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• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC154

  Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences

  Elaborations

  • discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluβ und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
  • communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?

  VCDEC154 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC108

  Engage with a range of imaginative texts through action, dance, singing, drawing, shared reading and collaborative retelling

  Elaborations

  • responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect the correct order of events
  • expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
  • drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
  • performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?
  • reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences
  • responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
  • contributing to a collaborative retelling of a text using prompts such as pictures, cut-outs or puppets

  VCDEC108 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCDEC146

  Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or uncomfortable, and discussing own reactions and adjustments

  Elaborations

  • observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives (-chen, -lein)
  • noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ by rapping knuckles on the table
  • reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, nodding one’s head)
  • noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions
  • recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events

  VCDEC146 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDEU115

  Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains

  Elaborations

  • noticing that German has multiple words for ‘the’ and ‘a/an’
  • identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)
  • using the possessive adjectives mein/e and dein/e or a form of haben and an indefinite article to express a relationship to a person or object, for example, Das ist mein Bleistift; Ich habe einen Bruder
  • describing people, animals or objects using bin/bist/ist and an adjective, for example, Ich bin klein; Der Bär ist braun; Das Buch ist neu
  • understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
  • negating verbs and adjectives using nicht
  • understanding and using some question words and the intended/related answer in limited contexts, including was (an object), wer (a person), wie (manner), wo (a place), wann (a time) and wie viele (quantity)
  • understanding the location or origin of a person or object, such as hier, links and rechts, and prepositions such as auf, aus, hinter, in, neben and unter
  • gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.
  • gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e

  VCDEU115 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Indonesian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10

• Languages | Italian: Learning in Italian

  Italian language learning

  Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...

  Overview material | Italian

• Languages | Victorian Aboriginal Languages: Learning in Victorian Aboriginal Languages

  Victorian Aboriginal Languages

  Languages can be identified differently, depending on if one is taking a community or linguistic perspective. The two views are complementary, allowing understanding of different aspects of language.

  From a community perspective, a language is identified with a...

  Overview material | Victorian Aboriginal Languages

• Mathematics | Mathematics Version 2.0: Learning in Mathematics Version 2.0

  Learning in Mathematics emphasises the importance of providing opportunities for students to develop proficiency in mathematics. This development of proficiency is achieved in how content is explored or developed, that is, how students experience the thinking and doing of mathematics.

  Proficiency...

  Overview material | Mathematics Version 2.0

• VCELU135

  Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages

  Elaborations

  • recognising that the language used by the Ancient Greeks has developed into the Modern Greek language and that the Greek language has influenced many languages including English
  • understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)
  • viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)
  • recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ
  • examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred

  VCELU135 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VC2MFN05

  represent practical situations, including simple financial situations, involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies

  Elaborations

  • using role-play and materials to represent mathematical relationships in stories; for example, role-playing ‘Eight kangaroos were drinking at the river and 3 hopped away’, drawing a picture and using materials to represent the situation, discussing, and recording the result of the action with a numeral
  • role-playing or actively engaging in situations that involve quantifying or comparing collections of items or simple money transactions; for example, engaging with the question ‘Do we have enough scissors for our group so that each person has their own pair?’, or role-playing using $1 coins to pay for items in a shop where items are priced in whole dollars
  • representing situations expressed in Aboriginal and/or Torres Strait Islander stories, such as ‘Tiddalick, the greedy frog’, that describe additive situations and their connections to Country/Place
  • representing addition and subtraction situations found in leaf games involving sets of objects used to tell stories, such as games from the Warlpiri Peoples of Yuendumu in the Northern Territory

  VC2MFN05 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2M8P02

  determine all possible outcome combinations for 2 events, using two-way tables, tree diagrams and Venn diagrams, and use these to determine probabilities of specific events in practical situations

  Elaborations

  • describing events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’
  • using the relation Pr(A and B) + Pr(A and not B) + Pr(not A and B) + Pr(not A and not B) = 1 to calculate probabilities, including the special case of mutually exclusive events where Pr(A and B) = 0
  • using Venn diagrams or two-way tables to demonstrate the difference between events that are mutually exclusive, such as whether a coin toss will land on a head or a tail, and those that are not mutually exclusive, such as people who have blonde hair and people who have blue eyes
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Battendi from the Ngarrindjeri Peoples of Lake Murray and Lake Albert in southern Australia, applying possible combinations and relationships and calculating probabilities using two-way tables and Venn diagrams

  VC2M8P02 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VCFRC117

  Create bilingual texts such as glossaries, footnotes or captions to interpret cultural aspects of texts

  Elaborations

  • providing bilingual captions for images of French or Australian scenes to explain cultural references, for example, bush, beach or city images
  • creating websites or printed guides for intending international students to French or Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines
  • providing vocabulary lists and annotated cultural explanations for French-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining elements such as abbreviated language or team barracking
  • creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English
  • creating parallel bilingual captions for a display or exhibition, and comparing how meanings are conveyed in each language

  VCFRC117 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIC041

  Convey information about aspects of language and culture in formats to suit different audiences and contexts

  Elaborations

  • planning presentations that showcase their bilingual and bicultural experience, incorporating multimodal elements and opportunities for active audience participation
  • creating a website for contact groups of Hindi-speaking students in overseas contexts, posting information on their personal interests and experiences, for example, छुट्टियाँ, लोकप्रिय खेल, फ़िल्म जगत
  • constructing a multimedia profile of the local community for Hindi speakers arriving from overseas, using information collected from websites, newsletters and brochures
  • creating informative videos for audiences such as sister-schools or overseas visitors that present elements of Australian cultural traditions in and out of school
  • creating an interactive presentation for younger children, friends or members of their extended families to highlight the benefits of operating in two or more languages and cultural worlds
  • creating a multimodal profile of an important Hindi community or family occasion such as रक्षाबन्धन, selecting language that reflects cultural traditions and values

  VCHIC041 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCICCD019

  Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world

  Elaborations

  • creating a portfolio of job advertisements that seek to recruit candidates that can speak a second language or for overseas positions, for example, from the Australian Volunteers for International Development website, and prompt students to identify complementary intercultural skills necessary for these roles
  • evaluating how cross-cultural or intercultural events may help to foster inclusiveness or contribute to division, for example, meetings of the United Nations, international sporting events or trade deals, and relationships between developed and developing nations
  • holding a student-led discussion exploring a complex intercultural topic, such as food security or an international diplomatic issue, and identify the key issues or events and the people and perspectives involved
  • comparing or tracking changing information on the Australian Government’s Smart Traveller website in response to a significant real-time event, such as the Zika virus outbreak or a volcanic eruption
  • exploring the aims of UNESCO, and investigate and discuss the notion of World Heritage Sites, such as the criteria used to confer the status

  VCICCD019 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCIDC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others, for example, using a timeline to show a sequence of events or create a profile of a famous Indonesian
  • analysing and summarising information from reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCIDC055 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others for example, by using a timeline to show a sequence of events or creating a profile of a famous speaker of the language
  • analysing and summarising information from, for example, reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCRAC055 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC107

  Convey factual information about self, family and possessions through pictures, labels, captions and short descriptions, using familiar words and modelled language

  Elaborations

  • using key words and simple phrases to annotate a picture, diagram or photo for public display
  • contributing to a digital photo story on Meine Klasse, for example, writing and recording captions to own photos (Das bin ich. Ich heiße… und ich bin… Das ist meine Mami. Sie ist nett)
  • using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self and the immediate environment, for example, Ich bin im Kindergarten. Ich bin in Klasse 1. Das ist mein Kissen.
  • conveying aspects of shared knowledge about German language and culture, such as by pointing to places on a map or pictures of symbols or typical foods, for example, Das ist Deutschland. Die Flagge ist Schwarz-Rot-Gold.

  VCDEC107 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDEC008

  Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences

  Elaborations

  • translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
  • recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound
  • translating public signs from German to English and vice versa, noticing similarities and differences
  • interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names after the titles Frau and Herr, unlike the English use of just ‘Miss’ or ‘Sir’

  VCDEC008 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating