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• VCHIU068

  Apply understanding of text structure and organisation to interpret unfamiliar texts and to create own texts for specific purposes

  Elaborations

  • using their shared knowledge of typical features of familiar types of text to understand unfamiliar content, for example, in public announcements, commercials or quizzes, recognising how language and style vary according to the context, purpose and intended audience of a text, for example, by comparing a formal presentation at Speech Day with an email to a close friend
  • identifying how texts achieve cohesion through the use of paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, यदि आप चाहें तो...,
  • creating and comparing their own examples of particular text genres, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language or text organisation
  • composing multimodal texts designed to appeal to a particular age group or demographic, noticing how/why they decide to use particular vocabulary and style

  VCHIU068 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHPEM136

  Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans

  Elaborations

  • performing physical activities that improve health- and skill-related components of fitness and analysing how the components are developed through these activities
  • measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
  • designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing

  VCHPEM136 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEP113

  Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment

  Elaborations

  • exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments
  • discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing
  • discussing how access to natural and built environments can help or hinder participation in physical activities
  • exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of these places to physical activities

  VCHPEP113 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCIDC042

  Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning

  Elaborations

  • comparing translations of written texts from English into Indonesian and from Indonesian into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in Indonesian texts by ‘reading’ the context, for example, the phrase Ayo cepat! may be encouraging or scolding depending on who uses it and why

  VCIDC042 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCIDC019

  Contribute to class activities such as solving a problem, creating a display or conducting a role-play/scenario

  Elaborations

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day’s schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing an Indonesian garden, for example, following instructions, Tolong ambil itu, Mari ikut saya ke…, Minta air, Ayo tanam jagung/sayur
  • preparing, rehearsing and conducting public presentations and performances, such as an Indonesian item for assembly, or a presentation about significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’, for example, Apa kabar? Siapa menonton film itu?
  • participating in group activities such as role-plays, asking and responding to questions and invitations (for example, Mau ke mana?; Mau ikut?), and negotiating with others to make decisions such as choosing ways to get around in Indonesia, for example, Mau naik apa? Saya mau naik becak. Berapa ongkosnya?

  VCIDC019 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC124

  Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ

  Elaborations

  • creating bilingual resources to support the sharing of experiences, for example, a photographic display or a digital presentation with captions, a bilingual guide/handbook for a particular group
  • creating a photographic display with bilingual captions depicting important social occasions in comparative perspective, for example, the ways in which weddings, Christmas, Labour Day are celebrated
  • adding subtitles and captions in English to complement the Italian language audio of video clips and photo stories

  VCITC124 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC086

  Create bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa

  Elaborations

  • creating bilingual texts for Italian speakers in Australia, for example, leaflets about recommended goods and services for students, businesspeople, a sports team or senior citizens arriving from Italy
  • creating bilingual signage for an event, bilingual captions for a display, or bilingual text for a discussion board

  VCITC086 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC105

  Create bilingual texts related to experiences in contexts where Italian and Australian realities might differ

  Elaborations

  • creating texts with bilingual captions, such as picture dictionaries and photo stories
  • creating digital texts such as annotated maps or building plans to highlight aspects of culture such as school life, for example, aula magna, bidello/a, mensa, andare a scuola in motorino/in microcar
  • creating captions and labels related to immediate environment (for example, producing bilingual school timetables and signage such as la mensa, il campo sportivo, le scale), and explaining how the translated labels do not necessarily capture differences in worldviews

  VCITC105 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITU090

  Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts

  Elaborations

  • introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
  • using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
  • connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
  • using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
  • developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

  VCITU090 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC009

  Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions

  Elaborations

  • creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have cultural associations
  • preparing bilingual captions for texts such as a newsletter item for the school community or for Japanese-speaking peers, exploring how to convey specific ideas in two different languages
  • interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures
  • creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

  VCJAC009 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC186

  Identify how expressive and imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences

  Elaborations

  • identifying how imaginative texts such as たなばた use structure, language and mood to build action, convey emotion and reflect cultural values
  • comparing lyrics and styles of Japanese- and English-language songs and performances, tracking similarities and differences in genres, themes and modes of emotional expression
  • discussing how texts such as films, plays, songs, memes and manzai use humour or aesthetic effects to provide commentary on social issues such as family, identity, status or humility
  • identifying and responding to key messages and values in traditional texts such as 花さかじいさん、かさじぞう, and considering their relevance in modern times
  • identifying and discussing how typical elements of haiku such as brevity and aesthetic effect engage readers/listeners and reflect cultural values

  VCJAC186 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC007

  Reinterpret or create and perform imaginative texts such as video clips, raps or skits using modelled language and supporting resources

  Elaborations

  • creating imaginative texts to share with others, for example, a commercial for a new or existing product, a comic strip, a jingle, song or rap
  • producing short scripted plays or video clips to perform or present to others who are learning Japanese, experimenting with rhyme, rhythm and onomatopoeia
  • composing and performing an imagined scenario or skit designed to support intercultural understanding and involving elements such as comedy, emotion or surprise, for example, いただきます。いってらっしゃい。もしもし。こんにちは。
  • creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages
  • designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M

  VCJAC007 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC187

  Create a variety of imaginative texts to express ideas, attitudes and values that suggest intercultural comparisons

  Elaborations

  • adapting existing texts to change the emotional effect or to represent different cultural values or experiences, for example, by changing the location, characters or era of a familiar story or cartoon
  • composing and performing poems, songs, monologues or dialogues that reflect cultural values and personal experiences
  • creating a haiku or rap to perform to their peers that provides commentary on a social issue that is important or relevant to them
  • creating a digital persona or avatar that combines elements of observed Japanese styles of communication with their usual ways of self-expression in their home-culture environment

  VCJAC187 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC168

  Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences

  Elaborations

  • responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
  • reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
  • reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
  • comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
  • comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales

  VCJAC168 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC189

  Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements

  Elaborations

  • creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school
  • producing bilingual texts such as travel advisories for exchange or study tour students, and reflecting on the process of working in both languages
  • creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

  VCJAC189 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOC155

  Interact in classroom activities such as creating and following shared class rules and procedures, expressing opinions and asking for permission or clarification

  Elaborations

  • expressing opinions using set phrases such as 저는 ...이/가 맞는/틀린 것 같아요, for example, 저는 미나가 맞는 것 같아요
  • asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
  • asking for clarification, for example, …이/가 한국어로 뭐예요?
  • giving advice and reminders to peers, for example, 빨리/천천히 해요; 숙제했어요?

  VCKOC155 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC123

  Create labels, captions or short statements in Korean and English for the immediate learning environment and for familiar objects or images

  Elaborations

  • creating a bilingual picture dictionary for their classroom use
  • matching Korean and English texts, for example, name tags of friends in Korean and English
  • creating bilingual captions in Korean and English for a photographic display using digital technologies to show parents or others about a class event or experience such as sports day, school camp or pets day

  VCKOC123 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCKOC178

  Create and present imaginative texts including digital and interactive texts to entertain others, involving imagined characters and contexts

  Elaborations

  • creating stories with self as the main character in imaginative settings in the past, future or virtual reality, incorporating communicative styles and social behaviours observed in Korean texts (for example, 저는 화성에서 왔어요 …, 지구에 정들었어요)
  • illustrating imaginative stories in visual forms such as cartoons or captioned photo stories
  • producing performances to present imaginative stories, for example, role-plays, skits, raps, using expressive language for sounds and shapes/movements (똑똑, 첨벙첨벙, 콜콜, …)
  • creating alternative versions of stories such as a Korean tale or film script with a new character and an alternative ending

  VCKOC178 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC140

  Create and perform simple imaginative and expressive spoken and written texts such as dialogues or collaborative stories, using formulaic expressions and modelled language

  Elaborations

  • composing, modifying and completing own versions of skits, chants and songs, with teacher’s guidance and scaffolding, and the stimulus of different imaginative texts and experiences
  • creating individual texts such as comics, diary entries and short stories, using modelled language to express own ideas and imagined experience
  • producing and presenting picture/digital books or short scripted plays or animations that use favourite Korean words and expressions
  • creating and performing alternative versions of stories or action songs, using voice, rhythm and gestures to animate characters, or using drawings or story maps to create visual context

  VCKOC140 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCKOC196

  Review and respond to different types of creative texts in different modes, identifying aspects of the language and culture that help to create effects such as emotion

  Elaborations

  • listening to, reading and viewing imaginative texts such as short stories, films, poetry, raps and songs, and:
    • identifying emotional aspects of the texts that are specific to Korean language and culture, for example, the use of expressive language and the description of animals
    • critically reflecting on and sharing own responses with others
  • reading texts including those in digital and online modes such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • identifying and responding to key messages and values in traditional texts such as 민요, (for example, 아리랑, 강강술래), 설화 (for example, 심청전, 흥부전) or dialogues in 탈춤, and considering their relevance in modern times
  • discussing how texts such as films, plays and songs portray social issues (such as conflict in relationships or poverty) and values (such as honesty and humility)

  VCKOC196 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Creating