Search results

Result list

• VCESC136

  Interact in Spanish using simple phrases and expressions, recognising how language reflects cultural practices

  Elaborations

  • using Spanish expressions that convey politeness and respect (por favor... gracias, puedo), and comparing how they feel when using them compared to using equivalent expressions in English or other languages
  • noticing interactions when using Spanish that look or feel different to their ways of interacting in their own language/culture, for example, language around mealtimes or in the classroom
  • selecting words or expressions in Spanish that they think would need to be explained to non-Spanish speakers, for example, the use of family names or expressions associated with religion, or the use of besitos to close a telephone conversation
  • talking about their reactions to using Spanish, identifying ways of communicating/behaving that feel unfamiliar, enjoyable or difficult, for example, gestures or forms of politeness

  VCESC136 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCESC011

  Consider how aspects of identity such as family background, age and interests impact on intercultural exchange

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age and gender
  • preparing a class profile for online exchange with Spanish-speaking students, selecting resources such as photos, captions or symbols to capture the diversity of cultural backgrounds, languages, interests and values represented in the class, and reflecting on what this profile shows about the nature of intercultural communication in Australia
  • sharing reactions to intercultural experiences associated with learning and using Spanish, considering whether own background, age and interests contribute to attitudes or beliefs that impact on the experience
  • identifying elements of their own and one another’s ways of communicating and behaving that may be unfamiliar to people from different contexts and cultures, for example, ways of expressing wishes, or rituals associated with school sports
  • considering if their sense of identity changes depending on the language they are using and what they are talking about

  VCESC011 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCHIC023

  Present simple information about home, school and community, using visual support such as photos, maps or charts

  Elaborations

  • using simple descriptive language and supporting resources to introduce family members and friends and to identify relationships with them, for example, मौसी; चाचा, providing details such as age, religion, occupation or regional backgrounds, for example, वह ऑस्ट्रेलियाई है। उसकी उम्र तीस साल की है।
  • presenting information they have collected about each other’s likes, dislikes or interests to create a class profile, chart or database, using checklists, surveys or question cues
  • presenting information via picture stories or multimodal displays on events or topics of potential interest to Hindi-speaking children of their own age in other contexts
  • working together to design posters or web pages to promote a cultural event or regional profile
  • creating a class book or digital display about topics they have been studying in Hindi and/or other curriculum areas, for example, इस्तेमाल की जा चुकी वस्तुओं से कुछ और बनाना; जीवन-चक्र; विश्व संगीत

  VCHIC023 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHIU071

  Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives

  Elaborations

  • finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions they use when communicating in English or when thinking about themselves and their families
  • investigating different forms and functions of multilingualism in today’s society, for example, by tracking the mixing of languages such as Hindi, Urdu, Punjabi and English in Bollywood scripts and song lyrics, or by creating their own hybrid-language advertisements, songs or raps, for example, Life style से तय होगा car का premium..
  • reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of people’s ways of communicating are shaped by cultural standpoints and perspectives

  VCHIU071 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDC096

  Participate in learning and using Indonesian, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange

  Elaborations

  • interacting with Indonesian peers, considering own reactions to topics raised that may not usually be discussed in own culture, for example, religious beliefs (Kamu beragama apa?)
  • comparing aspects of identity that may be important across cultures, such as island, ethnic group, language, religion, age, gender, and position in family, for example, Nama saya Wayan. Saya dari Bali. Saya orang Hindu. Saya berbahasa Bali dan Indonesia
  • creating texts such as a profile, montage or avatar, choosing what aspects to reveal to different people in another cultural context, for example, nama saya Emily; Saya dari Broome, Australia; Saya siswa sekolah menengah
  • sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

  VCIDC096 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAC011

  Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age, gender
  • sharing reactions to intercultural experiences, and considering whether their individual background, age and interests contribute to attitudes and/or beliefs that impact on the experience
  • preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols
  • creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, languages spoken, interests and activities
  • comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages

  VCJAC011 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCEALC349

  Express a personal response to an imaginative text or elements of the text

  Elaborations

  • expressing a point of view about a character’s actions
  • making simple connections between an element of the text and personal experience

  VCEALC349 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VCELY275

  Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications

  Elaborations

  • participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking own understanding against group views

  VCELY275 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• VCGGK053

  Ways weather and seasons are described

  Elaborations

  • investigating the seasons and their associated weather, clothes and events
  • explore how local cultural groups view the seasons and related events

  VCGGK053 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCGRCU013

  Recognise that the language of the ancient Greeks provides insights into their daily lives, ideas, feelings and attitudes

  Elaborations

  • investigating connections between language and significant cultural attitudes, for example, discussing how the terms ἐκκλησία, βουλή, πρυτάνεις, ψήφισμα and the expressions τὶς ἀγορεύειν βούλεται and ἔδοξε τῇ βουλῇ καὶ τῷ δήμῳ relate to the concept of citizenship in ancient Athens
  • understanding the factors, such as language, religion and culture, that unified the Ἕλληνες (Greeks) and set them apart from the βάρβαροι (non-Greeks)
  • exploring and discussing language use that reflects the social structure of the πόλις of Athens, encompassing both city and countryside, for example, citizen classes, metics, slaves, women
  • exploring and discussing references in texts to social structure in Sparta, including the Spartans, perioikoi and helots
  • comparing and contrasting references in texts to family life, social practices and education in Athens and Sparta
  • understanding the importance of religion in ancient Greek society, and its links to festivals and ceremonies, for example, by examining references in texts to worship of the Olympian gods and local heroes, the panhellenic festivals of the Olympic and Pythian Games, or the dramatic performances of the Dionysia in Athens
  • comparing language that reflects the status of men, youths, women and girls in domestic affairs and public life in ancient Athens and Sparta, such as the significance of the terms ἀνδρεία, κύριος, κηδεμών, παρθένος
  • exploring the colloquial language that ancient Greeks used for greetings, or answering questions about daily life, such as χαῖρε/χαίρετε, πῶς ἔχεις/ἔχετε; τὶ ἔστιν;

  VCGRCU013 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFC064

  Explore the relationship between identity, community and visual ways of being and the nature and significance of relationship between people, culture and place/space

  Elaborations

  • creating and comparing individual biographies, including elements such as family origins, traditions, beliefs, experiences, and considering how these influence their sense of identity
  • identifying elements of visual awareness in deaf people, such as good observation skills of body language and alertness to hazards in the environment while walking/driving and signing
  • describing how the concept of Deafhood applies to them and to others by evaluating texts and media portrayals of deaf identity
  • discussing visual ways of transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • exploring how Deaf cultures around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics
  • discussing when and how they learnt Auslan and how this contributed to their sense of identity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles
  • considering how accounts by different deaf visitors to the classroom of their lives, work, education, interests and experience reflect a sense of identity and relationship with Auslan and Deaf culture
  • identifying ways in which members of the Deaf community demonstrate responsibility for relationships within the community and between it and the wider ‘hearing’ society, for example, describing past learning from deaf adults or other deaf peers about navigating relationships
  • investigating and explaining connections between rules, culture and community, identifying how these are demonstrated in Deaf culture through visual ways of being and using language, for example, exploring the values and beliefs which influence observable behaviours and social rules
  • suggesting how reciprocity works in relation to community members sharing responsibility for each other’s wellbeing, comparing examples of how they themselves negotiate relationships with each other and look out for each other
  • exploring the concept of ‘Deaf gain’ and providing examples of how wider society may ‘gain’ from the Deaf community, for example the benefits of captioning for groups such as elderly people or newly arrived migrants
  • describing how the Deaf community maintains Deaf places and keeps them relevant to new generations, for example by acknowledging Deaf pioneers in the naming of places and identifying historical links with places
  • discussing with elders how patterns of ownership and management of Deaf spaces and places impact on the Deaf community
  • describing their experience of moving between English and Auslan, comparing how this feels and considering changes in their sense of identity when communicating in either language
  • sharing their understandings of Deafhood and Deaf gain with Deaf elders and comparing these the elders’ views on these concepts

  VCASFC064 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCDEU118

  Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other

  Elaborations

  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • exploring the different languages used by their family or peers, for example, by creating a language map with greetings in each language represented in the class
  • recognising that German is an important world language spoken in many countries in the world apart from Germany, including Australia
  • recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’

  VCDEU118 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCCCTR058

  Encounter information and ideas through everyday experiences, problems and exploration

  Elaborations

  • experiences their actions and choices being interpreted by an adult
  • reacting and developing ideas about preferences on objects and people in the world around them
  • exposed to the possibility and connection of ideas by exploring objects and events

  VCCCTR058 | Capabilities | Critical and Creative Thinking | Level A | Reasoning

• VCELY289

  Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other

  Elaborations

  • describing the language which different authors use to create imaginary worlds
  • comparing how textual features such as headings, sub-headings, bold type and graphic organisers are used to order and present information

  VCELY289 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCGGK133

  Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity

  Elaborations

  • identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
  • examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes

  VCGGK133 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK022

  Familiar places identified through images at a variety of scales

  Elaborations

  • assisting to collect images of a place at different angles, directions and scales
  • matching images to a place
  • exploring the different scales and images available to represent a place
  • exploring places they have visited and their location in relation to their town, state, Australia and world

  VCGGK022 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCNRU067

  Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change

  Elaborations

  • understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times

  VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCSIS037

  Actively observe, explore and manipulate

  Elaborations

  • actively joining in scientific investigations directed by the teacher
  • identifying and using familiar objects in routine events
  • using senses, under teacher direction, to gather information about the world around them

  VCSIS037 | Science | Level D | Science Inquiry Skills | Planning and conducting