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• VCASFU104

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • distinguishing between clauses that are statements and those that are questions
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU104 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU098

  Recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions and sentence structures, recognising how grammatical forms and functions are represented through agglutination

  Elaborations

  • understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?
  • learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, as in Serren Teyze and Doktor Hanım
  • using a range of common interrogative word endings and pronouns, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? Lütfen kendinizi bize tanıtır mısınız? Bu sayfayı mı okuyacaktık? Bunu nasıl yapacağız? Tekrar eder misiniz?
  • recognising and using a range of common compounds such as çevre kirliliği, geri dönüşüm, Türk halıları in different sentences
  • recognising common idiomatic expressions and proverbs, for example, samanlıkta iğne aramak, kulak misafiri olmak, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var
  • recognising passive voice endings in simple instructions, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
  • understanding and recognising simple verb tenses, using negation and affirmation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • recognising and using appropriate endings and sentence structures for subject–verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Defne yemekten sonra ödevini yaptı ve uyudu
  • recognising and using verbal conjugations and nominal declensions through common noun- and adjective-forming suffixes, such as -(a)l as in san-al, -(a)y as in dene-y, -(a)k as in sol-ak and kur-ak, -(c)a as in çocuk-ça, binler-ce, İngiliz-ce, güzel-ce, -(d)aş / (d)eş as in kar-deş, -(h)ane as in hasta-hane -(ç)ı as in kebapçı, simitçi, eskici
  • using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi, learning the correct written form of suffixes, for example, using the written form geleceğim and alacaksın instead of the spoken and colloquial use of predicates gelcem, alcan; using the correct spelling geliyorum instead of geliyom
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, özne ve yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir

  VCTRU098 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU047

  Recognise and apply grammatical features of spoken and written language, such as verbal conjugations and nominal declensions and modifications, negative and interrogative sentence structures and subject–verb agreements

  Elaborations

  • recognising and using verb conjugations for example, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
  • recognising and using nominal conjugations through adjective- and noun-making suffixes such as (-lı, -li, -lu, -lü) as in kar-lı, kir-li, toz-lu..; (-lik, -lık, -luk, -lük) as in yaz-lık, göz-lük…; (-cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü) as in gemi-ci, kira-cı, su-cu, çiçek-çi..; (-gı, -gi, -gu, -gü) as in sar-gı, sil-gi,..; (-sız, -siz, -suz, -süz) as in ev-siz…
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
  • learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
  • using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz, comparing this with conditional verb forms in English
  • using interrogative word endings in different tenses and personal prounouns, for example, Geliyor musun? Gelecek misiniz?
  • using the negative marker - m(a), as in Ramazan Bayramı’nda tüm okullar tatile girmeyecek, and the adverb for negation -değil to negate any sentences without a verb, and using appropriate suffixes as in değil-im, değil-sin – Ramazan Bayramı’nda tüm okullar tatile girmeyecek değil mi?
  • using appropriate endings for subject–verb agreements in simple and compound sentences
  • recognising different types of formal and informal honorific forms such as Efendi, Sayın, Bey/Hanım, Amca,Teyze
  • using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
  • recognising and using compound and some complex sentences
  • learning basıc metaphors, similes such as aslan gibi and common idiomatic expressions and proverbs, for example, Damlaya damlaya göl olur, ateş pahası, nazar değmesin
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri –ki, edatlar

  VCTRU047 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCADAD014

  Improvise and sequence dance movements to communicate moods and feelings

  Elaborations

  • dancers changing tempo and rhythm as the music changes
  • exploring and practising a range of movement types, for example light and heavy movements
  • practising to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor), bending, stretching, twisting, turning (non-locomotor)
  • practising to begin to develop technical skills of body control, balance and coordination and responding to teacher’s feedback

  VCADAD014 | The Arts | Dance | Level D | Dance Practices

• VCELT404

  Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors

  Elaborations

  • identifying and describing the ways films suggest Country/Place and Identity through language features such as image, soundtrack and narrative control
  • selecting aspects of a text related to Country and Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
  • explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions

  VCELT404 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy

• VCGGK125

  The reasons for and effects of internal migration in Australia and China

  Elaborations

  • identifying and explaining the main types, patterns and trends of internal migration in Australia. For example, employment, lifestyle and retirement migration
  • examining the effects of resource development in Australia on employment growth in both the resource regions and the cities, and on internal migration
  • explaining why changes in the spatial distribution of population are a good indicator of economic and social change in a country
  • examining the role of labour migration in the urban development of China. For example, the growth of Shenzhen, Guangdong Province
  • exploring the issues relating to China’s ‘floating population’

  VCGGK125 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• VCGGK146

  Environmental worldviews of people and their implications for environmental management

  Elaborations

  • describing the role of people’s environmental worldviews, for example, human-centred and earth-centred, in producing different attitudes and approaches towards environmental management
  • comparing the differences in people’s views about the causes of environmental issues in Australia and across the world
  • explaining people’s choices of methods for managing or responding to environmental changes
  • discussing the influence of people’s world views on programs for the management of the environmental change being investigated

  VCGGK146 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCJAC187

  Create a variety of imaginative texts to express ideas, attitudes and values that suggest intercultural comparisons

  Elaborations

  • adapting existing texts to change the emotional effect or to represent different cultural values or experiences, for example, by changing the location, characters or era of a familiar story or cartoon
  • composing and performing poems, songs, monologues or dialogues that reflect cultural values and personal experiences
  • creating a haiku or rap to perform to their peers that provides commentary on a social issue that is important or relevant to them
  • creating a digital persona or avatar that combines elements of observed Japanese styles of communication with their usual ways of self-expression in their home-culture environment

  VCJAC187 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCASFC075

  Engage proactively in language learning experiences through discussion, justification of opinions and reflection on the experience of learning and using Auslan

  Elaborations

  • participating in discussion and debate, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
  • making connections between their own and each other’s ideas or beliefs and real-life experiences and consequences, using reflections such as:
    SOMETIMES POSSIBLE HAPPEN++ WHY I-F PRO2 PAST THINK-ABOUT WILL TRUE HAPPEN
    Sometimes things happen because you think they will, so it comes true.
    I-F YOU THINK PRO2 CAN PRO2 CAN. IF PRO2 THINK YOU CAN’T YOU CAN’T.
    If you think you can, you can. If you think you can’t, you can’t.
    
  • comparing opinions about culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community
  • using skills such as paraphrasing, questioning, interpreting non-verbal cues and appropriate vocabulary selection to support elaborated discussion
  • discussing and experimenting with ways to strengthen and refine signed texts to entertain, inform, persuade or inspire different audiences
  • exchanging reflections on the experience of using Auslan in different contexts and situations, comparing challenges or satisfactions and reflecting on how the same event can be differently experienced or interpreted

  VCASFC075 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCCCL012

  Explain how state/territory and federal laws are initiated and passed through parliament

  Elaborations

  • discussing where ideas for new laws can come from, for example in response to a community concern
  • investigating the stages of the passage of a bill
  • observing an Australian parliament in session, in situ or virtually

  VCCCL012 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Laws and Citizens

• VCCCTM070

  Experience the learning strategies of visualisation and repetition

  Elaborations

  • practising and developing skills through routine activities and repetition
  • using visual strategies to assist in their learning
  • using learning strategies in structured learning experiences so they can be used in new and/or different situations

  VCCCTM070 | Capabilities | Critical and Creative Thinking | Level B | Meta-Cognition

• VCCCTM088

  Explore learning strategies required to address everyday problems and situations

  Elaborations

  • learning what learning strategies to use in a range of common situations
  • learning a variety of strategies they can use to solve common problems
  • practising and using learning strategies, for example thinking aloud, planning, brainstorming

  VCCCTM088 | Capabilities | Critical and Creative Thinking | Level D | Meta-Cognition

• VCCCTR075

  Create conclusions based on exploration

  Elaborations

  • communicating their discoveries and understandings from investigations and learning experiences
  • assisting to create conclusions about investigations and problem solving activities
  • indicating choices and how a decision can be made when selecting one

  VCCCTR075 | Capabilities | Critical and Creative Thinking | Level C | Reasoning

• VCEALA060

  Recognise the importance of accurate reproduction of letters and words

  Elaborations

  • forming both capital and lower-case letters consistently and legibly
  • showing awareness that spelling is consistent, for example copying words carefully, asking how to spell a word, asking for a word to be written so it can be copied

  VCEALA060 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC265

  Use key words to understand the main idea in short texts

  Elaborations

  • identifying the main topic of a short paragraph, for example ‘This is about dogs’
  • identifying the main characters and events in a short narrative when given a prompt such as, ‘In this paragraph we can find the name of the main character’

  VCEALC265 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALL047

  Identify repetitive words or phrases in known texts

  Elaborations

  • pointing to or counting repeated words in a text, for example ‘How many times can you see the word “me”?’
  • identifying characters or objects that are represented in both images and print text

  VCEALL047 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL665

  Develop writing through the use of compound and complex sentences

  Elaborations

  • writing compound sentences using a range of coordinating conjunctions, for example ‘They reduce training so they can rest their muscles’
  • constructing complex sentences using subordinating conjunctions, for example ‘Because of the flood, their homes were destroyed’

  VCEALL665 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features