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• VCJAC110

  Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning

  Elaborations

  • singing and responding to action songs such as むすんでひらいて, ひげじいさん, きらきらぼし, おおきなくりのきのしたで、 or tongue twisters (早(はや)口(くち)言(こと)葉(ば)) such as なまむぎなまごめなまたまご、 あかパジャマきパジャマちゃパジャマ
  • playing じゃんけんぽん and using it in interactions such as turn-taking
  • participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,
    うさぎ　です　か。はい/いいえ。はい、うさぎ　です。
    いいえ、うさぎ　じゃない　です。
  • using formulaic phrases related to playing games, for example, つぎ、　はい！、　かった、 まけた、ざんねん、あたり、はずれ
  • using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

  VCJAC110 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAU156

  Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning

  Elaborations

  • knowing how to pronounce all the sounds in the kana chart, including voiced and unvoiced sounds (てんてん and まる), combined and long vowel sounds and double consonants, for example, きって and りょうり
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
  • noticing that certain combinations of two moras make one rhythm unit (foot), for example, the copula です and the verb suffix ます

  VCJAU156 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOC122

  Translate familiar words and phrases, using visual cues and word lists, explaining the meaning of particular words, gestures and expressions

  Elaborations

  • noticing words in Korean and English that have the same meaning, such as 테니스,컴퓨터, 코알라 and considering why
  • recognising that every language has its own words, sounds and gestures to make meaning
  • using Korean and/or English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • sharing and interpreting simple expressions and songs with friends and family, for example, showing them how to sing학교 종, 생일 노래

  VCKOC122 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCKOC174

  Participate in classroom interactions and exchanges such as giving and following instructions, clarifying meanings, explaining and describing actions and reflecting on responses

  Elaborations

  • inviting people to give opinions or suggestions 어떻게 생각해요? 무엇을 먼저 이야기할까요?
  • expressing opinions using reflective language as set phrases, for example, 제 생각에는 …, 아마…, 글쎄요, …–인 것 같아요
  • indicating/checking understanding or non-understanding (알겠어요/모르겠어요(?)) and clarifying instructions or specific meanings (다시 설명해 주세요, 무슨 뜻이에요?)
  • giving and following instructions, and asking and responding to questions relating to aspects of learning activities, for example, 아직 쓰지 마세요, 숙제를 언제까지 해요/내요? 어디에서 정보를 찾아요?

  VCKOC174 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC029

  Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • interacting with Koreans, noticing social norms and practices such as the use of personal space, gender roles, respect for older people, boyfriend or girlfriend relationships, same-sex hand-holding, and acceptable topics of conversation (for example, 몇 살이에요?), and considering own reactions
  • describing their experience of authentic or virtual interaction involving Korean language and culture, for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, or other forms of social networking
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for such feelings of comfort/discomfort
  • recognising that social values such as politeness can be expressed differently indifferent cultures, and understanding features of Korean etiquette such as avoiding direct refusal, aiming to please by answering a question even if they don’t know the answer, expressing gratitude through actions and not necessarily language (for example, limited use of 고맙습니다, 감사합니다) and waiting to be invited to eat or drink

  VCKOC029 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCKOU015

  Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning

  Elaborations

  • identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, for example, 천천히; 미세요/당기세요
  • identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …로부터, 4월 3일 금요일
  • understanding how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나, and making politeness levels consistent in a text through the use of the informal polite ending –어/아요 across sentences
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms (–(으)세요) and specialised vocabulary in an in-flight safety demonstration (안전띠, 구명 조끼, 비상구, 산소마스크, …)

  VCKOU015 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAE004

  Read aloud, recite or perform Latin texts, using phrasing and voice inflection to convey meaning and to entertain others

  Elaborations

  • listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Latin to convey meaning, using appropriate phrasing and expression, and the restored pronunciation, for example, cachinnare; clamare; vituperare; furcifer; monstrum horribile
  • presenting short texts orally in Latin, such as stories, dialogues or songs, to peers or the class, for example, singing songs such as gaudeamus igitur; duc, duc navem duc
  • performing short Latin plays or dialogues in collaboration with others, using strategies to convey the emotions of the characters
  • reading aloud or reciting, individually or in a class group, extracts from Latin literature, such as the initial lines of Virgil’s Aeneid or an epigram

  VCLAE004 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCLAU009

  Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Latin words

  Elaborations

  • developing own and class lists of vocabulary related to texts and topics, such as daily life in ancient Rome, for example, thermae, caldarium; magister, ludus
  • creating a class bank of words that are frequently used, for example, tamen; alii … alii …; eheu!, and common expressions used in everyday activities, for example, salvete; ludere volo
  • practising vocabulary knowledge, for example, by using online tools such as drills
  • using print and electronic dictionaries to locate the appropriate meanings of words
  • understanding that one Latin word may correspond to several different English words and selecting the most appropriate meaning of a word in its context
  • developing strategies for vocabulary building by applying knowledge of roots, for example, ager/agricola and derivatives, for example, agriculture
  • building vocabulary by recognising Latin words commonly used in English, for example, exit, video, arena

  VCLAU009 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCLVC131

  Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

  Elaborations

  • participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses
  • participating in action games and songs by matching actions to words
  • following instructions by moving around or locating objects in the classroom
  • accompanying respected community members to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities
  • working collaboratively on a class performance or activity
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions
  • grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

  VCLVC131 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCMSP270

  Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data

  Elaborations

  • understanding that summarising data by calculating measures of centre and spread can help make sense of the data

  VCMSP270 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• VCMSP323

  Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians

  Elaborations

  • investigating a range of data and its sources. For example, the age of residents in Australia, Cambodia and Tonga, or the number of subjects studied at school by 14-year-old students in Australia, Japan and Timor-Leste

  VCMSP323 | Mathematics | Level 9 | Statistics and Probability | Chance

• VCMSP326

  Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread

  Elaborations

  • comparing means, medians and ranges of two sets of numerical data which have been displayed using histograms, dot plots, or stem and leaf plots

  VCMSP326 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VCNRC008

  Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words or expressions

  Elaborations

  • comparing words and phrases in the language and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages
  • making comparisons between words in the language and English words, noticing similarities
  • demonstrating to others the ways in which people who speak the language greet each other verbally and non-verbally

  VCNRC008 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCNRU081

  Understand and apply grammatical structures recognising that they serve particular functions and that grammatical choices shape meaning

  Elaborations

  • choosing appropriate terms to describe events across time (present, past and future) and choosing appropriate tense
  • using a range of adverbs and adjectives to modify and intensify meaning
  • using cohesive devices such as conjunctions to link, clarify and sequence ideas and modify meaning in written and spoken texts
  • seeking information using a range of questions
  • continuing to build a metalanguage to describe grammatical concepts and develop learning resources for example, verb charts, vocabulary lists, groups of pronouns, adverbs or adjectives

  VCNRU081 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCPSCSE027

  Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations

  Elaborations

  • responding to the statement that ‘playing sport develops confidence, adaptability and persistence’
  • sharing and discussing ideas about how people respond to new or challenging situations, such as changing school, and describing what it means to be resilient
  • in relation to a fairy tale, identifying when the characters were being confident, adaptable and/or persistent and explaining your reasons

  VCPSCSE027 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCRAC042

  Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

  Elaborations

  • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in texts by ‘reading’ the context

  VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC002

  Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning

  Elaborations

  • creating pictures or craft and giving descriptions in order to express ideas
  • participating in songs and chants by singing and performing actions
  • following instructions by moving around or locating objects in the class
  • expressing preferences, such as by choosing objects

  VCRAC002 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCRAC093

  Translate and interpret texts such as descriptions, emails, signs and notices, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from the language to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing a cricket match
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal

  VCRAC093 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC106

  Engage with texts to locate information and infer meaning, state opinions on information obtained and present it in new forms

  Elaborations

  • locating specific ideas and information about youth and environmental issues or ideas related to other curriculum areas in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting ideas and information to others
  • listening to texts such as advertisements, announcements, interviews and conversations to gather details and use these in own texts, for example, inviting a friend to an event based on a radio advertisement or creating a profile based on an interview with a celebrity
  • researching aspects of society, history and culture (for example, religious beliefs and practices, sports or prominent historical figures) by gathering information from texts and exchanges with peers and adults
  • critically analysing texts such as commercials, websites and brochures that show different representations of the culture/s studied, and reflecting on key messages

  VCRAC106 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing