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• VCIDC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised, for example, dengarkanlah, bukalah laptop, berbarislah, sudah selesai?
  • asking and responding to questions to clarify meaning or instructions or request permission, for example, Maaf, saya tidak mengerti; Apa artinya?; Maaf, sekali lagi, Bu
  • interacting in classroom routines such as greeting and taking leave, for example, Selamat pagi, Pak; permisi Bu; selamat jalan; sampai besok
  • using language for comparison, opinion, reaction and reflection, for example, saya pikir…karena…, saya kira, saya heran, lebih…daripada, pertama-tama saya rasa…sekarang saya rasa…, saya setuju/tidak setuju, saya lebih suka…

  VCIDC088 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognising that Indonesian is the language spoken in Indonesia, a country that is one of Australia’s neighbours in a region known as ‘Asia’
  • noticing similarities and differences between Indonesian and Australian lifestyles and language use, for example, tidur siang, bantal guling, bringing hands to forehead when greeting the teacher
  • exploring different cultural practices and related language use through games, for example, suten/suwitan, Semut, gajah, orang, and Hom Pim Pah
  • recognising words that reflect aspects of culture, for example, the names and sounds of distinctive flora and fauna such as orangutan, komodo and cicak, and artefacts such as the flag (sang merah-putih) and national emblem (garuda)
  • noticing that particular Australian-English terms and expressions have no equivalent in Indonesian, for example, ‘koala’, ‘meat pie’, ‘farm’

  VCIDU017 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• 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

• VCJAC165

  Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification

  Elaborations

  • using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification
  • asking and responding to questions such as テストはいつですか。 きょうゲームをしますか。 ロッカーに行ってもいいですか。何(なん)ページですか。
  • participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?
  • obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
  • expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。
  • enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

  VCJAC165 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC111

  Participate in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour

  Elaborations

  • participating as a group in classroom routines such as opening and closing lessons, for example, せんせい、おはようございます。さようなら。, using appropriate gestures
  • understanding and responding to questions using まる/ばつ (○×) and はい/いいえ
  • understanding and responding to classroom instructions to play games, complete work or get ready for class, for example, たって　ください、すわって　ください、かいて　ください、みて　　ください、よんで　ください、きいて　ください。
  • requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。 はい、どうぞ。
  • giving one another reminders such as しずかに、すわって, using appropriate gestures
  • participating in routine exchanges such as responding to the class roll and apologising for arriving late, for example, はい、います。Tia さん　は、いません。やすみ　です。おくれて　すみません。

  VCJAC111 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAC128

  Participate in guided tasks that involve following instructions and cooperating with peers, such as sports and craft activities

  Elaborations

  • participating in guided tasks involving instructions and peer cooperation, such as group/pair language activities, games and sports, for example, せんせい says, ふくわらい、じゃんけんぽん, What’s the time, Mr Wolf?
  • following procedures for activities such as cooking, model-making or origami, understanding instructions such as はんぶん　に　おって、ここ　に　おいて、あつめて
  • participating in classroom routines, such as taking the roll はい、います。いいえ、いません。, naming the months and days of the week and describing the weather, for example,きょう　は　月よう日　です。はれ　です。
  • preparing, rehearsing and conducting presentations and performances, such as a Japanese item for assembly or a digital presentation about a significant event
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics (替(か)え歌(うた)) based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions

  VCJAC128 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAU197

  Investigate changes to Japanese and other languages and cultures, identifying factors such as education, media and new technologies, popular culture and intercultural exchange

  Elaborations

  • finding examples of ways in which social and cultural influences impact on languages, for example, the abbreviation of borrowed words in Japanese, such as リモコン or スマホ, or the combination of borrowed words with る、ググる and サボる to make verbs
  • reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such changes on kanji acquisition in Japanese and spelling in English
  • exploring the influence of Japanese popular culture in Australia, the Asia region and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay
  • investigating the state and nature of indigenous Japanese languages, considering issues such as language revival and reclamation, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia

  VCJAU197 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU035

  Understand that the Japanese language has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • understanding that each region of Japan has its own dialect and accents, and that Japan, like Australia, also has some indigenous languages
  • finding examples of ways in which social and cultural influences impact on language, for example, the abbreviation of borrowed words in Japanese, such as スマホ、 パソコン、 the combination of borrowed words + する、 オーガナイズ する、 and メル友 for e-pal
  • considering how globalisation has accelerated the introduction of English words and expressions into Japanese, and discussing possible benefits and disadvantages associated with the blending and mixing of languages
  • discussing possible reasons for changes in Japanese language use, such as exposure to other languages, changing attitudes to social practices, involvement in social media and digital communication
  • exploring the influence of Japanese popular culture in Australia and around the world, such as the influence of Japanese design and technology and the popularity of J-pop, electronic games, anime, manga and cosplay

  VCJAU035 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOC158

  Share responses to a range of imaginative texts in different forms including digital texts by expressing opinions and feelings about key ideas, characters and actions, making connections with own experience or feelings

  Elaborations

  • listening to and viewing texts in various modes including those in digital mode (for example, performances, game shows and artwork), sharing opinions or feelings about them using expressions such as … 어때요?; 좋아요/좋았어요; 재미있어요/재미있었어요
  • producing storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, 무서워요; 행복해요; 이상해요
  • asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases
  • responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, 용감해요, 예뻐요, 슬퍼요, 아파요
  • comparing favourite characters instories, plays or cartoons, listing words or expressions associated with their personality (…은/는 착해요, 예뻐요, 멋있어요, 무서워요,이상해요, …) and explaining how they can relate to them (저는 …이/가 좋아요, 싫어요, …)

  VCKOC158 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VC2M8P02

  determine all possible outcome combinations for 2 events, using two-way tables, tree diagrams and Venn diagrams, and use these to determine probabilities of specific events in practical situations

  Elaborations

  • describing events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’
  • using the relation Pr(A and B) + Pr(A and not B) + Pr(not A and B) + Pr(not A and not B) = 1 to calculate probabilities, including the special case of mutually exclusive events where Pr(A and B) = 0
  • using Venn diagrams or two-way tables to demonstrate the difference between events that are mutually exclusive, such as whether a coin toss will land on a head or a tail, and those that are not mutually exclusive, such as people who have blonde hair and people who have blue eyes
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Battendi from the Ngarrindjeri Peoples of Lake Murray and Lake Albert in southern Australia, applying possible combinations and relationships and calculating probabilities using two-way tables and Venn diagrams

  VC2M8P02 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VCTRC008

  Explain in English the meaning of everyday Turkish words, phrases and gestures, noticing which are similar or different to equivalent words in English or other known languages

  Elaborations

  • translating simple words and expressions related to ‘Things I do everyday’, using matching word cards, pictures, large print dictionaries, word lists and labels, noticing words that are similar in the two languages, such as televizyon, radyo, yogurt, tren, taksi
  • explaining the English meaning of Turkish words and phrases used for greetings, apologies and appreciations, such as hoş geldiniz, hoş bulduk, geçmiş olsun, merhaba, hoşça kal, günaydın, iyi günler, iyi akşamlar, iyi geceler, and discussing how and when they are used
  • comparing and contrasting the meaning and sounds of key words and expressions that feature in Turkish and English versions of popular children’s rhymes, games and songs, such as ‘Old MacDonald’ and Ali Baba’nın Çiftliği, ‘Are you sleeping?’ and Tembel Çocuk Kalksana
  • demonstrating and explaining in Turkish gestures that are associated with cultural traditions, such as greeting elders by kissing their hand and placing it on the forehead to show respect
  • noticing words or expressions in Turkish that are not easy to translate into English because they carry different meanings, for example, Ellerine sağlık. Çok yaşa! Sen de gör! Geçmiş olsun!

  VCTRC008 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC005

  Present information and ideas relating to personal, social and natural worlds in spoken, written, digital and multimodal forms using modelled language structures

  Elaborations

  • presenting information in graphs or tables, for example, results from a class survey on preferred leisure activities, foods or idols
  • explaining to others a procedure or practice, for example, a recipe, fashion or health-care tips, a tutorial on rules of a sport or game, or instructions on keeping a pet
  • presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
  • describing aspects of life in Australia for an audience in Vietnam, for example, school life, community recycling, a birthday party, or a national event such as Anzac Day or Australia Day
  • using different modes of presentation to profile significant events, people or places related to the cultures and histories of Vietnamese-speaking communities
  • producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

  VCVIC005 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC247

  Evaluate the utility and reliability of sources when accessing information, and use this knowledge to present a point of view for different audiences

  Elaborations

  • identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective, for example, 什么是偏见？ 偏见有哪些表现？ 应该怎样纠正偏见？
  • reading news articles and historical accounts of world events such as natural disasters, Olympic games, celebrations or commemorations of historical significance (such as Anzac Day), and exploring how the author’s personal values and experiences influence their reporting on such events
  • recognising key ideas and reading between the lines, for example, identifying irony and sarcasm in texts (你可真是个气管炎（妻管严）
  • presenting and discussing own position on issues such as attitudes towards recycling, education in rural communities, and impact of social media on young people
  • debating the pros and cons (for example, 这样做的好处是： …这样做的弊端是：…) and presenting a balanced and reasoned argument, for example, 综合各方面的意见， 我们认为…; 根据大家的意见， 我们想提出以下建议…
  • applying effective strategies in a debate, including the art of rebuttal and developing a team line

  VCZHC247 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCITC001

  Interact with the teacher and peers to greet, to introduce themselves, and to name and describe favourite things, friends, family members and special talents, through action-related talk and play

  Elaborations

  • using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale
  • introducing themselves, for example, Come ti chiami? Mi chiamo …, e tu? Quanti anni hai? Ho sette anni, e tu? Come stai?
  • naming family members and friends, for example, mio fratello Carlo; il papà Tom
  • understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal objects: la cartella, la bambola, la palla; school objects: il quaderno, la matita, i colori, il banco; toys and games: il treno, la bicicletta
  • indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma
  • answering simple questions with short spoken and written responses and using flashcards, word lists, posters, photos and multimedia slides, for example, Quanti anni hai? Hai un animale?
  • talking about and describing people and belongings, using familiar formulaic expressions, for example, Questo/a è,. Ecco il mio pallone
  • talking about simple actions in the present tense, for example, Gioco a football, Mangio la pizza
  • using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!
  • expressing satisfaction/dissatisfaction, for example, Sì; no; mi piace; non mi piace
  • copying words and reading them aloud, matching pictures and words, or choosing from sentences provided to express ideas, for example, È Marco. È grande. È bravo
  • imitating Italian speech, using Italian patterns of intonation, pronunciation and stress, and incorporating appropriate gestures and body language

  VCITC001 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC133

  Express imaginative ideas and visual thinking through the use of familiar signs, mime and gestures, with a focus on emotions, appearance and actions

  Elaborations

  • using iconic signs to create variations to actions involved in familiar nursery rhymes, such as ‘Incy Wincy Spider’
  • exploring emotions through the use of NMFs, for example by re-enacting a familiar scenario and modifying emotions each time, for example by switching from fear to excitement to anger
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’,
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    
  • using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar stories or rhymes
  • enacting the movements and characteristics of a particular animal through the use of constructed action

  VCASFC133 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC059

  Exchange/provide information, opinions and experiences in either formal or informal contexts

  Elaborations

  • working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness
  • viewing two or more related signed texts on a selected topic, summarising and comparing key points of information and rephrasing for a class presentation
  • creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
  • giving presentations that include different perspectives on a selected issue, for example identifying and evaluating differences in views in relation to Deaf education
  • creating and presenting explanations about simple biological or mechanical processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts
  • summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • working with an interpreter to decide how to present information on a selected topic to a hearing audience
  • identifying and profiling Deaf artists who make use of music, as in work associated with the Deaf Performing Arts Network

  VCASFC059 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC141

  Convey information and opinions in different formats to suit specific audiences and purposes, selecting appropriate print and multimodal elements

  Elaborations

  • analysing and presenting the results of a class survey, for example, by creating a poster or digital presentation using graphs showing what foods students buy and/or would like to be able to buy at the school canteen (27 Schüler kaufen Süßigkeiten. 34 Schüler wollen andere Getränke.)
  • writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
  • creating a website for a contact group of German-speaking students, posting information on own interests and experiences, for example, Ferien, Freunde, Freizeit, Schule, Medien, and highlighting elements which may be unfamiliar to the intended audience using sound, visuals or graphics
  • creating a factual self-profile using Voki or VoiceThread for a group of young German speakers
  • recording, comparing and representing statistics related to German-speaking countries and Australia, for example, population and physical size, daily temperatures, number and type of dwellings, pet ownership, most popular leisure activities

  VCDEC141 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCESC137

  Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use

  Elaborations

  • talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idioma…)
  • reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?
  • creating a self-profile, using captioned photos, slide presentations, online internal school Vokis or concept maps to highlight key characteristics, relationships and ways of using language, for example, Tengo nueve años; Vivo en Sídney. Estudio chino los sábados
  • using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. Soy muy valiente

  VCESC137 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)