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Result list

• VCIDC011

  Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

  VCIDC011 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC119

  Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups

  Elaborations

  • making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です 。
  • identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は 15 さい　で す。, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations
  • noticing and comparing their own use of words or expressions from different languages when communicating in English

  VCJAC119 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC027

  Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations

  Elaborations

  • creating an online bilingual class profile to send to a Japanese sister school or present to Japanese visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations
  • providing bilingual subtitles or captions for a cartoon or comic that depicts intercultural encounters, for example, interactions between a Japanese exchange student and an Australian host family
  • creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support
  • designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Japanese, or a schedule for an event likely to interest both English and Japanese speakers, noticing how expression and representation need to be tailored to suit different audiences

  VCJAC027 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOC153

  Describe people, places, objects and everyday routines relating to school and home environments; express feelings and share interests and preferences

  Elaborations

  • exchanging experiences of everyday life and leisure activities using –해요/했어요 as a chunk, for example, 오늘 한국어를 공부해요 / 어제 영어를 공부했어요
  • sharing experiences and feelings such as weekend activities and likes/dislikes using 나/저도 …–어/아요 and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해요/공부했어요
  • interacting via different modes of communication including class blogs or wikis to exchange personal information and to express opinions, for example, … 어때요/어땠어요?
  • recounting experiences with family and friends in speaking and writing, for example, in conversations, diaries or blogs (토요일에 저는 친구하고 쇼핑했어요.제니하고 웨스트필드에 갔어요 ...)

  VCKOC153 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC125

  Recognise themselves as members of different groups, including the Korean class, the school, their family and community, and consider their roles within these different groups

  Elaborations

  • naming languages they know and are learning, for example, 한국어
  • making simple statements about themselves, including who they are and their personal preferences, for example, 저는 …이에요/예요, 저는 … 좋아해요/싫어해요
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or communicating that may not be familiar to other people

  VCKOC125 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCLVC160

  Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories

  Elaborations

  • creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas
  • performing bilingual versions of familiar songs, for example by alternating lines/verses between the two languages
  • creating bilingual texts such as posters and songs, and discussing how to represent meaning in different languages for different audiences
  • creating bilingual texts such as brochures, posters or invitations to inform others about upcoming events

  VCLVC160 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCLVC139

  Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity

  Elaborations

  • describing self and their family, for example, by drawing pictures of immediate family members or creating a family tree and labelling it with appropriate kinship terms
  • identifying self in relation to different groups, such as family, class or peer group, and representing these relationships through drawing captioned pictures, photos or digital presentations (Aboriginal and Torres Strait Islander students may be able to depict their totems/moieties and other affiliations)
  • exploring the idea of collective identity through symbols and practices such as Aboriginal flags, items of dress, use of colours and patterns
  • noticing and comparing their own choices and use of words or expressions from different languages when communicating in English
  • recognising the relationship between language, place and family in the formation of identity in Aboriginal communities

  VCLVC139 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Identity

• VCMMG062

  Identify and sequence regular events that occur during the school day and comment on their duration (short/long)

  Elaborations

  • creating and following a visual schedule based on the school day’s events
  • ordering events based on duration, for example, ‘I can do more at lunch time than recess’
  • comparing and labelling events as long, short, quick
  • understanding the purpose of a clock and some of its features
  • using timers and a clock to explore and compare time and duration of events

  VCMMG062 | Mathematics | Level D | Measurement and Geometry | Using units of measurement

• VCNRC035

  Initiate interactions and exchange information with peers, describing feelings and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions to exchange information about shared interests, hobbies or friends
  • sharing experiences and feelings, such as weekend activities and likes/dislikes using set phrases
  • using communication strategies such as active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information
  • comparing routines, interests and hobbies, using language associated with time, sequence and location

  VCNRC035 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC018

  Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment

  Elaborations

  • asking and answering questions to exchange information about self and family
  • asking and sharing information about daily and classroom routines
  • using common responses for frequently asked comments or questions
  • exchanging simple correspondence such as notes, invitations or messages in print or digital form

  VCNRC018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRC022

  Convey information about self, others, home and school life, using simple statements and support materials such as photos, maps or charts

  Elaborations

  • creating print or digital texts to describe people, objects or their favourite pets/animals
  • creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
  • presenting information on events or topics of possible interest to children of their own age in countries where the target language is spoken, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
  • selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school

  VCNRC022 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• VCNRU049

  Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations

  Elaborations

  • using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults
  • reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for example by email or phone

  VCNRU049 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Language variation and change

• VCPSCSE026

  Reflect on how personal strengths have assisted in achieving success at home, at school or in the community

  Elaborations

  • identifying personal strengths in others, such as courage, sense of humour and determination and explaining how these could contribute to achieving success
  • describing what being successful at school looks and feels like and what personal strengths would assist
  • listing personal strengths that would make you successful at home, school and in the community and discussing the strengths that are common in all three settings

  VCPSCSE026 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCRAC096

  Participate in learning and using the language, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange

  Elaborations

  • interacting with peers, considering own reactions to topics raised that may not usually be discussed in own culture, for example, religious beliefs
  • comparing aspects of identity that may be important across cultures such as, ethnic group, language, religion, age, gender, and position in family
  • creating texts such as a profile, montage or avatar, choosing what aspects to reveal to different people in another cultural context
  • sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

  VCRAC096 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAC011

  Describe aspects of self, such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects
  • acknowledging special characteristics and talents of self and others
  • describing which languages they know and are learning

  VCRAC011 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCTRC018

  Participate in conversations about themselves and others, everyday routines and events at school and in their local communities

  Elaborations

  • sharing information about themselves, such as details of their daily routines, family, friends and things they like to do, for example, Şarkı söylemeyi severim, Akşam kitap okurum, Sabah erken kalkarım, Bazen kardeşim ile oyun oynarım, Hafta sonunda futbol oynarım. Uyumadan önce dişlerimi fırçalarım. Uyandıktan sonra kahvaltı yaparım
  • asking and responding to questions about themselves and others, such as Kendini tanıtır mısın? Nerelisin? Ailen Avustralya’ya nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi
  • identifying wishes associated with key events in their community, such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! Elinize sağlık! Çok yaşa! and responding appropriately to expressions of wishes such as Bayramınız kutlu olsun! – Sizin de, Mutluluklar dilerim! / Kınan kutlu olsun! – Teşekkür ederim, Elinize sağlık! – Afiyet olsun, Çok yaşa! – Sen de gör!
  • asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? Adresim...
  • exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!
  • comparing their preferences, for example, Futbol yerine tenis oynamak istiyorum, Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.

  VCTRC018 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCTRC111

  Produce bilingual texts for the school or wider community, such as instructions, presentations, commentaries or contributions to newsletters that capture the experience of ‘living between languages’

  Elaborations

  • creating bilingual texts such as community information leaflets, menus, timetables or instructions which cater to the needs of members of both language communities
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Turkish, or a schedule for a multicultural event, noticing how information and representation is differently shaped in each language
  • creating bilingual texts to inform the local community of events such as a lunchtime concert, fundraising food stall or a display at a local library or gallery
  • composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries
  • providing bilingual commentaries to events such as a sports carnival or talent show
  • combining excerpts of interviews in Turkish and English with older community members about life stories and migration experiences with elements such as music, images or timelines to build a multimodal presentation for a community festival or multicultural event
  • writing/recording bilingual directions for a virtual tour of the school campus, discussing how to convey particular elements in the two languages

  VCTRC111 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC026

  Create simple bilingual texts such as signs, notices or captions for displays for the classroom and wider school community

  Elaborations

  • building bilingual picture dictionaries, using vocabulary encountered in texts such as school signs and notices, songs and storybooks
  • creating and sequencing captions in English for images in Turkish storybooks such as Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan
  • creating bilingual signs, posters, notices and labels in digital and print forms to be displayed in the classroom and around the school
  • participating in bilingual story building, rhymes or games, for example, contributing alternating lines in Turkish and English to a new or reconfigured story

  VCTRC026 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCTRC071

  Ask and respond to questions that invite reflection, analysis and comparison of experiences, for example, as learners and users of Turkish in and out of school

  Elaborations

  • responding to questions that encourage reflection and require the use of elaborated and evaluative language, for example, how meanings can be interpreted or misinterpreted by others, with particular reference to their experience of moving between Turkish and English
  • asking each other questions that require the use of analytical or comparative language in response, for example, okuduğunuz metindeki bu düşünce izlediğiniz filmde nasıl işlenmiştir? Hangi dilde duygularını daha rahat ifade ediyorsun
  • documenting their experience of learning and using Turkish in the school context, for example, by maintaining a reflective journal that records responses to stimulus questions such as Türkçe’yi daha farklı ortamlarda rahatça kullanabiliyorum
  • using evaluative language to acknowledge elements of others’ arguments or to challenge ideas in a respectful manner, for example, Bazıları böyle düşünse de ben tamamen farklı düşünüyorum

  VCTRC071 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC022

  Convey information about their home, school and community using simple statements and support materials such as photos, maps or charts

  Elaborations

  • presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır piyesi
  • creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü, Okula Yürüme Günü
  • presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
  • providing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git
  • explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
  • creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
  • presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts

  VCTRC022 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing