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• VCESU192

  Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions

  Elaborations

  • recognising the role of pronunciation, rhythm, word stress, tempo and tone of voice in effective communication, and applying this knowledge to own interactions
  • using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,
  • noticing how tone can convey emotions and shade meaning, example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!
  • applying knowledge of pronunciation, intonation, rhythm and pace to own use of spoken Spanish, for example, when reading stories to younger children, asking questions or expressing emotions such as surprise or sadness

  VCESU192 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHHK036

  How events are celebrated and how to assist to prepare and participate in personal, school and community events

  Elaborations

  • matching key objects to significant commemorative events such as birthday with a cake and present, Christmas image of Santa and Christmas tree
  • using calendars to identify significant family, school and community events
  • assisting to create text during and or following commemorative events which reflect the preparation and celebration

  VCHHK036 | The Humanities | History | Level C | Historical Knowledge | Community histories

• VCJAC190

  Monitor language choices when using Japanese and take responsibility for modifying language and behaviours to assist intercultural communication

  Elaborations

  • reflecting and reporting on how learning Japanese provides insights into language and culture in general, and how their own assumptions about Japan or Asia have changed as a result of intercultural language learning
  • evaluating the nature and effectiveness of their own language and actions when interacting in Japanese
  • reflecting on how additional language experience supports and enhances first-language understanding and capabilities, for example, by identifying Japanese expressions, behaviours or attitudes that might enrich their own perspectives
  • reflecting on aspects of their own experiences of intercultural communication, such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions

  VCJAC190 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCMNA153

  Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems

  Elaborations

  • recognising and demonstrating that the place-value pattern is built on the operations of multiplication or division of tens

  VCMNA153 | Mathematics | Level 4 | Number and Algebra | Number and place value

• VCMNA131

  Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems

  Elaborations

  • recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
  • justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations

  VCMNA131 | Mathematics | Level 3 | Number and Algebra | Number and place value

• VCPSCSE026

  Reflect on how personal strengths have assisted in achieving success at home, at school or in the community

  Elaborations

  • identifying personal strengths in others, such as courage, sense of humour and determination and explaining how these could contribute to achieving success
  • describing what being successful at school looks and feels like and what personal strengths would assist
  • listing personal strengths that would make you successful at home, school and in the community and discussing the strengths that are common in all three settings

  VCPSCSE026 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Self-Awareness and Management | Development of resilience

• VCTRC043

  Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers

  Elaborations

  • creating bilingual texts such as invitations to performances, newsletters, cartoons or menus, reflecting on how different meanings are communicated in different languages
  • designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
  • creating bilingual brochures, digital presentations or posters to promote community events, providing English translations for key words, expressions and items of information
  • designing and co-maintaining a bilingual website with a sister school or contact group of young English learners in a Turkish-speaking community elsewhere
  • contributing to a shared class journal that records significant learning experiences and events in both Turkish and English

  VCTRC043 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCTRC078

  Reflect on their language choices and styles of communicating when interacting with speakers of different languages, identifying strategies that assist in intercultural communication

  Elaborations

  • comparing reflections on successful or unsuccessful intercultural communication, identifying factors such as social relationships, age, status, values and traditions
  • discussing the concept of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ that can be used to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, asking for repetition or clarification, rephrasing, considering the other person’s standpoint
  • considering which language they are more comfortable using when expressing particular feelings, ideas or experiences, for example, başından geçenleri anlatmak, korkmak, şaşırmak, üzülmek, heyecanlanmak, sayı saymak

  VCTRC078 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRU085

  Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning

  Elaborations

  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, (for example, an imperative verb mood can indicate authority or enthusiasm (Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle); shifting from the use of vous to tu can signal a more informal, friendly relationship)
  • exploring how choices of words such as nouns and adjectives can indicate values and attitudes, (for example, c’est un bon à rien/c’est un brave jeune homme; ce sont des illégaux/ce sont des réfugiés)
  • understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)
  • recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j’essaie)
  • using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
  • using le passé composé verb forms, recognising verbs conjugated with être as the auxiliary that involve agreement between subject and past participle, (for example, elles sont parties)
  • understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
  • being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
  • understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entra?née…)
  • understanding the function and use of relative pronouns such as qui, que, dont
  • understanding that past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, J’ai acheté une tartelette aux fraises — je l’ai mangée trop vite!
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
  • using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
  • understanding the use of the si clause and how to coordinate meaning through various tenses, for example, si j’avais voulu, je serais partie de bonne heure
  • further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’

  VCFRU085 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC085

  Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts

  Elaborations

  • analysing texts such as signs and considering the lack of equivalence in translation, for example, le maschere della Commedia dell’Arte, l’abito bianco nel matrimonio, il vestito nero, i riti del funerale, la visita domenicale al cimitero, I “fiori dei morti”
  • reading and listening to multiple interpretations of the same text and to different perspectives within texts in Italian (for example, reading messages on a particular theme on social media sites, emails, blogs and wikis), and sharing understanding of cultural meanings and opinions
  • reflecting on their own experiences of the process of translating
  • using strategies to maintain the integrity of meaning of original texts when translating and interpreting for different audiences, for example, considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as ‘the outback’ or ‘slip, slop, slap’

  VCITC085 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCSSU013

  Objects can be the same or different and can look and feel different

  Elaborations

  • mixing and playing with various materials, for example, using sand and water to build sandcastles, or pouring water onto a sandy footpath to make a water track
  • exploring and manipulating variety of materials in structured and unstructured activities

  VCSSU013 | Science | Level B | Science Understanding | Chemical sciences

• VCARC145

  Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning

  Elaborations

  • designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event
  • using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation
  • creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family
  • creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding

  VCARC145 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFU156

  Identify the movement and location of different signs and notice how they combine with handshape to form signs, and understand that Auslan can be videoed and transcribed to assist learning

  Elaborations

  • identifying the location of a sign on the body or in space
  • 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)
  • recognising that handshapes must be performed in a particular orientation
  • 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
  • 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
  • identifying single, double and two-handed signs, and recognising which hand is dominant (the pen hand) and which is non-dominant (the paper hand) within two-handed signs
  • 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
  • learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

  VCASFU156 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDEC122

  Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning

  Elaborations

  • asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Wie spät ist es? Bist du fertig?
  • apologising, making polite requests (including attracting attention), and asking for assistance and permission, for example, Tut mir Leid! Entschuldigung, Frau Lenz! Hilfe, bitte!; Darf ich bitte auf dieToilette gehen?
  • commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!

  VCDEC122 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC047

  Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning

  Elaborations

  • noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)
  • applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!
  • explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
  • interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!
  • observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games

  VCITC047 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VC2M3N04

  add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator

  Elaborations

  • using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary
  • using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539
  • choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850
  • solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139
  • justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems
  • applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week

  VC2M3N04 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• VCTRC112

  Reflect on their own and others’ language choices when interacting in bilingual/bicultural situations, identifying adjustments they make and strategies they adopt to assist in intercultural communication

  Elaborations

  • drawing on their own bilingual/multilingual experience to identify elements of successful intercultural communication, for example, noticing differences in expectations, recognising and responding to signals of misunderstanding, switching strategically between Turkish and English
  • providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case
  • keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either English or Turkish in different contexts and situations
  • considering the idea of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification
  • reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons

  VCTRC112 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating