  • exploring rules or expectations within the school or classroom, for example, raising a hand before asking a question, using manners or wearing a uniform, and discussing how these may help foster a culture of respect for other students and teachers
  • researching a cultural practice, for example Japanese origami, or a cultural artefact, for example a kilt, and asking students to explain the significance to other students
  • discussing aspects of Australian culture that might seem ‘strange’ from another perspective, such as eating kangaroo or having an outlaw as a national hero, and contrast with other cultural practices that students may find ‘strange’, such as the Spanish practice of eating twelve grapes at New Years Eve

  VCICCB005 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Practices

• VCICCD007

  Explain the role of cultural traditions in the development of personal, group and national identities

  Elaborations

  • asking students to brainstorm what they know about their own cultural traditions and prompt them with questions, for example, Where do their traditions come from? How might their traditions have changed over time?
  • exploring Australian symbols, such as wattle, the colours green and gold, or the different flora and fauna emblems, and identifying public events when these are used
  • discussing the role of food traditions and cultural identity, for example, Anzac biscuits, hot cross buns, moon cakes, and ask students to identify traditions in relation to their own family, or those that are part of a national identity
  • comparing how significant events are marked in different cultures, for example, starting or graduating school, marriage traditions or national holidays, and identify aspects of these events in relation to visible and invisible cultural elements

  VCICCD007 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Diversity

• VCICCD016

  Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community

  Elaborations

  • exploring how councils or Governments support community commemorations and celebrations, such as Chinese New Year
  • identifying buildings or spaces that are used for cultural gatherings/meeting or religious purposes, such as libraries, theatres, community halls, prayer rooms, churches and mosques
  • discussing the ways in which different community members participate in events held across the year, such as annual fairs and music events, or by looking into the services or programs offered at libraries, in your local paper or within the school
  • using Australian Bureau of Statistics census data to create a presentation that tracks changes to the cultural composition in the local community over time and use an online service such as Trove (National Library of Australia) to uncover images or newspaper articles to include in the presentation
  • asking students to imagine they are coordinating a local event and to outline the steps they would take to show the value placed on including culturally diverse community members

  VCICCD016 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCIDC018

  Share with peers and teacher information about aspects of personal world such as daily routines, home, and favourite objects and pastimes

  Elaborations

  • sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim
  • describing items and experiences of personal significance such as birthdays, for example, hari ulang tahun
  • interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing, for example, Selamat Hari Ulang Tahun, Selamat Hari Raya
  • recounting events and sharing feelings with others, using modelled language, for example, Waktu saya sakit; Saya senang bermain komputer

  VCIDC018 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCIDC020

  Respond to questions, instructions and requests, and participate in routine exchanges

  Elaborations

  • initiating and responding to instructions and classroom routines and games, for example, Angkat tangan; Giliran saya
  • making and responding to requests (for example, Boleh pinjam…?, Permisi…), and asking for rephrasing, repetition and clarification, for example, Maaf Bu, apa artinya…? Mohon ulangi
  • contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
  • using Indonesian for daily activities, such as creating and following Indonesian signs and instructions in the classroom and around the school

  VCIDC020 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCIDC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture

  VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC116

  Participate in individual and collective action by deciding, explaining and justifying

  Elaborations

  • participating in planning and decision making with others, for example, arranging an event, class debate, performance, excursion or guest speaker, or organising a petition or a letter to the principal/local council (Devo/Dobbiamo organizzare … Cosa dobbiamo fare? Chi invitiamo? Bisogna [+ infinitive]. Vuoi venire al dibattito con me? Come possiamo convincere il comune a … ? Scriviamo una lettera per convincere il preside a … )
  • expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione

  VCITC116 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITU075

  Understand the value of communicating within and across languages, and discuss the interrelationship between Italian, English and other languages

  Elaborations

  • discussing how loan words in both Italian and English have come from other from other languages such as Latin and Greek, for example, agenda, census, via, metafora, stigma
  • understanding differences between standardised language and dialects, comparing words used in the home and/or community to those used in formal settings such as school, for example, guaglione or toso and ragazzo
  • reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian English on the local Italian community
  • analysing the influence of the Italian language on English in areas such as food, music and fashion, and considering the value of this influence

  VCITU075 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU019

  Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures

  Elaborations

  • observing through visual and audio-visual resources such as video clips and photos that members of Italian-speaking communities may do everyday things differently to themselves, for example, shaking hands, kissing on cheek, starting a meal with Buon appetito
  • responding to guiding questions through which they reflect on experiences, such as greeting and socialising with others, or discussing aspects of school routines or family life, for example, What do you think about this? How would it feel if you were there/doing that? How do you feel about …? Is it the same or different in Italy and Australia?
  • understanding that culture influences representations of sounds such as those made by animals, for example, bau bau (dog), pio pio (chicken), gru gru (pig)

  VCITU019 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCITU130

  Analyse lexical and grammatical choices made in a range of texts in different contexts to develop an understanding that language use varies in the contexts of situation and culture

  Elaborations

  • analysing the appropriateness of language choices for a given context and purpose according to age, relationship and gender, for example, the context of use for phrases such as non mi va as compared to non mi piace
  • analysing differences in communicative style between formal and informal interactions, for example, Come va? Come stai?
  • noticing changes in style, lexicon and grammatical structures, observing how the same facts may be communicated differently by different people in different contexts, for example, describing a school assignment (Non sono stato/a promosso/a; Sono stato/a bocciato/a)

  VCITU130 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOC160

  Translate simple texts identifying words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning

  Elaborations

  • creating Korean versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuckshop, the office
  • identifying words in Korean and English that cannot be readily translated, clarifying meanings for such words by providing examples, explanations or extra information, for example, 벼 (‘rice as a crop’), 쌀(‘rice as raw grains’), 밥 (‘cooked rice/meals’)
  • interpreting Korean expressions in familiar texts such as greeting cards or story titles that do not translate easily into English, for example, 생신 축하합니다, considering how these expressions reflect aspects of Korean language or culture

  VCKOC160 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLAU012

  Examine the enduring influence of Roman culture on the modern world, by discussing the ancient origins of modern customs, religion, literature and architecture

  Elaborations

  • recognising the ancient origins of national values such as citizenship, liberty, equity and justice
  • exploring ancient connections with daily routines in modern society, such as family life, occupations, schooling, the calendar, and leisure pursuits such as dice, board games
  • tracing Roman customs still used in modern ceremonies, such as weddings and funerals
  • identifying influences from Latin literature on popular culture, for example, Harry Potter, Romeo and Juliet, Percy Jackson, superheroes such as Superman and Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the cithara, flutes, drums and contemporary songs composed in Latin, such as Bastille’s Pompeii with Latin lyrics
  • recognising the Roman influence on religion, such as Christian traditions
  • researching elements of Roman engineering and architecture in bridges, aqueducts, amphitheatres, drainage systems and public buildings in Australia and across the world

  VCLAU012 | Languages | Latin | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCLVC156

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams

  Elaborations

  • talking about Country/Place, using a range of location and direction terms
  • presenting information about events and activities in Country/Place through spoken, print and digital forms
  • creating a profile of a prominent community figure, for example, a sports personality, community leader/negotiator/spokesperson, a musician or artist
  • organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials
  • creating a video clip that incorporates captions and commentary to demonstrate procedures for activities such as preparing and cooking bush tucker, making tools, decorating artefacts, playing a favourite computer game, sport or playground game
  • creating texts such as flyers, posters or posts on the school website to advertise an upcoming event

  VCLVC156 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCLVC134

  Give factual information using simple statements, gestures and captions

  Elaborations

  • using some location terms to talk about the Country/Place for example, up, down, near, far and using topographical words such as swamp, soakage, reef
  • presenting information about elements associated with Country/Place, for example, animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling-in-gaps activities
  • contributing to a shared recount about an event such as sports day, an excursion, a class visit from a respected community member, a visiting performance group from the Country/Place, a community celebration, for example, by making a Big Book, creating a display, digital presentation or class photo story
  • labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing information with others
  • developing a pictorial story to describe activities and routines at home, at school, in the community

  VCLVC134 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VC2M3N06

  estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations

  Elaborations

  • estimating how much space a grid paper representation of a large number such as 20 200 will take up on the wall and how much paper will be required
  • estimating the number of people in a large gathering (for example, a school assembly) using known numbers (such as how many students per class)
  • choosing which place value they would estimate to for different situations; for example, choosing to estimate to the nearest ten when estimating how many dots on a ladybird or choosing to estimate to the nearest thousand when estimating crowd sizes at a venue
  • checking the reasonableness of an addition calculation by using two- and three-digit numbers to the nearest ten or hundred to estimate; for example, using 200 + 400 = 600 to estimate and check the solution to the calculation 219 + 385

  VC2M3N06 | Mathematics | Mathematics Version 2.0 | Level 3 | Number