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Result list

• VCVIU151

  Recognise and apply features of intonation and pronunciation and writing conventions used in different types of texts and contexts

  Elaborations

  • applying basic pronunciation rules, including adding or changing tone markers, initial consonants or vowels to form new words, for example, buổi, cuối, đuổi, tuổi, chuối
  • understanding and reproducing Vietnamese words with different tone markers, and understanding that pitch changes affect the meaning of a word, for example, thương, thường, thưởng, thượng
  • understanding the variability of sound–letter matches and distinguishing between similar sounds such as ch and tr, s and x (chai/trai or song/xong)
  • exploring Vietnamese sounds such as heterographs, for example, giai and dai, dây and giây, and homonyms, for example, bàn (bàn bạc) or bàn (cái bàn)
  • analysing Vietnamese pronunciation and intonation, for example, Anh ăn trưa chưa? Anh chưa ăn trưa? and Anh chưa ăn trưa
  • applying Vietnamese spelling rules, for example, k, gh and ngh only go with i, e, and ê (kiến, kẻ, kể, ghi, ghe, ghế, nghỉ, nghe, nghệ)
  • comparing Vietnamese words that end with i and y, and identifying words that are commonly misspelled, such as tai and tay, mai and may, ngài and ngày
  • using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks

  VCVIU151 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCARU183

  Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making

  Elaborations

  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان
  • understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,

    كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ

  • manipulating interrogative verb forms to ask a range of questions, for example,

    قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,

    مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية

  • using cohesive devices to sequence ideas, for example,

    في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة

  • extending use of negative forms, for example,

    لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً

  • using إلاّ to express exceptions, for example, جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا
  • using comparative and superlative forms of adjectives to describe people and objects, for example,

    صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء

  • understanding how to use exaggeration and emphasis for effect, for example,

    ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك

  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb tenses to persuade, encourage and advise others, for example,

    شاركوا في الردّ على الموقع الإلكتروني؛ لا تنسوا شاهدوا الفيلم الأسطوري؛ سيعجبكم جداً؛ هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ؛ إتّصلوا على الرقم المذكور في الإعلان

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    قد يكون كلامك صحيحاً ولكني لست متأكّداً منه؛ ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة

  • creating compound and complex sentences by using embedded clauses, for example,

    أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!

  VCARU183 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU166

  Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas

  Elaborations

  • using سوف in addition to the present tense to express future plans, for example,

    سوف أدخل إلى الجامعة بعد الثانوية العامة؛ سوف أشتري سيّارة بعد الإمتحانات

  • understanding and describing current, recurring and future actions, using auxiliary verbs, for example,

    ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب

  • using the conditional mood as a formulaic expression, for example,

    لو نجحت في الأمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة

  • understanding and using the conjunction (بينما) to compare people or actions, and enhance expression, for example,

    رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ بينما لعبة كرة القدم شعبيّة أكثر

  • referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,

    الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱

  • using ordinal numbers to sequence ideas in oral interactions and written texts, for example,

    أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

  • using interrogative words and expressions, such as لمَ؛ هل , to ask questions and make requests, for example,

    لمَ تأخّرت اليوم وأنت عندك إمتحان؟ هل فهمت ما قلت لك؟ رجاءً؛ أحضر البحث غداً لأنك لم تقدمه أمس؛ من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟

  • expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,

    بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

  • using specific structures relating to expressions of praise, encouragement and persuasion, for example,

    ممتاز! أحسنت! عمل رائع؛ ؛ هيّا واصل عملك أنت شخص ذكيّ؛ أكمل الصورة وقدمها للعرض؛ لا تتكاسل واصل الركض؛ إعرض كتاباتك على الصحيفة المحلية؛ أنت كاتب بارع

  • using expressions such as أكبر من؛ الأكبر to indicate preference and compare, for example,

    هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي

  • expressing opinions and feelings using expressions such as

    أشعر بالسّعادة عندما أسافر إلى المناطق الرّيفيّة في أستراليا؛ أعتقد أن أستراليا أجمل دولة في العالم

  • using conjunctions such as بالرّغم من ؛ to show differences and contrasts in ideas, for example,

    بالرّغم من أن الشمس ساطعة إلّا أنّ الطقس بارد؛ بالرّغم من نجاحي في الإمتحان لم يشترِ لي أبي اللّعبة الإلكترونيّة

  VCARU166 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARU149

  Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences

  Elaborations

  • applying rules of past tense verb conjugation to describe past actions and events, for example,

    أنا أكلتُ؛ أنتَ شربتَ؛ أنتِ ذهبتِ؛ هو كتبَ‘؛ هي ركضَت؛ هم تأخروا

  • producing complex sentences using present tense verb conjugation, for example,

    أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السّيارة كل أسبوع؛ أساعد في تنظيف البيت دائماً؛ المعلمون يتكلمون كثيراً

  • expressing negation in complex sentences, for example

    لا أريد أن ألعب هذه اللعبة؛ ليس عندي طعام مفضّل؛ لم؛ لن

  • using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,

    تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا تتأخروا

    understanding gender and number agreement between nouns and adjectives, for example, كتاب واحد رخيص؛ ثلاثة كتب رخيصة؛ عشرة كتب غالية؛ طاولة واحدة ثقيلة؛ أربع طاولات قديمة ؛ تسع طاولات كبيرة using irregular adjectives to describe number, shape and colour, for example,

    فزت في المرتبة الأولى؛ أتيتُ الثاني في الإمتحان؛ حقيبتي حمراء؛ قميص أحمر؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدوّر؛ مثلث؛ مربع؛ مستطيل

    describing a relationship using a possessive pronoun for singular and plural third person, for example

    سليم يحب ابي كثيراً؛ هناء تستمع إلى أمها دائماً

  • using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك
  • using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for example

    أمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة

  • understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟
  • building compound sentences to express opinions, preferences or reasons, for example

    الكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال

  VCARU149 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC217

  Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences

  Elaborations

  • exchanging greetings, wishes, thanks and apologies, adjusting language to suit the situation, for example:
    HOW-ARE-YOU? SEE LATER, GOOD-LUCK, THANKS, SORRY INTERRUPT
  • describing and comparing people and objects using SASS depicting signs, for example:
    POSS1 MATH TEACHER TALL DS:long-wavy-hair
    My maths teacher has long wavy hair.
    SCHOOL UNIFORM HAVE DS:long-thin-tie
    The school uniform has a long thin tie.
  • comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK.
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE WATERMELON. DON’T-LIKE ORANGE
    I like watermelon; I don’t like oranges.
    ART MUSIC? RATHER ART
    I prefer art to music.
  • introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example:
    HAVE ONE SISTER ONE BROTHER
    I have a brother and a sister.
    THAT BABY HER SISTER
    That baby is her sister.
  • asking and responding to questions about a familiar topic, such as a shared school experience, for example:
    PRO2 LIKE AUSLAN?
    Do you like Auslan?
    PRO2, SUBJECT WHAT STUDY WHAT?
    And you, what subjects do you study?
    SCHOOL LIKE YOU?
    Do you like school?

  VCASFC217 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC091

  Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences

  Elaborations

  • exchanging greetings, thanks and apologies, for example, HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
  • using formulaic language to express wishes for particular occasions or events, for example, HAPPY BIRTHDAY, GOOD-LUCK
  • making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE TV
    I like TV.
    DON’T-LIKE DRAWING
    I don’t like drawing.
  • introducing self and family and explaining relationships using possessive pronouns, for example:
    POSS1 NAME X, PRO1 12-YEARS-OLD
    My name is X, and I’m 12 years old.
    PRO3 POSS1 BROTHER
    He’s my brother.
  • asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:
    PAST WEEKEND, YOU GO WHERE?
    Where did you go last weekend?
    FAMILY PRO1 GO PLAY SOCCER
    My family and I went to play soccer.
  • referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:
    POSS1 SISTER TALL SKINNY HAVE BLACK HAIR
    My sister is tall and thin and has black hair.
  • describing what they are doing in class activities using plain verbs, for example, PRO1 WRITE, PRO1 READ

  VCASFC091 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU157

  Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

  Elaborations

  • noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
  • using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
  • using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
  • identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
  • using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
  • building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
  • indicating frequency using adverbs, for example, siempre, a veces, nunca
  • noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
  • using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
  • understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
  • comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
  • using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
  • recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
  • expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!

  VCESU157 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCIDU064

  Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices

  Elaborations

  • identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi
  • naming a range of animals, for example, binatang peliharaan, kelinci
  • describing qualities of people using adjectives of character and appearance, for example, setia, keren, sabar, optimis
  • describing qualities of things using adjectives, for example, bertingkat dua, lama
  • indicating quantity using juta
  • identifying things using concrete nouns, for example, sawah, gunung api, hutan
  • creating nouns, for example, makan-an, minum-an, masak-an, baca-an
  • describing actions using me- verbs, for example, Saya selalu menikmati cerita horor
  • creating distance between actor, action and objects using object-focus construction, for example, Mobil barunya dicuri tadi malam
  • indicating negation, for example, jangan, tidak sama sekali
  • referring to past and future using time indicators, for example, tadi pagi, nanti malam, sebelum, sesudah, kemudian, lalu
  • seeking information using a range of questions, for example, bagaimana, dari mana, apakah, kapan, mengapa, sudah pernah?
  • describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
  • creating cohesion using conjunctions, for example, supaya, walaupun
  • adding further information using embedded clauses with yang
  • accepting or declining invitations, for example, mau ikut, maaf, sayang
  • well-wishing, for example, mudah-mudahan, semoga
  • comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
  • expressing opinions, for example, dari pihak saya…
  • expressing emotions, for example, -wah, sayang, asyik, hebat, siip, seru
  • describing state of actions, for example, sudah, belum, pernah

  VCIDU064 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDU047

  Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi, sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal, rendang, es kelapa muda), and indicating possession using -nya, mereka, kami/kita
  • describing locations, for example, kota, restoran, bioskop, warung, pasar
  • referring to relationships between people and things using prepositions, for example, untuk, kepada
  • describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai
  • knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using polite forms, for example, -lah, Silahkan
  • seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
  • describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
  • indicating location in time using pada and place using di and atas, dalam, belakang
  • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
  • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
  • expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
  • comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
  • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai

  VCIDU047 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCIDU115

  Develop knowledge of vocabulary and structure to extend meanings, such as complex verbs, affixation, a range of cohesive devices and object-focus construction

  Elaborations

  • identifying people by pronouns or titles, for example, Kepala Sekolah, si (diminutive) and nicknames
  • describing the qualities of people using adjectives of character, for example, murah hati, bertanggung-jawab
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
  • showing lack of purpose, for example, jalan-jalan, duduk-duduk, melihat-lihat
  • relating people and position using prepositions, for example, kepada
  • comparing things using comparatives and superlatives, for example, ter-, makin lama…, makin + adjective
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa
  • requesting that others do something for own benefit (minta, harap, mohon, tolong); for others’ benefit (silakan)
  • excusing and apologising, for example, permisi dulu, minta maaf, maafkan saya
  • giving advice with suffix -lah, for example, beristirahatlah, tunggulah, nasehat saya, sebaiknya, seharusnya, jangan
  • showing empathy and well-wishing, for example, kasihan, harap cepat sembuh, semoga sukses
  • giving opinion, for example, saya berpendapat bahwa, saya percaya
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu, meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
  • referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan yang lalu
  • referring back to something specific using tersebut

  VCIDU115 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC077

  Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues

  Elaborations

  • corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests
  • interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. Le presento la dottoressa Russo. Piacere! Che lavoro fai? Cosa facevi tre anni fa, in Italia? Cosa bevi a tavola? Ben arrivato/a! Entri! Prego. Le dispiace inviarmi una copia di … Distinti saluti
  • sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
  • using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations, such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha detto? Eh sì! Ma scherzi!
  • interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che …
  • sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi di …? Preferisco … Penso che … Vorrei … Mi piace di più … Purtroppo ... Insomma!
  • debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
  • exchanging letters, emails and videos with peers in Italy, comparing aspects of youth lifestyle, school and environment, using comparisons when expressing thoughts and ideas, for example, Come trascorrerete le vacanze estive? Come voi, anche noi andiamo in Italia …

  VCITC077 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLAU008

  Understand concepts of accidence and syntax used in simple and compound Latin sentences, including parts of speech, case, gender, number, person, declension and conjugation, agreement and tense, and conventions of sentence structure

  Elaborations

  • identifying parts of speech and their functions in texts, such as in statements, direct speech, commands and questions
  • exploring the concepts of number, gender, case and the metalanguage used to describe nouns
  • understanding noun inflections and their usage in first, second and third declensions:
    • case: nominative, vocative, accusative, genitive, dative, ablative, for example, amicus, amice, amicum, amici, amico, amico
    • number: villa, villae
    • gender: masculine dominus, feminine domina, neuter atrium, common canis, parens
  • recognising personal pronouns and pronominal adjectives, and identifying number, gender and case, for example, ego, tu, nos, vos; meus, tuus
  • recognising interrogative pronouns, for example, quis, quis, quid
  • recognising demonstrative pronouns, for example, hic, haec, hoc; ille, iste
  • identifying cardinal numbers unus to viginti and ordinal numbers primus to decimus
  • recognising prepositional phrases and the different forms of prepositions, for example, e villa, ex urbe
  • distinguishing between the meanings of prepositions when governing different cases, for example, in villam, in villa
  • exploring the concepts of verb number, person and tense, the metalanguage used to describe verbs
  • identifying endings of verbs in the four conjugations, and regular and irregular verbs in the present tense, active voice
  • identifying the use of the imperative, for example, tacete vos omnes
  • identifying first/second and third declension adjectives, for example, laeta/laetus; tristis
  • recognising agreement of adjectives and nouns in number, gender and case, for example, puella tristis, frater magnus, and how word order may differ from English
  • interpreting compound sentences using conjunctions, for example, canis intrat sed non latrat
  • recognising adverbs, for example, servus diligenter laborat
  • understanding conventions of word order in Latin sentences, such as subject + direct object + indirect object + verb, for example, puella librum fratri legit, and how those conventions can be used to anticipate the development of a sentence
  • developing strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

  VCLAU008 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VC2M6N07

  solve problems that require finding a familiar fraction, decimal or percentage of a quantity, including percentage discounts, choosing efficient calculation strategies with and without digital tools

  Elaborations

  • explaining how $\frac{1}{3}$ of a quantity can be achieved by dividing by 3, and how knowledge of $\frac{1}{3}$ of a quantity can be used to find $\frac{2}{3}\mathrm{ }$or $\frac{4}{3}\mathrm{ }$of the same quantity, using situations involving money, length, duration, mass or capacity
  • investigating percentage discounts of 10%, 25% and 50% in an online toy sale, using their equivalent decimal representations of 0.10, 0.25 and 0.50 to calculate the amount of discount on sale items, with and without digital tools
  • linking percentages to their decimal equivalent of tenths and hundredths and using these to determine percentage discounts; for example, finding a 30% discount by using its equivalence to 0.3, dividing by 10 and multiplying the result by 3 to give 30%
  • explaining the equivalence between percentages and fractions, for example, 33$\frac{1}{3}\mathrm{ }$% and $\frac{1}{3}\mathrm{ }$, keeping to percentages that are equivalent to fractions with small denominators such as 66$\frac{2}{3}\mathrm{ }$% and 12.5%
  • representing a situation with a mathematical expression, for example, numbers and symbols such as $\frac{1}{4}$ × 24, that involves finding a familiar fraction or percentage of a quantity; and using mental strategies or a calculator and explaining the result in terms of the situation in question

  VC2M6N07 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• 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

• VCARU030

  Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded

  Elaborations

  • using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم
  • using the conditional mood as a formulaic expression, for example,

    لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً

  • understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛

    أخي يلعب كثيرا لكن أختي تدرس دائم

  • using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,

    لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

  • expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,

    بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

  • using expressions to indicate preference and compare, for example,

    هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة

  • creating compound and complex sentences by using embedded clauses such asالكتاب المفضل لدي (والذي أحبه كثيرا) هو ...
  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,

    هذان كتابان جديدان؛ هاتان صديقتان وفيتان

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً
  • using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً
  • extending use of negative forms, for example, لن أتصل بك؛ لم أتأخر عن الدرس؛ ليس عندي وقت
  • using إلا to express exceptions, for example, أحب كل المواد إلا الرياضيات
  • describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل
  • using elements of exaggeration and emphasis, for example,

    للمرة المليون أكرر هذه العبارة

  • using a range of irregular adjectives to describe number, shape and colour, for example, قميص أحمر؛ حقيبة حمراء؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدور؛ مثلث؛ مربع؛ مستطيل
  • using singular and plural third person possessive pronouns to indicate relationships, for example, أصدقاؤهم كتابه؛ قلمها؛
  • using adverbial phrases to expand on ideas and provide further information related to feelings, attitudes and abilities, for example, متأخراً؛ باكراً؛ دائماً؛ مسرعاً
  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb forms to persuade, encourage, and give advice, for example,

    لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    ربما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة

  VCARU030 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU149

  Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences

  Elaborations

  • referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
  • noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
  • 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 $50 zum Geburtstag.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
  • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCIDU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world

  Elaborations

  • describing people and animals using pronouns, gender and adjectives of character, for example, dia, mereka, teman, kakak laki-laki, adik perempuan, kakek, nenek; kaki, tangan, mata; kucing, marmot, burung; gemuk, kurus, tinggi, senang, sedih, marah; and describing weather using adjectives such as panas, dingin, hujan, mendung, cerah
  • describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan
  • describing objects using concrete nouns related to home, school and local environment, for example, forms of transport (sepeda, mobil, bis, kereta api, becak, delman, dokar, bendi) and items such as foods (semangka, kelapa)
  • describing quantity using cardinal numbers (puluh, ratus) and ordinal numbers using ke- prefix, and making plurals by duplicating, for example, buku-buku
  • describing actions using simple base verbs (for example, tinggal, bangun, mandi, naik) and ber- verbs, for example, bermain, berjalan, bersepeda, berenang
  • recognising imperatives, for example, Angkat tangan, Buka bukumu, Ayo cepat!
  • seeking information using questions, for example, kapan, dari mana, ke mana?
  • linking ideas using conjunctions, for example, karena, tetapi
  • locating events in time (for example, hari ini, kemarin, besok, sudah, belum) and using days of the week and months, for example, Pada hari…
  • understanding the rules for subject-verb-object sentence construction (for example, Saya tinggi, Saya bermain…, Saya makan…) and possessive word order, for example, Adik laki-laki saya…, Tas teman Herman…
  • giving praise, gratitude and encouragement, for example, coba, Bagus sekali!, terima kasih banyak
  • recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

  VCIDU030 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU032

  Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

  Elaborations

  • further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
  • understanding and using a range of particles such as:
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means such as ペンで、 日本語で)
  • understanding and using いand な adjectives in the present and past tense
  • using verb stems with grammatical features such as ～たい、 ～ たくない、 ～ かった、 ～ やすい／にくいです
  • understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 verbてform, だから、 しかし、 それに、 けれども
  • expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、 ～とおもいます、 ～たり～たりします
  • asking and responding to questions using 何で? どうして/なぜ？ どのぐらい? いくつ？
  • building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
  • elaborating ideas or statements using expressions such as 今(こん)しゅう、 先(せん)しゅう、 来年(らいねん)、 いつも、 ぜんぜん、 あまり
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
  • extending the use of counter classifiers to include ～円(えん)、 ～分、 ～まい、 ～本、 ～つ、 ～日 (date)
  • expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
  • expressing the location of items by using prepositions such as 右(みぎ)、 左(ひだり)、 前(まえ)、 後(うし)ろ、 上(うえ)、 下(した)、 となり、 そば　
  • understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

  VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU014

  Develop understanding of the systematic nature of grammatical structures and features of Japanese used to perform particular functions, such as describing people, objects and places, and indicating quantity

  Elaborations

  • developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech
  • understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb:
    • subject は noun　です。
    • subjectは adjective　です。
    • subject は　objectを　verb ます。
  • understanding that pronouns are used far less frequently in Japanese than in English
  • understanding and using a range of particles to perform different functions, for example:
    • は (subject, topic marker)
    • が (subject, topic marker: ～が好(す)きです、 ～がいます/あります)
    • を (object)
    • に (time, destination)
    • へ (direction)
    • で (transport)
    • の (possession)
    • と (and, with)
    • も (also)
  • understanding the role of sentence-ending particles such as かand ね
  • understanding that the word order of noun phrases is not important as long as they appear before the verb and are accompanied by correct particles
  • understanding how to use いand な adjectives in the present tense in basic sentences such as たのしい、 たのしくない、 ゆうめいな、 ゆうめいじゃない
  • understanding the rules of verb conjugation, for example, ～ます、 ～ましょう、 ～ました、 ～ません、 ～ませんでした
  • understanding different question words such as 何(なに), どこ、 何(なん)よう日(び)、 どんな、 いつ、 いくら、 だれ
  • describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。
  • using a range of verbs related to daily activities, for example, 行(い)きます、 見(み)ます、 たべます、 かきます、 よみます、 ききます、 はなします、 します
  • understanding and responding to formulaic expressions that use て form, such as 見(み)て　ください。 トイレに　行(い)っても　いい　ですか 。
  • creating cohesion and flow using conjunctions, for example, そして、 それから、 でも
  • knowing how to count 一(いち)～千(せん)
  • using common counters and classifiers such as ～人、 ～さい、 ～がつ、 ～時(じ)
  • understanding the use of こそあどseries in concrete contexts, for example, これ、 それ、 あれ、 どれ
  • using basic time expressions such as days of the week and months, for example, まい日(にち)、 ときどき
  • building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning
  • understanding the use of the prefixes お and ご before some words to indicate respect, for example,
    おなまえは？、ごかぞく　
  • understanding that the words for family members are different for one’s own family and for other people’s families, for example, お母(かあ)さん、母(はは)
  • identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

  VCJAU014 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language