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• VCEALC187

  Answer simple written questions with support

  Elaborations

  • responding to simple, familiar questions or instructions read aloud by the teacher, for example ‘Point to the one with a tail’
  • write simple answers to questions, with support, for example dictating a short answer to the teacher and copying what the teacher has scribed

  VCEALC187 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCCCTQ072

  Explore and answer who, what and where questions

  Elaborations

  • answering who, what and where questions posed by a teacher as they explore a wide variety of familiar contexts in structured situations
  • answering questions using yes/ no responses
  • using past experience to answer simple questions related to objects in the room
  • exploring familiar objects, events and topic

  VCCCTQ072 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCMSP083

  Answer yes/no questions to collect information

  Elaborations

  • posing questions about themselves and familiar objects and events, for example, 'Do you have any pets?'
  • answering questions that have exactly two mutually exclusive possible responses

  VCMSP083 | Mathematics | Foundation Level | Statistics and Probability | Data representation and interpretation

• VCASFC183

  Participate in extended interactions by explaining and clarifying answers, responding to others’ contributions, asking follow-up questions and observing protocols in and beyond the classroom

  Elaborations

  • contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, such as:
    NEVER THOUGHT YEAH-RIGHT
    Oh yeah, I hadn’t thought of that before.
    
  • responding to signed class and school announcements with more elaborated responses, for example:
    YES I CAN COME-TO-YOU HELP BUT CAN-NOT THURS
    Yes, I can help you with that, but not on Thursday.
    
  • commenting on information provided by others to indicate or to clarify understanding, for example:
    NOD INTERESTING
    Mmm, interesting.
    TRUE WHAT ABOUT…?
    True, but what about …?
    
  • extending discussion or debate by asking follow-up questions, clarifying their own contributions or suggesting relevant comparisons
  • organising standing or seated positions and ‘signing space’ when talking to one or more people, and adjusting the physical environment to be well-lit and without glare to enable effective communication
  • adjusting styles of communication according to situation, for example, getting someone’s attention for a non-urgent matter versus an emergency situation
  • investigating appropriate ways to join or take leave of a group interacting in Auslan and following appropriate protocols in interpreting situations outside the classroom, for example in the playground
  • sharing responsibility for providing information and context for a new participant joining a conversation

  VCASFC183 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCAMAR012

  Respond to media artworks by answering questions using one word responses or images

  Elaborations

  • responding to various media artworks and indicating if they liked or disliked it and indicating a reason why they liked it
  • pointing to or naming some of the basic features of art work to others
  • talking about aspects of their own art works
  • identifying where they have experience media artworks in their lives and communities, for example, a special event or place or place such as ANZAC day, art gallery
  • identifying interests and preferences in media artworks they make and view

  VCAMAR012 | The Arts | Media Arts | Level C | Respond and Interpret

• VCGGC048

  Answer yes/no questions about a place based on geographical observations and information

  Elaborations

  • identify a place and why they like it and what they like to do there
  • developing an awareness of environmental issues through participation in investigating of local community issue
  • investigating questions related to who, what, where why questions about a place
  • exploring elements and features of a place

  VCGGC048 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Data and information

• VCSIS039

  Use words to answer simple questions about observations and findings

  Elaborations

  • identifying the characteristics of an object or living thing, for example, ‘a house has a roof, windows, doors, a floor and rooms’, ‘an animal has eyes and a mouth, while a plant has roots, stems, leaves, flowers and fruit’
  • taking part in formal and guided discussions relating to students’ observations

  VCSIS039 | Science | Level D | Science Inquiry Skills | Analysing and evaluating

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY347

  Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

  Elaborations

  • making connections between the text and own experience or other texts
  • making connections between information in print and images
  • finding specific literal information
  • using prior knowledge and textual information to make inferences and predictions
  • asking and answering questions
  • finding the main idea of a text
  • summarising a text or part of a text

  VCELY347 | Curriculum content | English | Level 6 | Reading and Viewing | Literacy

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCADRR012

  Share responses to drama by answering yes/no questions and explore where and why people make drama

  Elaborations

  • responding to a dramatization
  • participating as an audience by modelling the clapping of others
  • communicating about aspects of their own performance, by pointing to them self, pointing to and name some of their costumes or characters
  • participating in class discussion about how voices and movement were used in a drama
  • experiencing drama that show that people have different feelings about the world based on their experiences of the environment and other people

  VCADRR012 | The Arts | Drama | Level C | Respond and Interpret

• VCDEC003

  Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests

  Elaborations

  • responding with actions/gestures to questions such as Wo ist … ? and instructions such as Steht auf! Alle zusammen! Mach die Tür bitte zu!
  • using repair strategies such as asking for repetition or details of tasks and expressing lack of knowledge, for example, Wie bitte?; Welche Seite?; Wie sagt man das auf Deutsch?; Ich verstehe das nicht .
  • apologising, for example, Entschuldigung!, Es tut mir leid
  • making polite requests, including for assistance and permission, for example, Ich möchte … , bitte; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?

  VCDEC003 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC111

  Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions

  Elaborations

  • participating in class routines such as taking the roll and stating the day and date, for example, hoy es lunes 26 de julio
  • interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
  • responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano
  • demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!

  VCESC111 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCESC003

  Participate in classroom routines and interactions by following instructions, asking and answering questions and expressing opinions

  Elaborations

  • responding appropriately to instructions or requests, for example, Haz click sobre la imagen del monumento. Escoge la palabra correcta
  • asking for help, information or permission, for example, ¿Me puede ayudar… ?, ¿Cómo se dice… en español? ¿Puedo ir a beber agua? ¿Salimos al recreo ya? Perdón, lo siento, gracias ¿Puede/s repetir? ¿Puedo ir al baño? ¿Cómo se escribe ...?, no entiendo
  • expressing opinions using reflective language as set phrases (Creo que….¡Qué sorpresa!, De acuerdo / no estoy de acuerdo, Prefiero ...), and inviting others to give opinions or suggestions, for example, ¿Estás de acuerdo? ¿Qué piensas? yo sí / yo no
  • negotiating and displaying a set of agreed class rules, for example, en clase hablamos español casi siempre, levanta la mano para pedir la palabra, respeta a los compañeros

  VCESC003 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC093

  Participate in classroom routines and interactions by following instructions, asking and answering questions, and requesting help or permission

  Elaborations

  • asking and answering questions (for example, qu’est-ce que c’est? c’est… ce sont…), and requesting clarification or permission, for example, j’ai une question, comment dit-on…? comment ça s’écrit…?
  • requesting information, explanation or help, for example, pouvez-vous répéter plus lentement s’il vous plaît? qu’est-ce que cela veut dire? je peux recommencer?
  • responding to directions or requests, for example, cliquez sur l’image du chȃteau, choisissez la forme négative
  • discussing aspects of school and social life and responding to each other’s contributions, for example, c’est génial! c’est une bonne idée; ah non, je ne suis pas d’accord
  • using active-listening and turn-taking strategies, for example, et toi, tu es d’accord?… à moi maintenant!

  VCFRC093 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC019

  Engage in simple interactions such as asking and answering questions or issuing and responding to invitations, and exchange information about their interests, activities and personal worlds

  Elaborations

  • exchanging different types of correspondence such as greeting cards or invitations, using modelled language such as नए साल की बधाई; राखी की शुभ कामनाएँ; ईद मुबारक; शुक्रिया; तुम्हें भी; शिक्षक दिवस शुभ हो
  • exchanging information about interests, experiences, leisure activities and community events, building descriptive vocabulary and using statements such as मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …; गृह कार्य करने के बाद मैं टीवी देखता हूँ। नहा कर मैं पूजा करता हूँ। जल्दी जाग कर मैं इलेक्ट्रॉनिक खेल खेलता हूँ l हर रविवार मैं मंदिर जाता हूँ। सभी लोग बड़े ही उत्साह के साथ बैसाखी मेले जाते हैं।
  • asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार में रंग क्यों लगाया जाता है?
  • responding to frequently asked questions or comments, using appropriate intonation, gestures and short responses, such as ठीक है; जी हाँ; निश्चित रूप से; बिल्कुल ठीक
  • asking each other about their personal worlds, for example, आपका जन्म कहाँ हुआ था? क्या तुम घर पर हिंदी बोलते हो? तुम्हारे पिताजी क्या काम करते हैं? आपके दोस्त कौनहैं? क्या तुम अपनी दादी से प्यार करते हो? आप अपने पालतू कुत्ते की देखभाल कैसे करते हैं?

  VCHIC019 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCMSP066

  Answer simple yes/no questions about data that has been gathered in a given context

  Elaborations

  • following and constructing a data display such as routine schedule or daily timetable
  • collecting and displaying data in a personally meaningful way

  VCMSP066 | Mathematics | Level D | Statistics and Probability | Data representation and interpretation

• VCMSP084

  Organise answers to yes/no questions into simple data displays using objects and drawings

  Elaborations

  • representing responses to questions using simple displays, including grouping students according to their answers

  VCMSP084 | Mathematics | Foundation Level | Statistics and Probability | Data representation and interpretation

• VCMSP068

  Identify what the data display is representing and answer questions using yes/no responses

  Elaborations

  • identifying which response is the largest
  • identify which response has the least

  VCMSP068 | Mathematics | Level D | Statistics and Probability | Data representation and interpretation