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• VCRAC089

  Identify meaning 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 announcing the cancellation of 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 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

  VCRAC089 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC039

  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 the school 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 the students' own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCRAC039 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCARU015

  Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships

  Elaborations

  • recognising that forms of address and greetings may vary according to the time of day, gender, a person’s background and the social status of the participants, for example,

    مرحبا؛ أهلاً؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك

    سيد أمين؛ الآنسة هالة؛ ؛ الأستاذ فارس

  • recognising that informal forms of address are commonly used and are accepted as the norm in various Arabic-speaking communities, for example,

    عم جوزيف؛ عمة سناء؛ خالة عبير؛ ست صباح؛ عم سليم

  • identifying how they communicate with their family and friends and with people less close to them, noticing differences in word choice and language use and communicative behaviour
  • explaining how their spoken language at home may differ from the language spoken in class, and recognising similarities and differences between various dialects represented within the classroom
  • understanding that the Arabic language has a standard form called Al Fusha, اللغة العربية الفصحى , which is mainly used in writing, and a range of oral dialects that differ greatly from region to region, for example, regional dialects from Lebanon, Palestine, Morrocco, Iraq, Egypt
  • understanding how gestures and tone are used to change the meaning of speech, and how the purpose of interactions, such as to command or invite, would change the emphasis on words being used, for example,

    زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ الكتاب؛ ضعه على الطاولة الآن!

  VCARU015 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEC172

  Engage in a range of shared activities such as managing events and arguing for a course of action by persuading others to change their opinion and/or behaviour

  Elaborations

  • organising a real or simulated forum to raise awareness of environmental, social or ethical issues such as persuading fellow students to act in a more environmentally friendly or socially aware manner, for example, Was können wir für die Umwelt machen? Wie kann man den Obdachlosen/Asylanten helfen?
  • creating a collaborative communications project, for example, via social media or a daily news segment for a community television or radio station, using appropriate terms to introduce, identify and summarise, for example, Wir ihr alle wisst… Es ist nötig, dass wir… Wollt ihr auch nicht…?
  • applying for opportunities such as student exchange programs or scholarships, giving details of education, work experience, skills and interests such as in a Lebenslauf or by writing a formal letter to apply for a position, using appropriate language conventions, for example, Sehr geehrte/r … ; Mit freundlichen Grüßen; Ich bin für diese Position geeignet, da ich… .
  • role-playing formal/informal negotiations, for example, a teacher/parent and teenager resolving a disagreement about Ausgehen, Freunde or Noten in der Schule
  • participating in a simulated Vorstellungsgespräch, persuading a prospective employer of their suitability for a part-time job

  VCDEC172 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC018

  Initiate and maintain interactions with peers and adults by seeking and offering ideas, opinions and feelings as well as information related to relationships, school experience, community and future plans

  Elaborations

  • participating in conversations using strategies to sustain interactions, such as asking for repetition, clarification and confirmation, for example, Wiederholen Sie die Frage, bitte! Was bedeutet das? Meinen Sie… ?
  • discussing and giving opinions on aspects of school life, such as timetables, subjects, teachers and uniforms, for example, Wann haben wir montags Deutsch?; Ich finde Mathe interessant, aber meine Mathelehrerin ist sehr streng. Und du, findest du Mathe auch interessant?
  • exchanging personal information and views in digital communications with peers about their school, family and friends, for example, Ich finde meine Schule sehr gut, obwohl… ; Ich komme gut mit meinem Bruder aus, weil … .
  • describing own Wohnort and commenting on advantages and disadvantages of living there, such as whether there are sporting or shopping facilities nearby, for example, Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluss und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences from the past, for example, Gestern Abend hat Bayern-Műnchen gegen Mainz gewonnen. Hast du das Spiel gesehen?; Wir sind in den Ferien zum Strand gefahren.
  • comparing own characteristics, weaknesses and strengths with those of others, and describing the ideal friend, for example, Ich bin fleiβig, unabhängig und abenteuerlustig. Leider bin ich aber auch stur und unordentlich.; Ein guter Freund muss treu und ehrlich sein.
  • posing and responding to questions, such as about future plans and aspirations, for example, Was wirst du in den Ferien machen? Wir werden zu Hause bleiben.; Was sind deine Zukunftspläne? Nach der 12. Klasse werde ich vielleicht Betriebswirtschaft studieren. Und du, was hast du vor?

  VCDEC018 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEU033

  Understand that language has power and changes over time as a result of contact with other languages and with influences such as globalisation and new technologies and knowledge

  Elaborations

  • considering how language marks values and attitudes such as respect and equality, and includes and excludes, for example, the use of titles or first names (Herr Doktor Schmidt, Herr Schmidt, Georg), different words for the same entity (foreigner/immigrant/refugee), the gendered nature of professional titles (der Lehrer, die Lehrerin; das Kindermädchen), and access to community information fornon-English speakers
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
  • investigating and reporting on evidence of current and historical influences of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (cafés, restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • considering the concept of ‘ecology’ in relation to German and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, and language shifts and exchange

  VCDEU033 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEU012

  Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German

  Elaborations

  • noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
  • applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
  • learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
  • practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
  • recognising differences in intonation and rhythm between statements, questions and commands

  VCDEU012 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEU148

  Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation

  Elaborations

  • applying basic pronunciation rules, such as the two different pronunciations of ch
  • applying different intonation for statements, questions, exclamations and instructions
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
  • noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
  • understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules

  VCDEU148 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCESC002

  Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
  • participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
  • participating in imagined scenarios such as being lost, asking for and giving directions, information and assistance, for example, ¿Dónde está la oficina de correos? A dos cuadras a la derecha. Necesito un mapa de la ciudad, ¿Dónde los venden?
  • participating in planning events such as birthday parties or excursions that involve negotiating time, place, activities and participants, for example, ¿Quieres ir de compras al mercado? ¿A qué hora sale el tren?
  • creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
  • responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated transactions such as purchasing food or tickets for an event, for example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de crédito? ¿cuánto me da por esto?

  VCESC002 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC019

  Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations

  Elaborations

  • expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol, Me encanta la historia porque me parece interesante, Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más me gusta hacer los fines de semana es chatear con mis amigos
  • corresponding with peers by using telephone/video calls, SMS or social media to build relationships and share views on aspects of young people’s lives such as friends, responsibilities, interests and aspirations
  • expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, me gustaría ser ...
  • sharing past experiences and significant events, such as holidays, special events or travel, for example, En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus vacaciones?
  • discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

  VCESC019 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC145

  Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions

  Elaborations

  • thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
  • participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, Los jueves por la tarde juego al baloncesto. Cada día, a las 12.00, como bocadillos en el patio de mi colegio
  • expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!) and recounting experiences with family and friends
  • apologising and expressing concern or sympathy to friends and family members, for example, Lo siento mucho, ¡Cuídate! Te quiero
  • expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
  • sustaining interactions by using strategies such as asking questions and using conversation fillers, for example, ¿Y tú? Yo también; Claro; sí, sí

  VCESC145 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESU196

  Understand and analyse the power of language to influence people, actions, values and beliefs

  Elaborations

  • examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!
  • analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and examining how specialised language can create barriers for some members of a language community, for example, legal or medical terms, arts-related expressions or bureaucratic language
  • understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, pibe) to include or exclude; and the inclusive language of political speeches (los ciudadanos y ciudadanas ...)
  • recognising the purpose of particular texts to impact emotionally on others such as by influencing opinions and reactions, for example, in persuasive texts such as advertisements or reviews of a film, concert or fashion show

  VCESU196 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU034

  Examine ongoing changes in Spanish as a language of local and international communication, considering the power of language to both influence and reflect culture

  Elaborations

  • identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá!, ¡olé!
  • identifying the movement of language elements across and between times and contexts, such as words from indigenous languages adopted into Spanish and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
  • noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
  • reflecting on the power of language in terms of their own experience, for example, by identifying comments from friends, teachers or public figures that have influenced or affected them
  • understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto en Chile

  VCESU034 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU178

  Understand the dynamic nature of languages

  Elaborations

  • identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá! and ¡olé!
  • identifying the movement of language elements across and between times and contexts, such as words adopted into Spanish from indigenous languages and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
  • noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
  • collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta
  • analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence
  • investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner

  VCESU178 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU128

  Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives

  Elaborations

  • learning how to use:
    
    • articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …
      
    • nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la gente
      
    • pronouns — possessive, reflexive, demonstrative and relative
      
    • comparatives and superlatives (regular and irregular) to make descriptions more precise, for example, Il film è piu bello del romanzo; è bellissimo
      
    • adverbs of time and manner, for example, ieri, di solito
      
    • prepositions (articulated or simple) to indicate destinations and directions, for example, in Italia, a Roma, al parco
      
    • interrogatives, for example, Chi …? Quando …? Come…?
      
    • verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity
      
    • compound sentences (for example, Mi piace la pizza ma preferisco le lasagne), and complex sentences, for example, La città che ho visitato era bellissima

  VCITU128 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELC155

  Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • participating in decision-making scenarios, for example, planning to go to a celebration of Apokries, or making arrangements to attend a Greek film festival, agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ παλιάτσος, Να βρεθούμε έξω από το κινηματογράφο στις εφτά, Θα φάμε έξω.
  • participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, Τι θα πρέπει να πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; Τι θα πρέπει να ψωνίσουμε για τη γιορτή; or arranging an online meeting with sister-school students in Greece or Cyprus and discussing how the interaction will be organised, for example, Να επικοινωνήσουμε αύριο με το σχολείο μας στην Ελλάδα με το διαδίκτυο;
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο;/ Πάμε για ποδόσφαιρο; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
  • transacting and negotiating in real or simulated situations, such as comparing similar offers for goods on online Greek language internet sites and discussing preferences and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα γαι το ταξίδι μας

  VCELC155 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC056

  Engage in tasks and activities that involve negotiation and problem-solving

  Elaborations

  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours (l’entrée, le plat principal, le fromage, le dessert; comme boisson…l’addition, s’il vous plaȋt)
  • organising action-oriented projects with a school or community focus, using print, visual and digital resources to raise awareness, communicate concern or present a position, for example, une campagne d’information et de sensibilisation around issues such as l’influence des réseaux sociaux or la sécurité des cyclistes
  • making arrangements to cater for an event (for example, des baguettes, des fromages, de l’eau minérale, des saucisses, du pȃté), calculating quantities and prices, for example, trois douzaines de…, 40 litres de…
  • asking, giving and following directions to real or virtual locations (for example, continuez jusqu’à… prenez le métro jusqu’au Musée du Louvre…prenez la troisième rue à gauche… en face de…), using electronic information devices, apps, street maps or directories
  • planning and running a class vide-grenier or marché aux puces, preparing labels and fliers, rehearsing language for negotiating, buying, swapping and bargaining (for example, Vente flash! un très bon prix, un prix cassé, bon marché, cher)

  VCFRC056 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M4N09

  use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation
  • modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy
  • modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
  • modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480
  • modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64

  VC2M4N09 | Mathematics | Mathematics Version 2.0 | Level 4 | Number