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• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELU152

  Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge

  Elaborations

  • recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, macro-, mega-, -meter, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, -peri-, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • understanding that words derived from Ancient Greek are still being used today to create new words such as names of new technological/scientific discoveries for example, disc, giga-, mega-, metro
  • identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο ποδίατρος, το δράμα, το θέατρο
  • using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘a-‘ in words can make the opposite meaning (ψητό – άψητο, symmetrical – asymmetrical)
  • understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

  VCELU152 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCGGK066

  Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place

  Elaborations

  • identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group
  • identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander peoples for the places to which they belong
  • inviting members of the Traditional Owner Group to talk about Country and Places of cultural and historical significance to the Aboriginal and Torres Strait Islander community in the local neighbourhood, suburb, town or rural locality
  • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country
  • describing the connections of the local Aboriginal or Torres Strait Islander peoples with the land, sea, sky and animals of their Country/Place

  VCGGK066 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCKOC161

  Create bilingual texts and resources such as signs, notices, captions, displays, websites or word banks for own learning, and share them in the school community and with learners of Korean in the virtual community

  Elaborations

  • creating bilingual texts for digital or multimodal resources for the community, for example, a virtual tour for school with signs, notices, labels and short comments in Korean and English, for example, 조용히 하세요 (‘Be quiet’), 도서실 (‘Library’)
  • creating parallel lists of informal Korean and English expressions for everyday interactions with friends and family in print and digital modes
  • composing bilingual texts such as posters for class or school assembly performances, events or displays, for example, 10월 3일 개천절
  • constructing and co-maintaining a bilingual website with a sister-school or contact group of young learners of English in a Korean-speaking community

  VCKOC161 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCKOC199

  Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating captions or commentaries using Korean or English to accompany texts produced in English or Korean such as lyrics, video clips and film extracts, exchanging and comparing own bilingual texts with peers, discussing which version better fits the original version and why
  • producing public texts for different contexts in both Korean and English such as brochures, advertisements or leaflets, for example, for Korean exchange students to Australia or for student visitors to Korea on a study tour, and reflecting on the process of working in both languages
  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

  VCKOC199 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCVIC026

  Produce bilingual resources in multimodal and digital forms for the school and local community, such as travel brochures, comics, blogs or video clips, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases and information about cultural behaviours, for example, Bao nhiêu tiền? Xin cho biết phòng vệ sinh ở đâu. Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn, đừng ôm hôn khi chào
  • creating a glossary that includes culture-specific terms or expressions in Vietnamese and explanations in English, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng, chúc mừng năm mới, trăm năm hạnh phúc
  • producing a booklet of Vietnamese idioms and proverbs with equivalent expressions in English, for example, xa mặt cách lòng (‘Out of sight, out of mind’), có chí thì nên (‘Where there’s a will there’s a way’), Một giọt máu đào hơn ao nước lã (‘Blood is thicker than water’)
  • composing bilingual texts for specific audiences and purposes, for example, a Big Book or game for young Vietnamese learners, invitations to a class/social event or posters for a performance, a program for a cultural event, or a brochure about the school for a visiting group of exchange students, recognising that meanings need to be tailored to audience, purpose and cultural perspectives

  VCVIC026 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC049

  Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants

  Elaborations

  • participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
  • comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视，不是吗？) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错
  • negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明，明天去动物园要穿校服吗？
  • visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？
  • participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好，考拉拼图怎么样？

  VCZHC049 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• Intercultural Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or...

  Level description | Capabilities | Intercultural Capability

• Languages | Non-Roman Alphabet Languages: Learning in Non-Roman Alphabet Languages

  The Victorian Curriculum and Assessment Authority has developed a curriculum for Non-Roman Alphabet languages which will allow these languages to be offered by a Victorian school where there is no specific curriculum available. 

  Diversity of language students

  Understanding the diverse language...

  Overview material | Non-Roman Alphabet Languages

• Languages | Roman Alphabet Languages: Learning in Roman Alphabet Languages

  The Victorian Curriculum and Assessment Authority has developed a curriculum for Roman Alphabet languages which will allow these languages to be offered by a Victorian school where there is no specific curriculum available.

  Diversity of language students

  Understanding the diverse language backgrounds...

  Overview material | Roman Alphabet Languages

• Capabilities | Intercultural Capability: Learning in Intercultural Capability

  The Intercultural capability curriculum focuses on learning about cultural understandings and practices. Students examine, reflect on and challenge assumptions, stereotypes and prejudices and explore how intercultural experiences can influence and change attitudes and beliefs.

  Students apply...

  Overview material | Intercultural Capability

• Intercultural Capability: Foundation to Level 2 achievement standards

  By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.

  Students explain how they...

  Level description | Capabilities | Intercultural Capability | Foundation to Level 2

• Intercultural Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends....

  Level description | Capabilities | Intercultural Capability

• Personal and Social Capability: Foundation Level achievement standards

  By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. They recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. They recognise that attempting new and challenging...

  Level description | Capabilities | Personal and Social Capability | Foundation Level

• 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

• Personal and Social Capability: Levels 1 and 2 achievement standards

  By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting when faced with new and...

  Level description | Capabilities | Personal and Social Capability | Levels 1 and 2

• Personal and Social Capability: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. They recognise personal strengths and challenges and identify skills they would like to develop. They suggest strategies for coping with difficult situations. They persist with tasks...

  Level description | Capabilities | Personal and Social Capability | Levels 3 and 4

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4

• Health and Physical Education | Health and Physical Education: Learning in Health and Physical Education

  The Health and Physical Education curriculum plays a significant role in building the knowledge, skills and understandings that apply to a range of health, wellbeing, safety and movement contexts, including:

  • Swimming and water safety
  • Respectful relationships
  • Building resilience
  • Healt...

  Overview material | Health and Physical Education