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• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHIC040

  Collect, classify and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • collecting facts, figures and vocabulary from resources such as posters, books and websites, and using them to prepare for in-class discussions about topics such as healthy eating or animal protection
  • collecting information from each other and from family members to create an overview of selected trends or social behaviours, for example, preferred modes of communication, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग
  • interviewing older members of their families or communities about different cultural traditions, comparing what they say with their own thoughts on similar issues, for example, जब आप छोटे थे तब लोग कैसे कपड़े पहनते थे? आपके और हमारे स्कूल में क्या अंतर है? कम्प्यूटर के बिना आप अपने दोस्तों से कैसे बात करते थे?
  • comparing information accessed via videos, books and websites produced in different cultural contexts on topics such as family life, housing or schooling
  • viewing documentaries that reflect lifestyles in Hindi-speaking communities in different regions of the world, for example, Fiji, Mauritius or Trinidad, recording key facts and noting unfamiliar vocabulary or expressions
  • researching media texts produced for teen markets in Hindi- and English-speaking communities, comparing representations of young people’s values and lifestyles in different contexts

  VCHIC040 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHIC094

  Access and identify specific points of information such as details about people, places or events from a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • collecting information from print and digital sources on social or environmentally related events, recording key facts and associated vocabulary for use in their own projects, for example, प्रदूषण एवं पर्यावरण; स्वच्छ भारत; गंगा नदी की सफ़ाई; स्वच्छ ऑस्ट्रेलिया दिवस
  • collecting information via surveys or face-to-face conversations with friends and family members on questions related to social behaviours or trends, such as preferred modes of communication, for example, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग, compiling a summary of findings in table or graph form
  • listening to recordings of phone conversations, announcements or radio interviews, transcribing key facts or details such as dates, times, events or locations in note form or through checklists or timelines
  • accessing information from videos, books and websites produced in different cultural contexts on topics such as family life, community living, housing or schooling, summarising and reporting back on key trends and cultural factors
  • collecting facts, figures and vocabulary from resources such as posters, websites and brochures, and using them to draft a position for an in-class discussion of a topic such as healthy lifestyles, benefits of travel or animal protection
  • presenting an oral summary of an action or event reported in the media, using appropriate register, language features and non-verbal language to capture key elements and engage audience interest

  VCHIC094 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC039

  Convey information about aspects of their own language(s), culture(s) and communities in suitable formats for different audiences and contexts

  Elaborations

  • presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel yaşam, hamam, Türk kahvesi, el sanatları, halk dansları to present to students in the school who are not learning Turkish
  • creating a multimodal profile of their local community for newly arriving migrants from Turkish-speaking regions of the world
  • creating a website for a contact group of Turkish-speaking students, posting information on their interests and experiences and using sound, visual or graphic resources to feature elements which may be unfamiliar to the intended audience
  • writing a post on a website for young people that flags upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
  • assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu
  • creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language

  VCTRC039 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCTRC089

  Identify key points of information such as details about people, places or events in a range of spoken, written and digital texts and use the information in new ways

  Elaborations

  • reading/viewing texts such as promotional materials, websites and maps to compile information about geographical features, lifestyles and cultural practices in Turkey or other Turkish-speaking countries, using the information to create a shared database to support their own projects
  • gathering information about people or events recently featured in media reports and using this information to create timelines, digital profiles, diary entries or schedules that re-present key points of interest
  • listening for key facts in short spoken or recorded texts, such as phone messages, announcements or TV advertisements, and transposing them to note form in order to communicate to others
  • identifying points of information in media texts such as sports commentaries, weather reports or newsflash items, using them to create messages or announcements to other people, for example, notifying the cancellation of an event due to a bad weather forecast or summarising sports results
  • classifying and summarising data collected via class surveys on issues such as study options, music preferences or favourite foods, presenting findings in table or graph form
  • compiling details of their family biographies through talking with family members, presenting key elements in oral or digital presentation modes
  • compiling facts, statistics and commentaries from sources such as websites, documentaries, travel brochures and magazine articles on famous sites, such as Kapadokya, Pamukkale, Kapalıçarşı, Ayasofya, Galata Kulesi

  VCTRC089 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC207

  Create glossaries and classifications in English to interpret cultural aspects of Auslan texts

  Elaborations

  • collecting and explaining to non-Auslan users expressions and culturally specific terms encountered in Auslan texts, for example, ‘hearing’, ‘residential school’
  • creating collaborative translations of Auslan texts in spoken English or captions of selected signed texts and vice versa
  • collecting and recording various Auslan phrases and expressions used by native Deaf signers, attaching English captions with appropriate translations, for example, pah! = finally, talk = communicate in speech or Auslan, chat = talk in Auslan
  • creating a bilingual virtual tour of the school for use on a school website
  • developing a signed and captioned film presentation about the role of interpreters in school

  VCASFC207 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC063

  Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either Auslan or English

  Elaborations

  • creating bilingual texts that inform the school community about Deaf culture
  • captioning examples of deaf poetry, noticing areas of difficulty and considering possible reasons for this, and comparing individual translations with those of classmates to determine if similar challenges were faced by others
  • creating bilingual public information texts, such as details about Deaf community events such as the National Week of Deaf People schedule and the importance of the event, and posting these on the school website
  • transcribing short, simple spoken texts such as instructions or procedures into Auslan and filming the translations, for example, recipe requests by food technology teachers for their classes

  VCASFC063 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC026

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

  Elaborations

  • providing bilingual captions for images of scenes from Australia and German-speaking countries to explain cultural aspects, for example, bush, forest, mountain, beach or city images
  • creating websites or printed guides for international students intending to attend Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines, and including footnotes as necessary
  • providing vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining terms such as ‘BYO (food/chair)’
  • creating English captions, commentaries or subtitles for German multimodal texts to explain cultural and linguistic aspects

  VCDEC026 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEC145

  Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
  • creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
  • creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest

  VCDEC145 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCESC009

  Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community

  Elaborations

  • creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus
  • creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
  • designing and maintaining a bilingual website with a sister school or another group of Spanish 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, such as songs or games for younger learners of Spanish, or a schedule for an online event likely to interest both English and Spanish speakers, noticing how meanings need to be tailored for different intended audiences

  VCESC009 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC148

  Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities

  Elaborations

  • reading, viewing and listening to texts such as websites, books, recorded interviews, video clips and magazine articles, extracting key points relating to aspects of life in Spanish-speaking communities, such as housing, urban and rural lifestyles, and young people’s interests, activities and daily routines, and recording key phrases and vocabulary for use in own projects and activities
  • researching topics such as recycling, the water cycle, the solar system, or the geography of Spanish-speaking countries, and reordering information to share with others, in formats such as tables, concept maps or retrieval charts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts

  VCESC148 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC041

  Convey information and ideas in different formats to suit specific audiences and contexts

  Elaborations

  • creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to French students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning French

  VCFRC041 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDC058

  Compose individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, wayang plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for Indonesian fiction texts such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the Indonesian market

  VCIDC058 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCIDC089

  Identify gist and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then cancelling an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about Indonesian places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCIDC089 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCIDC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCIDC039 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC004

  Identify and classify factual information obtained from a range of spoken, written, digital and multimodal texts encountered in the media and in public spaces

  Elaborations

  • identifying context, purpose and audience of texts such as advertisements, signs, notices and brochures, recognising features of language use in different types of text
  • locating, classifying and summarising data such as results of class surveys or factual information from notices, timetables and announcements; presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about Korean places, lifestyles and practices
  • gathering information, collaboratively or independently, about people, times and activities, and using the information in new ways, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCKOC004 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC157

  Convey ideas and information in different modes to suit particular audiences and contexts on subjects of interest to young people

  Elaborations

  • creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning Korean

  VCKOC157 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VC2M1N02

  partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

  Elaborations

  • building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
  • using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognising 35 as 3 tens and 5 ones or as 2 tens and 15 ones
  • using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24

  VC2M1N02 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCNRC042

  Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences, noticing that there is not always word-for-word equivalence
  • recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
  • identifying and explaining expressions and idioms that do not make sense when translated word-for-word
  • explaining to the teacher, peers and family how some words may have many different meanings

  VCNRC042 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCNRC043

  Create bilingual texts and learning resources for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
  • constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCNRC043 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating