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VCZHC097

Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences

Elaborations
- introducing self, peers, friends and familiar adults in conversation (for example, 这位是王校长; 这是小王; 这是王一飞) and responding to such introductions, for example, 你好，小王，我是…
- stating opinions on school and family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons, for example, 我想去看…电影，因为听说这个电影很好看
- discussing topics of interest, such as music, TV programs or sports; and asking questions to seek information and opinions, request repetition, clarify meaning (for example, 你说你的生日是明天，是吗？) and enhance mutual understanding, for example, 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有力
- expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations and depending on the relationship between participants (谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢)
- initiating activities among peers, such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室，或者在电脑室
VCZHC097 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
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
VCZHC114

Collaborate with others in group activities and contribute to learning activities

Elaborations
- making suggestions when working together and allocating jobs for members of group, for example, 我们一起唱吧；我们唱，你跳舞
- following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？
- including others and recognising participants in group work, for example, Lisa 是我的好朋友; 我们组有…
- making cards for special cultural events such as Chinese New Year or personal events such as birthdays, copying short good wishes from modelled text, for example, 生日快乐
- recognising and copying characters relating to various events described in books, and noticing the formation of characters and spacing
- collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8), 面 (noodles), 春 (spring)
- creating drawings to support written communication in cards, posters and visual displays
VCZHC114 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising
VCZHC194

Participate in planning individual and group action to contribute to school and local community, making choices from available options

Elaborations
- participating in conversations in imagined scenarios involving purchasing items, asking questions about availability and range of goods (for example, 你有没有红色的？/ 你有什么颜色的？) and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖, 我要买这件
- negotiating with peers on colour, size, quantity and other aspects of goods and services, and making decisions based on collective opinions, for example, 我喜欢那个…你喜欢… 所以，我们应该…
- completing transactions by confirming price (for example, 多少钱？五块吧) and exchanging money, recognising Chinese currency
- creating posters or fliers to promote cultural events to the local Chinese community and the community at large, such as 悉尼艺术节，XXX音乐剧
- producing Chinese language versions of school promotional materials to assist the Chinese community to engage with school activities, for example, a school fete, principal’s tour, sister school visit
VCZHC194 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCZHC217

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese

Elaborations
- identifying diverse ways their Chinese identity is played out in local communities (for example, through membership of community organisations and interest groups) and relating experiences in which their Chinese identity is central to their self-expression
- exploring the ways their Chinese identity influences the different roles they play in life (for example, as a student at secondary school and in Chinese school, and as a son or daughter, an older or younger sibling, a friend, or a member of a sports team) and reflecting on times when linguistic and cultural aspects of their identity are questioned and challenged
- reflecting on own cultural values and evaluating how these intersect with mainstream values when interacting in both Chinese and Australian contexts
- recognising the language choices they make that influence how their identities as individuals and as Chinese-speaking Australians are perceived by others, for example, feeling more Chinese with Chinese people, and less Chinese when on their own or with people from a different cultural background
- varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour
VCZHC217 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCZHC009

Notice aspects of Chinese language and culture that are ‘new’ or ‘interesting’, and observe how relationships influence language use and own identity

Elaborations
- examining the meanings behind Chinese family names and other related vocabulary
- having a shared meal of 饺子，春卷 etc. and appreciating cultural diversity in the school community
- responding to questions by sharing with students in Chinese sister school personal information related to identity, for example, name, family name, zodiac sign, family members
- comparing learning in English with learning in Chinese, for example, learning about syllables and components
- presenting a collage or poster which represents aspects of their identity, using text and images
- observing interactions to notice cultural aspects such as use of voice to show courtesy, how disagreement is expressed, or smiling so as not to offend while saying ‘too expensive’
- expressing personal responses to aspects of culture encountered when viewing images, such as of classrooms, home environments or street scenes in diverse contexts, responding to teacher prompts (for example, What do you see …? What do you notice …? How do you celebrate …?), and relating to own experience
VCZHC009 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
VCZHU257

Analyse and experiment with the use and effect of figurative and evaluative expressions, colloquial forms, and other language features in texts

Elaborations
- identifying the appropriate context for using colloquial forms such as 多姿多彩; 恰恰相反; 来得快去得快; higher-order verbs such as 弥漫；using 而 for 顺接; and adverbials, for example, 便是, 恰恰相反
- experimenting with linguistic devices to enhance expression of emotions, for example, rhetorical questions, for example, 脸上的快乐，别人看得到。心里的痛苦又有谁能感到?
- analysing the use of figurative language in literature, for example, 老舍《骆驼祥子》中虎妞的一段话：“呕！不出臭汗去，心里痒痒。你个贱骨头！我给你炒下的菜，你不回来吃，绕世界胡塞去舒服？你别把我招翻了，我爸爸是光棍出身，我什么事都做的出来！明天你敢出去，我就上吊给你看，我说得出来，就行得出来！”
- exploring examples of literary language and how grammatical features differ from everyday speech, for example, 鲁迅的小说和议论文
- manipulating styles of language in communication to achieve certain effects, such as writing a journal with 语气词 such as 嘿 and 吧 to make it more like a dialogue with the reader
VCZHU257 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCITU109

Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction

Elaborations
- learning how to use:
  - nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la dentista, la stazione, il vincitore/la vincitrice) and comparing them to their English equivalents
  - definite and indefinite articles — use and omission
  - adjectives to describe things (including agreement and exceptions); and possessive adjectives, for example, Il mio libro
  - demonstratives, for example, Questo è il libro
  - interrogatives, for example, Chi, che, cosa, quale, come?
  - subject pronouns, for example, io, tu, lui, lei
  - numerals — cardinal, ordinal, dates, time
  - prepositions of time and place to describe when and where
  - articulated prepositions with a, da, in, di, su (for recognition only)
  - commonly used adverbs to qualify verbs and adjectives
  - verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense (for example parlare, cantare)
  - sentence structure to construct simple sentences in Italian ([subject]–verb–object); making statements, asking questions and giving/receiving instructions (verb + object), for example, Chiudi il libro!
  - negation to form negative statements and questions, for example, Non ti piace il gelato
VCITU109 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCZHC209

Interact with peers and others in familiar and unfamiliar contexts to exchange alternative ideas and perspectives, and to express preferences and opinions

Elaborations
- stating opinions on school life, family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons such as 我想去看…电影，因为听说这个电影很好看
- engaging in oral and digital discussions on topics of personal interest such as music, TV programs or sports, asking questions to seek ideas, request repetition and clarify meaning (for example, 你说你的生日是明天，是吗？) to enhance mutual understanding, for example, 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有力
- using different ways of expressing apology, appreciation or gratitude, and comparing practices across contexts, considering which term to use in various situations and according to the relationship between participants, for example, 谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢
- notifying teacher of work due in other subject areas, for example, 我有很多数学作业；我星期一有科学测验
- expressing opinions on lesson activities and learning tools, for example, 我觉得很好玩儿；我觉得很有用；我喜欢用网络词典
- requesting assistance or seeking advice on a feature of language (for example, mobile phone 。中文怎么说，怎么写（面）这个字呢？), and exploring concepts related to topical and contemporary issues (such as ethnicity and identity, social justice, environment, education and future pathways, technology, and popular culture) 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
- substantiating their position with examples, quotes or statistical data and using 成语 or 谚语, for example, 养不教，父之过父母当然要对孩子的教育负责
- collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是说…; 尽管如此…), and recapping the main ideas discussed, suggesting a suitable compromise or solution and explaining the reasons behind the final suggestion
- responding to inquiries in correspondence from overseas peers and via social media by describing the lifestyle of Australian young people, with pariticular attention to unique aspects of Australian culture, 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
- experimenting with ways of expressing ideas in more formal contexts, such as using objective rather than subjective language to recount events, for example, 袋鼠很多 compared with 我看到了很多袋鼠
VCZHC209 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCVIU030

Expand grammatical and vocabulary knowledge to communicate, link and extend ideas, for example, using cohesive devices such as conjunctions, verbs to express modality, direct/indirect speech, abstract vocabulary and common Vietnamese idioms

