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Result list

• VCITC043

  Listen to, view and read texts and gather information from a range of sources, including concepts drawn from other learning areas

  Elaborations

  • surveying classmates on specific topics and presenting the findings using tables, concept maps, graphs and digital presentations, making comparisons with children’s lifestyles in Italy, for example, Chi? Dove? Quando? Perché? Che cosa?
  • gathering information by interpreting a range of texts, including signs, instructions, directions and diagrams, and then participating in class discussions on this information or presenting information independently in a variety of forms, for example, using a flowcart to explain the life cycle of a butterfly, or reporting (Metà della classe … La maggior parte … Pochi …. Tanti …. Alcuni … quasi tutti …)
  • researching topics such as leisure, recycling, the water cycle, the solar system, or geographical features of Italy, in a range of sources, including magazine articles, books and websites, and ordering and sharing the information in print or digital format
  • reordering information, for example, using tables or concept maps and retrieval charts
  • viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers

  VCITC043 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC022

  Access ideas and information from a range of spoken, print and multimodal texts, compare views, state opinions, and present information in different formats to inform or interest others

  Elaborations

  • examining factual information from a range of print, online/web-based travel and leisure texts, using it to compare options and make suggestions, for example, しんかんせんはとても高いですが、べんりだと思(おも)います。東京(とうきょう)から京都(きょうと)まで二時間半(じかんはん)かかります。バスで八時間ぐらいかかります。
  • understanding the gist and recording specific details from texts such as websites, newspaper articles, documentaries, reports or podcasts on topics such as popular culture, schools, sports or leisure activities in Japan
  • obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital reports
  • identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

  VCJAC022 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC195

  Construct and present texts in different formats for different audiences, taking into account own perspectives and intended purpose

  Elaborations

  • producing texts for different types of audience (for example, classmates, parents, peers on social-networking websites, possible future employers) and for different purposes and in different contexts (for example, school, community, social clubs, part-time jobs) to convey own ideas and interpretation of particular texts,using oral, print, multimodal and digital media such as blogs, letters, instructions, articles, podcasts and speeches
  • creating informative texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, a web page reviewing new music releases
  • writing persuasive texts such as blogs, tweets and posts to persuade or convince others, for example, on global warming (지구온난화), attending to the audience and context, for example, 우리 모두 생각해 봅시다. 지구온난화를 막지 못하면지구가 죽습니다. 북극과 남극의 빙하가 녹고, 자연이 파괴됩니다. 그러므로 … 우리가 먼저 지구 온난화를 막아야 합니다 …
  • combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, 다문화사회

  VCKOC195 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC022

  Convey information about their home, school and community using simple statements and support materials such as photos, maps or charts

  Elaborations

  • presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır piyesi
  • creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü, Okula Yürüme Günü
  • presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
  • providing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git
  • explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
  • creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
  • presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts

  VCTRC022 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRC056

  Present information and personal perspectives on issues of local or global interest, using a range of spoken, written and multimodal forms

  Elaborations

  • presenting information gathered from different media sources to raise awareness or invite action on social or community issues, such as Avustralya’da Türkçenin önemini vurgulayan çalışmalar, sağlıklı yaşam, çevre kirliliği, combining elements such as print, sound, visual images and hyperlinks
  • reporting on good news items, such as successful fundraising activities, academic or sporting achievments, for example, via posts on the school website or segments on local radio
  • creating a shared database of information produced in different media which reflects Turkish lifestyles over different times and contexts, classifying material in terms of domains such as fashion, family, leisure, sport, work
  • creating shared reference resources to support class projects on different topics, classifying information according to concepts, such as sağlık, çevre, fen, coğrafya, turizm
  • combining modes of presentation such as displays, videos or music to present an overview of cultural themes such as aile yaşamı, misafirperverlik, evlilik
  • creating an interactive multimodal text that presents elements of a significant cultural experience or event to share with other learners of Turkish, for example, köy düğünü, misafirperverlik

  VCTRC056 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC036

  Plan shared activities or events, such as a display or presentation, an interview, awareness campaign or virtual shopping expedition

  Elaborations

  • preparing performance texts such as Hacıvat ve Karagöz oyunları, skeçler, piyesler, marşlar, Ramazan manileri, to present to younger students at a community event or school assembly
  • planning and creating displays or resources such as timelines, schedules, posters or appeals for a fundraiser
  • planning for a Turkish-speaking guest by developing an interview schedule using questions such as Kendinizi tanıtır mısınız? Ne tür müzikten hoşlanırsınız?
  • creating interactive learning experiences to encourage children in a buddy class to learn Turkish or to use their existing Turkish language in different domains
  • budgeting for hypothetical shopping expeditions, for example, by consulting online catalogues and websites, comparing prices and values and discussing intended purchases, for example, Bu çok pahalı, İndirimli satışlar varmış, Ay, bu en son çıkan, Bu kelepir!
  • planning a campaign, for example, to introduce healthy Turkish food at the school canteen, raise awareness about pollution or prevent bullying, for example, by creating posters, pamphlets and flyers or by making presentations to school council/board

  VCTRC036 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRU048

  Understand how different types of text in Turkish, including prose and verse, create effects to suit different audiences

  Elaborations

  • analysing and comparing language used in particular types of texts, for example, descriptive language in recounts or narratives, persuasive language in advertisements, humorous language in comic verse or puppet theatre plays, instructional language in recipes and manuals, expository language and factual statements in news reports
  • analysing characteristic features of texts that they use and interact with in their everyday lives, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in blogs and on websites
  • discussing the use of imagery in different kinds of creative or performative texts, identifying how this helps to convey meaning and engage/entertain the audience
  • understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, kukla oyunu and masal, the use of deyimler ve atasözleri in Turkish legends and short stories
  • discussing how poems or song lyrics, such as Arkadaşım Eşşek and Çanakkale Türküsü, create particular moods (özlem ve acıma) and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address

  VCTRU048 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCVIU033

  Understand how the Vietnamese language has evolved and how it continues to change over time and from place to place due to processes such as globalisation and migration, and the influence of technology and popular culture

  Elaborations

  • understanding that languages and cultures change continuously in response to new ideas, social change and technological development
  • explaining Vietnamese words, phrases and concepts that have emerged as a result of technological development, for example, máy vi tính xách tay, nhấp chuột, điện thoại thông minh, nhật ký điện tử, đồ điều khiển từ xa, trò chơi trực tuyến
  • exploring how globalisation has resulted in the use of English words and expressions in Vietnamese, and discussing the advantages/disadvantages of this influence, for example, the use of English technological terms such as ‘CD’, ‘DVD’, ‘USB’, ‘video’, ‘TV’, ‘remote control’, ‘computer’, ‘laptop’, ‘internet’ and ‘website’ in spite of the existence of Vietnamese equivalents
  • examining how how new words and concepts have entered the Vietnamese language as a result of processes such as migration and international travel, for example, bảo lãnh, hộ chiếu, thị thực nhập cảnh, di dân, định cư, hội nhập, quốc tịch, thường trú nhân
  • analysing the influence of popular culture on Vietnamese language use in Vietnam and in Vietnamese-speaking communities outside Vietnam, including Australia, such as the development of new vocabulary, for example, phong cách/thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop

  VCVIU033 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC146

  Take action, resolve issues, make shared decisions and organise shared experiences

  Elaborations

  • collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个
  • locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
  • listening to or viewing community media such as local Chinese radio or television, and participating in advertised activities, for example, a singing competition or locally organised events
  • researching and arranging a visit by an expert (such as a calligrapher or a taiji master) to visit class and share knowledge to promote Chinese learning in school community
  • captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
  • creating posters and fliers to promote cultural events to the local Chinese community, such as 悉尼艺术节，XXX音乐剧
  • producing a paragraph in the school newsletter to promote an upcoming event

  VCZHC146 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC163

  Share ideas and feelings about people they know, their daily lives, social activities and the school community

  Elaborations

  • describing experiences and how they made them feel, for example:
    DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET
    I am excited to meet the deaf visitor.
    POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
    I was sad when my friend moved away.
    