Elaborations
- knowing how to use alternatives for negative (chưa, không, chẳng, đâu có) and imperative (chớ, đừng) sentences in Vietnamese, for example, Em không/chẳng ăn đâu. Chớ/đừng nói chuyện trong lớp!
- differentiating interrogative forms with tag questions and knowing how to use them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a tag question to confirm that the other person likes fried rice)
- recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have you?’) would be Dạ phải. Em chưa làm (‘YES, I haven’t’), while in English it would be ‘NO, I haven’t’
- recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement Hôm nay Lan đi học sớm simply states the fact that Lan came to school early today, while the exclamatory sentence Hôm nay Lan đi học sớm (thế)! may suggest surprise or irony
- using a range of sentence types, such as interrogative, affirmative, negative and imperative forms, for different purposes, such as formulating questions, agreeing with or making statements, expressing dislikes, and making polite requests, for example, Bạn thích đọc sách hay xem phim hơn? Tôi thích xem phim hơn đọc sách. Tôi không thích trời mưa. Làm ơn nói nhỏ lại
- understanding the use of được and bị in Vietnamese for positive and negative meaning, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh. Em bị ba mẹ la
- understanding and using Vietnamese verbs such as nên, cần and phải to express modality, for example, Các em nên chăm học. Chúng ta cần bảo tồn văn hóa Việt Nam ở hải ngoại. Học sinh phải mặc đồng phục khi đi học
- using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học
- using a range of cohesive devices, such as thứ nhất, thứ nhì, trước hết, kế đến, rồi, sau cùng, ngoài ra, hơn nữa, tuy nhiên, bên cạnh đó, to sequence, add or connect ideas in texts
- connecting and contrasting ideas, events and actions by using conjunctions to emphasise contrast or cause and effect, such as tuy … nhưng, nếu … thì and vì … (cho) nên, for example, Tuy không giàu có nhưng gia đình tôi rất hạnh phúc. Nếu chăm học thì chúng ta sẽ mau tiến bộ.
- understanding conjunctions such as càng … càng, vừa … vừa …, chẳng những … mà còn and không … mà cũng không, and using them as appropriate to context and purpose, for example, Càng học em càng hiểu biết nhiều hơn. Học sinh Việt Nam vừa thông minh vừa chăm chỉ. Em chẳng những biết nói mà còn biết viết tiếng Việt nữa.
- using a range of expressions for indefinite quantities, for example, hàng ngàn, triệu triệu, vô số, hàng hà sa số, biết bao nhiêu là …
- expanding vocabulary knowledge to include a range of common nouns, adjectives and verbs for everyday interactions at home and school, on topics such as friendship (Bạn tốt thì luôn sẵn sàng giúp đỡ lẫn nhau), leisure activities (Tôi đã có dịp thưởng thức một buổi hòa nhạc rất thú vị), teenage life (Giới trẻ ngày nay giỏi khoa học kỹ thuật hơn thế hệ trước) and special events (Năm nào tôi cũng đi hội chợ Tết để tìm hiểu thêm về văn hóa Việt Nam)
- recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, thân thiện, lạnh lùng, tử tế, and using them in own spoken and written texts, for example, Mùa thu thời tiết mát mẻ, dễ chịu. Thầy/Cô giáo tiếng Việt của em rất thân thiện và vui vẻ với học sinh. Anh ta trông có vẻ lạnh lùng nhưng thật ra rất tử tế
- understanding Vietnamese onomatopoeic words, such as ầm ầm, ào ào, rào rào, rì rào, róc rách, tí tách, đì đùng, and using them in own spoken and written texts, for example, thác đổ ầm ầm, mưa rơi tí tách, gió thổi rì rào, suối chảy róc rách, pháo nổ đì đùng
- exploring the meaning of Sino-Vietnamese words and providing their equivalents in modern Vietnamese, for example, tổ quốc = đất nước, phụ nữ = đàn bà, huynh đệ = anh em, phi trường = sân bay
- using adjectives and verbs to express and convey emotions and attitudes, for example, vui mừng, hạnh phúc, tự hào, hãnh diện, hổ thẹn, thú vị, buồn chán; thích, thương, kính phục, ghét, coi thường, đồng ý, ủng hộ, tán thành, phản đối
- using evaluative language to express perspectives, for example, hấp dẫn, thú vị, nhàm chán, tiện lợi, hữu ích, biện pháp thực tế/thiết thực
- inferring the rules of forming abstract nouns from adjectives and verbs used to express attitudes, feelings and emotions by exploring various examples of abstract nouns such as tình thương, sở thích, niềm vui, hạnh phúc, nỗi buồn/khổ
VCVIU030 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VC2M9A07

experiment with the effects of the variation of parameters on graphs of related functions, using digital tools, making connections between graphical and algebraic representations, and generalising emerging patterns

Elaborations
- investigating transformations of the graph of $y = x$ to the graph of $y = a x + b$ by systematic variation of $a$ and $b$ and interpreting the effects of these transformations using digital tools; for example,
  $y = x \to y = 2 x$ (vertical enlargement as $a > 1$ ) $\to y = 2 x - 1$ (vertical translation) and
  $y = x \to y = \frac{1}{2} x$ (vertical compression as $0 < a < 1$ ) $\to y = - \frac{1}{2} x$ (reflection in the horizontal axis) $\to y = - \frac{1}{2} x + 3$ (vertical translation)
- investigating transformations of the parabola $y = x^{2}$ to the graph of $y = a {(x - h)}^{2} + b$ in the Cartesian plane using digital tools to determine the relationship between graphical and algebraic representations of quadratic functions, including the completed square form; for example,
  $y = x^{2} \to y = \frac{1}{3} x^{2}$ (vertical compression as $0 < a < 1$ ) $\to y = \frac{1}{3} {(x - 5)}^{2}$ (horizontal translation) $\to y = \frac{1}{3} {(x - 5)}^{2} + 7$ (vertical translation) or
  $y = x^{2} \to y = 2 x^{2}$ (vertical enlargement as $a > 1$ ) $\to y = - 2 x^{2}$ (reflection in the horizontal axis) $\to y = - 2 {(x + 6)}^{2}$ (horizontal translation) $\to y = - 2 {(x + 6)}^{2} + 10$ (vertical translation)
- experimenting with digital tools by applying transformations to the graphs of functions, such as reciprocal $y = \frac{1}{x}$ , square root $y = \sqrt[]{x}$ , cubic $y = x^{3}$ and exponential functions $y = 2^{x}, y = {(\frac{1}{2})}^{x}$ , identifying patterns
VC2M9A07 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra
VC2M9A01

apply the exponent laws to numerical expressions with integer exponents and the zero exponent, and extend to variables

Elaborations
- representing decimals in exponential form; for example, 0.475 can be represented as $0.475 = \frac{4}{10} + \frac{7}{100} + \frac{5}{1000} = 4 \times 10^{- 1} + 7 \times 10^{- 2} + 5 \times 10^{- 3}$ and 0.00023 as 23 × 10^-5
- simplifying and evaluating numerical expressions, involving both positive and negative integer exponents, explaining why; for example, $5^{- 3} = \frac{1}{5^{3}} = {(\frac{1}{5})}^{3} = \frac{1}{125}$ and connecting terms of the sequence $125, 25, 5, 1, \frac{1}{5}, \frac{1}{25}, \frac{1}{125}$ … to terms of the sequence $5^{3}, 5^{2}, 5^{1}, 5^{0}, 5^{- 1}, 5^{- 2}, 5^{- 3}$ ...
- relating the computation of numerical expressions involving exponents to the exponent laws and the definition of an exponent; for example, $2^{3} \div 2^{5} = 2^{- 2} = \frac{1}{2^{2}} = \frac{1}{4}$ and ${(3 \times 5)}^{2} = 3^{2} \times 5^{2} = 9 \times 25 = 225$
- recognising exponents in algebraic expressions and applying the relevant exponent laws and conventions; for example, for any non-zero natural number $a$ , $a^{0} = 1$ , $x^{1} = x, {r^{2} = r \times r, h}^{3} = h \times h \times h,$ $y^{4} = y \times y \times y \times y$ , and $\frac{1}{w} \times \frac{1}{w} = \frac{1}{w^{2}} = w^{- 2}$
- relating simplification of expressions from first principles and counting to the use of exponent laws; for example,
  ${(a^{2})}^{3} = (a \times a) \times (a \times a) \times (a \times a) = a \times a \times a \times a \times a \times a = a^{6}$ ;
  $b^{2} \times b^{3} = (b \times b) \times (b \times b \times b) = b \times b \times b \times b \times b = b^{5}; \frac{y^{4}}{y^{2}} = \frac{y \times y \times y \times y}{y \times y} = \frac{y^{2}}{1} = y^{2}$ and ${(5 a)}^{2} = (5 \times a) \times (5 \times a) = 5 \times 5 \times a \times a = 25 \times a^{2} = 25 a^{2}$
- applying the exponent laws to simplifying expressions involving products, quotients, and powers of constants and variables; for example, $\frac{{(2 x y)}^{3}}{{x y}^{4}} = \frac{8 x^{3} y^{3}}{x y^{4}} = 8 x^{2} y^{- 1}$
- relating the prefixes for SI units from pico- (trillionth) to tera- (trillion) to the corresponding powers of 10; for example, one pico-gram = 10^-12grams and one terabyte = 10¹² bytes
VC2M9A01 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra
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
VCASFC038

Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

Elaborations
- working in teams to plan an event such as a performance for a younger audience or a presentation for school assembly
- negotiating roles, responsibilities and priorities in activities such as cooking or science experiments, making suggestions such as:
  PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT
  Do you think we should do this first and when that’s done, that next
- and using conditional language such as:
  IF FINISH, CAN NEXT++, IF NOT-YET HEADSHAKE
  If we finish this we can go on to the others; if we don’t, we can’t.
- organising activities such as excursions, using questions such as:
  WE2 MEET WHERE?
  Where are we meeting?
  TIME MEET?
  What time should we get there?
  ARRIVE HOW?
  How are we getting there?
- using digital technologies to prepare a humorous, dynamic perspective on a controversial proposition, such as ‘Homework should be banned’ to present to teachers or parents
- playing games that involve working competitively within groups to categorise or classify information
- problem-solving in teamwork activities, using language such as:
  HOW FIX SOLVE?
  How can we solve this?
  WHAT DO?
  What can we do next?
- planning, rehearsing and producing a performance for school assembly or parent open night
- working in a group to plan a visual story to present to a younger group at school or via video
- planning and conducting an interview with a deaf visitor to class, using questions to elicit extra information
- working on collaborative tasks that involve negotiation and shared decision-making about content and design, for example, designing a class garden, creating digital picture books for ‘buddy’ classes, or promoting a school event
- conducting, recording and presenting observations and findings of collaborative science experiments
VCASFC038 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
VCVIU135

Develop knowledge of nouns, adjectives, verbs and adverbs to describe actions, people and objects, and express possession

Elaborations
- exploring different types of nouns such as common nouns (bàn, tủ, mèo, chó), proper nouns (Hoa, Hải, Việt Nam), single nouns (gà, bò, bàn), and compound nouns (đất nước, nhà trường, học sinh)
- expressing possessive cases by using của + noun/pronoun, for example, con mèo/cái bàn/căn phòng của tôi, cây thước/cái áo của bạn, and noticing cases when của can be omitted, for example, ba tôi, mẹ tôi, bạn tôi, nhà tôi, phòng ba mẹ tôi
- creating plural forms of nouns by adding another word in front of the stem word according to context, for example, hai cái áo, những cái áo, nhà nhà, người người
- understanding how time expressions are formed through the use of đang, đã, rồi, sẽ or hôm qua, ngày mai, for example, Tôi đang ăn. Tôi đã sống ở đây hai năm. Tôi ăn rồi. Ngày mai tôi (sẽ) đi coi phim
- using adverbs to modify actions, for example, chạy nhanh, đi chậm, học giỏi, hát hay
- experimenting with the use of prepositions (trên, dưới, trong ngoài, ở giữa), for example, Con chim bay trên trời means ‘The bird flies in the sky’, rather than the literal translation, ‘The bird flies above the sky’
- understanding and applying appropriate word order in sentences, for example, recognising that adjectives follow nouns (áo trắng), and experimenting with word order to see how meaning changes, for example, Lan hay hát ≠ Lan hát hay
- creating affirmative, negative and interrogative sentences, including closed and open-ended questions, for example, Tôi thích ăn cơm. Ba mẹ không thích tôi coi phim nhiều. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tạo sao mình phải uống nước nhiều?
- noticing that interrogatives (khi nào, ở đâu, bao nhiêu) can be placed at the beginning, in the middle or at the end of questions, for example, Khi nào em đến? or Em đến khi nào?; Bao nhiêu tiền một nải chuối? or Một nải chuối giá bao nhiêu tiền?
VCVIU135 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCARC142

Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making connections with own experiences and feelings

Elaborations
- listening to and viewing imaginative texts in print, digital and multimodal formats, such as cartoons, folk tales and fables, and sharing opinions or feelings about ideas, events and experiences, using expressions such as
  سندباد رجل شجاع؛ علي بابا حرامي ظريف؛ لا أحب قصة علاء الدين والمصباح السحري؛ القصة مملة وغير معقولة؛ القصة فيها خرافات كثيرة؛ قصة المصباح السحري مثيرة لكنها غير واقعية
- responding to questions about characters in different types of imaginative texts, such as films or cartoons, by listing words or expressions associated with the character’s personality and explaining how they can or cannot relate to them, for example,
  شخصية الولد في الفيلم مثل شخصيتي؛ هو يحب اللعب وأنا كذلك؛ لقد سافر وهو صغير وأنا أيضاً اتيت إلى أستراليا وأنا صغير؛ البنت في الكارتون تحب الثياب الملونة مثلي ولكنها مشاغبة وأنا هادئة وأسمع كلام أمي
- comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games, using expressions such as
  اللّاعب الأول أقوى من اللّاعب الثاني؛ هذه اللعبة أصعب من اللعبة الأخرى؛ أفضل شخصية في القصة هي صديقة عبير لأنها أكثر واحدة تحب سناء وتساعدها؛ أحب شخصية عندي هي سمير لأنّه مضحك
- discussing key messages and cultural elements in imaginative texts, such as the moral of a story/fable, an idea or value in a song, or the qualities or behaviour of a character
VCARC142 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating
VCARU131

Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position

Elaborations
- discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels or the three vowel letters ا؛و؛ي , such as تا؛ تي؛ تو and consonant letters in a syllable block
- using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)
- recognising that letters change form depending on their place in the word, for example,
  ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م
- noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
- experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ كر/سي؛ غر/فة؛
- using basic pronunciation and intonation rules when speaking and reading aloud
- deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
- comparing different forms of writing for the letter أ, for example, أ؛إ؛آ
VCARU131 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
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
VCASFC137

Notice what is similar to or different from their own language and culture when interacting with stories, games and different forms of artistic expression in Auslan and from Deaf culture

Elaborations
- responding to teacher prompts in Auslan or English to capture their impressions when viewing images, video clips or stories in Auslan, for example:
  PRO2 LOOK VIDEO. LOOK WHAT?
  You saw the video. What did you notice?
  HAVE SAME? HAVE DIFFERENT? WHAT?
  What’s the same? What’s different?
- comparing aspects of their own lives with those of deaf children represented in digital images, video clips and stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
- describing how it feels to use Auslan to communicate or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing conversations between hearing people and between deaf people?
- discussing changes or adaptations they make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, maintaining eye contact when the other person is signing to them
VCASFC137 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
VCASFC007

Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action

Elaborations
- changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action
- interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement
- using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
- depicting the movement of people, animals or means of transport by using handshapes in creative ways
- creating amusing sequences of signs using a fixed handshape, such as YOU THINK PRO1 SHY
- experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon
- experimenting with facial expressions to match different emotional expressions, such as HAPPY, SCARED, TIRED
- changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences
- representing objects using combined bodies and hands in amusing or creative ways
- exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
- making their own handshape creations
- assuming the role of a character from a story and responding to signed questions from classmates, such as:
  YOUR NOSE DS:long-nose WHY?
  Why is your nose so long, Pinocchio?
VCASFC007 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

Result list

VCZHC097

Elaborations

VCZHC177

Elaborations

VCZHC114

Elaborations

VCZHC194

Elaborations

VCZHC217

Elaborations

VCZHC009

Elaborations

VCZHU257

Elaborations

VCITU109

Elaborations

VCZHC209

Elaborations

VCVIU030

Elaborations

VC2M9A07

Elaborations

VC2M9A01

Elaborations

VCASFU104

Elaborations

VCASFC038

Elaborations

VCVIU135

Elaborations

VCARC142

Elaborations

VCARU131

Elaborations

VCASFC132

Elaborations

VCASFC137

Elaborations

VCASFC007

Elaborations

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