  • discussing aspects of their school experience, using familiar lexicalised fingerspelled signs to talk about shared places or people they know, for example:
    M-O-N M-R S-M-I-T-H GIVE-_me BOOK THAT NEW
    On Monday Mr Smith gave me a new book.
    
  • comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • discussing shared experiences of school events, using appropriate interactional strategies when communicating in pairs or in groups, for example, using NMFs and eye gaze to gain, hold or finish a turn, for example:
    THEATRE GOOD, LONG-_really
    I liked the theatre performance but it was soo long.
    SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
    What did you think about the swimming carnival?
    
  • describing relationships between members of their families or between classmates, for example:
    PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
    She’s my cousin; we’re good friends.
    
  • comparing attributes or characteristics of classmates or classroom objects, for example:
    S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    

  VCASFC163 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC145

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • asking each other about their daily routines, interests or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    PRO2 REGULAR GO-TO-BED WHAT TIME?
    What time do you go to bed?
    WEEKEND OR HOLIDAYS, WHAT D-O?
    What do you do in your free time?
    
  • recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example:
    LONG-TIME-AGO PRO1 FLY NEW ZEALAND
    A long time ago I went on a plane to New Zealand.
    
  • recounting classroom events using some indicating, plain and depicting verbs
  • describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example:
    PRO1 WORK LITTLE, LATER WORK-REALLY HARD
    I worked on it a little bit, then later I worked really hard on it.
    PRO1 SWIM-_fast SWIM-_slow
    I swam really fast till I got tired and slowed down.
    
  • expressing preferences in relation to people, places or things, for example:
    PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
    I like that one, and that one, but that one is the best book.
    
  • interacting with members of the Deaf community to share details of their personal worlds
  • identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example:
    PRINCIPAL YOU-KNOW LONG-HAIR GLASSES?
    You know the principal? She has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL REAL FUNNY
    My brother is older; he’s tall and really funny.
    

  VCASFC145 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFU228

  Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features, and look at the link between signs and their referents in terms of iconicity

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying a sign's handshape and its orientation, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist)
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression, or grammatical information, for example, a frown to mark a negative, and identifying examples of NMFs in a text
  • noticing that in a stretch of connected signing a sign will often be produced differently to the way it is shown in a dictionary
  • distinguishing between single, double and two-handed signs, and identifying which hand is dominant and which is non-dominant in two-handed signs
  • noticing that in signed languages meaning can be expressed through whole signs or through fingerspelling
  • comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang or woof woof
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • experimenting with different methods of capturing signed languages, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU228 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU102

  Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying the handshape of a sign, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist, palm towards signer) and identifying signs of a particular handshape
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • understanding that NMFs are important in sign language for showing feelings of the signer or others
  • identifying single, double and two-handed signs, and recognising which hand is dominant (the pen hand) and which is non-dominant (paper) within two-handed signs
  • thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer
  • understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
  • recognising that some signs are iconic, that is, provide a visual image of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE
  • experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU102 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC165

  Communicate appropriately while involved in shared learning activities by asking and responding to questions, managing interactions, indicating understanding and monitoring learning

  Elaborations

  • responding to signed class and school announcements such as assembly procedures
  • showing agreement or disagreement or asking for clarification, for example:
    PRO1 AGREE
    I agree.
    PRO1 AGREE-NOT
    I don’t agree …
    THAT RIGHT THAT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using discourse markers in conversation to indicate understanding, attention or consideration, for example:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • respecting protocols for interrupting conversations, for example by walking between signers, waiting for eye contact and pauses in signing and using language such as EXCUSE or SORRY INTERRUPT
  • monitoring their own and each other’s learning, for example by making comments such as:
    SURPRISE KNOW-NOT PRO1
    I didn’t know that …
    THANKYOU PRO2 EXPLAIN CLEAR
    Thank you – that was really clear.
    
  • following appropriate protocols when interacting with interpreters, for example not standing between the interpreter and the deaf person
  • using non-auditory ways of signalling enjoyment, support or encouragement in large group or audience activities, for example, by foot stomping at a deaf basketball game

  VCASFC165 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOU014

  Recognise and use vocabulary relating to familiar environments and activities such as home, school, daily routines, leisure activities and cultural celebrations

  Elaborations

  • discriminating between content words (words that have more to do with meaning, such as 나무 or 예뻐요) and function words (words that have less to do with meaning and more to do with grammatical functions, such as –이/가, 을/를, –은/는)
  • identifying family members using basic kinship terms (어머니, 아버지, 동생, 언니, 오빠, 형) and others in school environments (선생님, 학생, 친구)
  • using vocabulary to describe people, animals or objects, for example, names of body parts (눈, 코. 입, 머리, 날개, …) and colours (빨간색, 노란색, 갈색, …)
  • identifying familiar things, pets/animals, activities and places, using basic common nouns (운동, 수영, 축구, 요리, 음식, 사과, 오렌지, 집, 동물원, 공원, 영화, 코알라, 캥거루, 고양이, 강아지, 토끼, 호랑이, 여우, …) including some words for Korean food (밥, 불고기, 김치, …) and loan words from English (바비큐, 아이스크림, 크리켓, 텔레비전, 쇼핑, 컴퓨터, 조깅,…)
  • identifying objects and facilities in the school environment (책, 책상, 화장실, 매점, 교실, 음악실, 수영장, …), known languages (한국어, 영어, 아보리진어, 스페인어, 중국어, ...) and countries they are spoken in (한국, 호주, 스페인, 중국, ...)
  • using common descriptive/action verbs to describe qualities/states (좋아요, 예뻐요, 재미있어요, 재미없어요, 키가 커요/작아요, 착해요, 귀여워요, 맛있어요, 맛없어요, 맞아요, 틀려요) and actions (가요,먹어요, 좋아해요, 공부해요, 일어나요, 알아요. 몰라요, 주세요, 앉으세요, 보세요, 들으세요, 쓰세요, 따라하세요, 미세요, 당기세요), including some abstract words such as 중요해요
  • qualifying actions or states/qualities using basic adverbs (아주, 잘, 같이, 빨리, 천천히)
  • marking time using time vocabulary 어제, 오늘, 내일, 주말, –요일 (월요일, …)
  • referring to what is being communicated / discussed using 이/그/저 (이 사과가 맛있어요), 이것/저것/그것 (이것이 영어로 뭐예요?) or 여기/저기/거기 when referring to a place (여기가 우리 집이에요)
  • using numbers in Korean expressed in two different systems for different things (하나, 둘, 셋, … versus 일, 이, 삼, …)
  • using basic counters and Arabic numerals with appropriate pronunciations, for example, 사과 한 개, 학생 세 명, 11 살, 7 학년
  • using basic honorific/humble words appropriately, for example, 저, 선생님, 생신
  • using idiomatic expressions forgreeting, farewelling, for some learning activities and everyday interactions, for example, 안녕하세요? 만나서 반가워요, 안녕히가세요/계세요, 고맙습니다, 감사합니다, 환영합니다, 생일 축하합니다, … 같아요, …계 … 사람 (중국계 호주 사람), … 회원이에요
  • recognising some words related to celebrations, festivals or traditions in Korea, for example, 설날, 세배, 첫돌, 연날리기, 한복
  • recognising some specialised vocabulary, for example, 안전띠, 구명 조끼, 비상구, …

  VCKOU014 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M7N01

  describe the relationship between perfect square numbers and square roots, and use squares of numbers and square roots of perfect square numbers to solve problems

  Elaborations

  • investigating squares of natural numbers from one to 20, and connecting them to visual representations such as dots arranged in a square pattern
  • using the square and square root notation, and the distributive property and area diagrams, to calculate the squares of two-digit numbers; for example, 432=40+32=402+2×40×3+32=1600+240+9=1849
  • determining between which 2 consecutive natural numbers the square root of a given number lies; for example, 43 is between the square numbers 36 and 49 so 43 is between 36 and 49 and therefore between 6 and 7
  • generating a list of perfect square numbers and describing any emerging patterns, for example, the last digit of perfect square numbers, or the difference between consecutive square numbers, and recognising the constant second difference
  • using the relationship between perfect square numbers and their square roots to determine the perimeter of a square tiled floor using square tiles; for example, an area of floor with 144 square tiles has a perimeter of 48 tile lengths

  VC2M7N01 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCZHC193

  Interact with peers and familiar adults, exchanging opinions and feelings and establishing friendships

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing the appropriate greeting to suit age or position (for example, 您好，老师好) or time of day, for example, 你早，晚安
  • responding to invitations to participate in personal celebrations, including accepting and declining in appropriate ways, for example, 谢谢你的邀请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴
  • sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences, and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
  • exchanging information and opinions in class dialogue, responding to questions (for example, 你喜欢运动吗？), expressing agreement or disagreement with others’ opinions (for example, 对，我也很喜欢运动。) and ensuring that other participants are included in interaction, for example, 我去过法国，你呢？
  • comparing own experiences to the lives of young people in other Chinese-speaking communities, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
  • using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
  • following teacher’s instructions such as 站起来 or 我们看书 and restating teacher’s instructions to peers when needed (for example, 老师说我们...再…); responding to teacher’s questions with actions or answers, for example, 懂了吗？
  • responding to teacher’s praise (for example, 非常好， 太棒了) or suggestions, for example, 明天做，今天休息
  • participating in a shared blog and exchanging personal information such as name, age, school, year level and nationality with readers from a sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
  • responding to correspondence, such as letters from pen pals, including by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • maintaining contact with classmates and recording events in everyday life by keeping a weekly or daily online journal or blog, recording highlights of school or home life and leisure activity (for example, 今天我的足球队又输了，真没劲！ ) or a holiday experience, for example, 袋鼠岛游记
  • composing messages in an appropriate format for text messages, emails and letters, and using appropriate terms of address, for example, 敬爱的王老师 (for a formal letter) or 嘿，小王，最近好吗 (for a casual letter or message)

  VCZHC193 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC038

  Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

  Elaborations

  • working in teams to plan an event such as a performance for a younger audience or a presentation for school assembly
  • negotiating roles, responsibilities and priorities in activities such as cooking or science experiments, making suggestions such as:
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT
    Do you think we should do this first and when that’s done, that next
    
  • and using conditional language such as:
    IF FINISH, CAN NEXT++, IF NOT-YET HEADSHAKE
    If we finish this we can go on to the others; if we don’t, we can’t.
    
  • organising activities such as excursions, using questions such as:
    WE2 MEET WHERE?
    Where are we meeting?
    TIME MEET?
    What time should we get there?
    ARRIVE HOW?
    How are we getting there?
    
  • using digital technologies to prepare a humorous, dynamic perspective on a controversial proposition, such as ‘Homework should be banned’ to present to teachers or parents
  • playing games that involve working competitively within groups to categorise or classify information
  • problem-solving in teamwork activities, using language such as:
    HOW FIX SOLVE?
    How can we solve this?
    WHAT DO?
    What can we do next?
    
  • planning, rehearsing and producing a performance for school assembly or parent open night
  • working in a group to plan a visual story to present to a younger group at school or via video
  • planning and conducting an interview with a deaf visitor to class, using questions to elicit extra information
  • working on collaborative tasks that involve negotiation and shared decision-making about content and design, for example, designing a class garden, creating digital picture books for ‘buddy’ classes, or promoting a school event
  • conducting, recording and presenting observations and findings of collaborative science experiments

  VCASFC038 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising