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• VC2M10ST01

  compare data distributions for continuous numerical variables using quartiles and interquartile range and appropriate data displays including boxplots, histograms and dot plots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data

  Elaborations

  • finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the boxplot, as tools for both numerically and visually comparing the centre and spread of data sets
  • exploring the effect of varying data values, including outliers, on the interquartile range for different sets of data
  • constructing and interpreting boxplots and using them to compare data sets, understanding that boxplots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • comparing shapes of distributions using boxplots, histograms, cumulative frequency graphs and dot plots, discussing symmetry, skew and modality
  • using digital tools to compare boxplots and histograms as displays of the same data in the light of the statistical questions being addressed and the effectiveness of the display in helping to answer the question
  • comparing the information that can be extracted and the stories that can be told about continuous and discrete numerical data sets that have been displayed in different ways, including histograms, dot plots, boxplots and cumulative frequency graphs

  VC2M10ST01 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCNRU016

  Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
  • understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe

  VCNRU016 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCPSCSO050

  Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals

  Elaborations

  • assessing the overall success of completion of a task by a group
  • describing and reflecting on the relative contribution of individual group members to the overall completion of a task and provide feedback to peers
  • relating group success to the clarity of roles each member has and develop strategies to ensure future role division aligns with the demands of tasks and skill sets of group members
  • suggesting improvements to the process of working in teams, by reflecting on a specific experience

  VCPSCSO050 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCSIS135

  Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types

  Elaborations

  • explaining the choice of variables to be controlled, changed and measured in an investigation
  • identifying and managing potential hazards of chemicals or biological materials used in experimental investigations or fieldwork
  • deciding how much data are needed to obtain reliable measurements
  • using modelling and simulations, including using digital technologies, to investigate situations and events
  • using the internet to facilitate collaboration in joint projects and discussions

  VCSIS135 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCSIS110

  Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships

  Elaborations

  • understanding different types of diagrammatic, graphical and physical representations and considering their strengths and limitations
  • comparing and contrasting data from a number of sources in order to create a summary of collected data
  • using diagrammatic representations to convey abstract ideas and to simplify complex situations

  VCSIS110 | Science | Levels 7 and 8 | Science Inquiry Skills | Recording and processing

• VCSIS137

  Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data

  Elaborations

  • using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses of data
  • designing and constructing appropriate graphs to represent data and to look for trends and patterns

  VCSIS137 | Science | Levels 9 and 10 | Science Inquiry Skills | Recording and processing

• VCSSU104

  Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another

  Elaborations

  • recognising that kinetic energy is the energy possessed by moving bodies
  • recognising that potential energy is stored energy, for example, gravitational, chemical and elastic energy
  • using flow diagrams to illustrate changes between different forms of energy
  • investigating the energy transformations in devices, for example, a catapult or a water wheel

  VCSSU104 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCTRC110

  Translate and interpret a range of texts, including conversational exchanges, proverbs, media and literary texts, considering the role of culture when transferring meaning from one language to the other

  Elaborations

  • recording, transcribing and translating short conversations between friends or family members from English into Turkish and vice versa, identifying words or expressions that either do not translate meaningfully, such as yuvarlanıp gidiyoruz, canıma tak dedi, yetti artık, or require no translation, for example, yoğurt, kebap
  • translating and glossing words, symbols or expressions commonly used in emails and text messages, such as slm (Selam), mrb (merhaba), kib (kendine iyi bak), inş (inşallah)
  • interpreting elements of spoken texts for non-Turkish speakers, for example, by providing a commentary on an item presented at a class, school or community event, including explanations in English of culturally significant allusions, expressions and gestures
  • creating an English language commentary to a Turkish language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text for non-Turkish speaking Australians
  • comparing their translated versions of news headlines or popular advertisements, discussing perceived differences in focus or emphasis between the two language versions
  • interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah kabul etsin, explaining cultural connotations that are unfamiliar when translated directly into English
  • translating proverbs such as ağaç yaşken eğilir, ayağını yorganına göre uzat, explaining cultural allusions that do not translate meaningfully into English, and finding English language proverbs that express similar ideas or concepts
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning

  VCTRC110 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC006

  Engage with a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, picture books, comics, poems and songs, and identify and describe key elements such as theme, setting, characters and actions

  Elaborations

  • identifying and describing settings, characters, events and key ideas in imaginative texts by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? and tại sao?, or by producing a profile of a character or a timeline of events
  • reading and viewing imaginative texts, such as animations, films and photo series, and performing scenes that illustrate aspects of the characters’ attitudes, personality or reactions, the story’s ending or the writer’s messages
  • illustrating an extract from a text by selecting images, such as a picture, colour, symbol or emoticon, to reflect the content, mood or key message of the text, and explaining the reasons for selections
  • participating in performing for the class an imagined dialogue between characters from a story
  • listening to Vietnamese versions of English songs, for example, Chúc Mừng Sinh Nhật (‘Happy Birthday’), Tiếng Chuông Giáng Sinh (‘Jingle Bells’), and comparing aspects of each version such as language use and cultural representations

  VCVIC006 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC007

  Create texts, including multimodal and digital texts, or adapt familiar imaginative texts for a range of audiences, using modelled language structures and different modes of presentation to enhance effect

  Elaborations

  • imagining they are characters in a traditional painting such as Đám Cưới Chuột (tranh Đông Hồ) and creating a dialogue
  • creating own versions of familiar texts, including multimodal and digital texts, such as wedding cards, postcards or greeting cards for imagined special occasions
  • interpreting the actions and behaviours of characters in multimedia texts such as cartoons, video clips or films (without listening to the original scripted dialogue) to imagine the text content and participants’ relationships and create conversations between participants or write a summary of the text
  • creating and telling a story in the form of a photo slideshow, using modelled language and speech bubbles and captions or other visual/audio aids to enhance text effect
  • composing and participating in imagined interactions, for example, a conversation between animals/pets or avatars, or meeting a character from a Vietnamese story or film for the first time

  VCVIC007 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC023

  Respond to a range of traditional and contemporary forms of art and entertainment, and imaginative and creative texts, including digital texts, describing and discussing themes, values, plot and representations of characters and events, and expressing preferences

  Elaborations

  • recognising and discussing different forms of Vietnamese art and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre, television and cinema
  • comparing traditional and contemporary Vietnamese art and entertainment, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu, dân ca with nhạc trẻ, kịch with phim, or trò chơi dân gianwith trò chơi điện tử, to identify how social and cultural practices may have changed or been maintained over time, for example, wedding ceremonies or birthday/New Year celebrations
  • listening to, viewing or reading texts such as novels, memoirs, songs, films and performances, discussing the main characters and events, and the key messages and beliefs, and examining how language is used to help reveal the characters’ attitudes or views
  • responding to events and characters in imaginative texts by, for example, writing a diary entry or blog reflecting on an event in a story or film, or conducting an imaginary interview with a character in a story or film
  • describing key messages, values and beliefs in traditional texts in Vietnamese, such as legends, fables, folk tales or humorous stories, and comparing these with similar texts in English, for example, comparing the Vietnamese folk tale Tấm Cám with the English version Cinderella, and discussing the reasons behind similar and different moral values, practices and beliefs
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships, making connections with personal experiences

  VCVIC023 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOU013

  Understand and use aspects of the Korean grammatical system to form simple sentence structures, and identify features that are either specific to Korean or similar to English

  Elaborations

  • referring to self and things using first person pronouns (저, 제, 나, 내, 우리) or demonstrative pronouns (이것, 저것, 그것)
  • using basic particles to mark case and other basic functions of nouns in a sentence, for example, –이/가, –을/를, –은/는, –에, –에서, –하고
  • using basic verbs including copula (–이에요/예요) to describe state/quality or action in present or past tenses with the informal polite-style ending –어/아요 (for example, 좋아요, 예뻐요, 재미있어요/재미있었어요, 먹어요/먹었어요, 가요/갔어요), including some set phrases with auxiliary verbs such as –고 싶어요, –(으)ㄹ 수 있어요 and –고 있어요, for example, 수영할 수 있어요
  • understanding that descriptive verbs in Korean grammar have functions similar to adjectives in English (describing qualities or states and modifying nouns) but that they also behave like verbs in a sentence (conjugating and being used as the main verb)
  • using question words to make questions, for example, 누구, 무엇, 언제, 어디, 어떻게, 왜, 몇, 무슨, 어느
  • using some honorific words and suffixes (for example, 드세요, 선생님, 일어나세요) and humble words (저/제) as part of formulaic expressions
  • using simple sentence structures in the subject–object–verb order to make statements or ask questions
  • producing a sentence without a subject/object, which can be retrieved or inferred from context, for example, 지금 뭐 해요? 공부해요
  • using simple negation, placing 안 or 못 before a verb (for example, 안 가요, 못 해요) and replacing copula (–예요/이에요) with its negative form (–이/가 아니에요)
  • comparing word order in Korean and English, such as the verb-final rule and how to count objects, for example, 사과 한 개 versus ‘one apple’

  VCKOU013 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLVU164

  Expand vocabulary in the language through word-formation processes and recognise and use simple language structures

  Elaborations

  • exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings
  • constructing expressions that refer to people, places, things and events using:
    • nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun
    • sentences without verbs, for example, ‘This (is) my bag’
    • pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
    • determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
    • marking to indicate possession and other types of association, for example, ‘Let’s go for water’
    • transitive and intransitive verbs
    • verbs of stance used in existential expressions, for example, ‘There is a creek lying near the road’
    • verbs to talk about actions, processes, thoughts and feelings
    • moods of verbs, including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
    • negation
  • expressing time, manner, attitude and place according to available language resources, such as:
    • tenses, including past, present and future/non-past
    • temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, ‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
    • expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
    • attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
    • locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
    • adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
    • structuring and linking clauses, for example, using coordination, subordination, embedding
  • understanding that rules vary between languages, for example, in relation to word-formation, word order at phrase and sentence level
  • making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions
  • noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts, kinship terms
  • developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English

  VCLVU164 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VCCCTQ056

  Experience the generating of ideas and routine solutions

  Elaborations

  • encountering routines and becoming aware of their participation in these
  • using their senses to explore the world and developing preferences and ideas
  • reacting when routines are varied

  VCCCTQ056 | Capabilities | Critical and Creative Thinking | Level A | Questions and Possibilities

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

• VCARU016

  Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures

  Elaborations

  • recognising that Arabic has borrowed many words from English, for example,إنترنت؛ كومبيوتر؛ تلفاز؛ , and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’
  • recognising that Arabic as a language has experienced many changes over time and that classical Arabic is only used in ancient literature and religious texts
  • understanding that Arabic, like all languages, is constantly expanding to include new words and expressions through interaction with other languages and cultures, for example,التواصل الإجتماعي؛ دردشة على الإنترنت؛
  • recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ ب؛ ج؛ د is based on the Aramaic alphabet
  • recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب , and that many colloquial words, for example,بوظة؛ دولاب؛ دولمة؛ بسطرمة؛ , are borrowed from regional languages such as Persian and Turkish

  VCARU016 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELU135

  Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages

  Elaborations

  • recognising that the language used by the Ancient Greeks has developed into the Modern Greek language and that the Greek language has influenced many languages including English
  • understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)
  • viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)
  • recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ
  • examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred

  VCELU135 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCESC027

  Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments

  Elaborations

  • providing bilingual captions that represent cultural elements or references to accompany images from the Spanish-speaking world or from regional Australia, for example, los nazarenos en las procesiones de Semana Santa, el sombrero mexicano y el sombrero de los corchos australiano, el ‘vegemite’ y las tortillas españolas, el canguro y el cóndor, el rodeo y los toros, bailes y ceremonias indígenas
  • producing bilingual instructional or explanatory texts such as glossaries, for example to explain the rules of Australian games, activities or sports, such as cricket, netball, Australian Rules football, bushwalking or surf lifesaving
  • creating and contributing to a shared online bilingual word bank of Spanish and English colloquial and idiomatic words that are difficult to translate, for example, comadre, compadre, qué metida de pata; ‘schoolies’, ‘School of the Air’, ‘sickie’
  • performing a virtual guided tour for intending exchange students, including dramatisations of potential miscommunication between Spanish and English speakers

  VCESC027 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESU160

  Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies

  Elaborations

  • investigating how media, digital technologies and popular culture have influenced the Spanish language, for example, tuitear, email, correo, electrónico, chatear, textear, bloguear, rapear, rapero, un , un selfie
  • discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
  • identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions
  • understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian
  • understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

  VCESU160 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCHIC113

  Convey information on selected people, issues, places or interests, using appropriate modes of presentation to represent different perspectives and contexts

  Elaborations

  • presenting information in the form of promotional or persuasive texts for audiences such as peers, younger children, parents or authorities in order to argue a case or establish a position on an issue, for example, प्रदूषण के प्रभाव, पढ़ाई और मनोरंजन में तालमेल, पौष्टिक आहार और स्वास्थ्य
  • creating a digital profile of a significant member of their community, for example, by featuring achievements and challenges of an older migrant to Australia, or by recording commentaries and impressions of a celebrity visitor to the country
  • presenting an overview of traditional games and sports played in different Hindi-speaking regions, such as कबड्डी or खो-खो, for example, by watching video clips and writing up rules for the game
  • reporting on survey data collected from each other in relation to preferred leisure activities or favourite foods, using PowerPoint presentations to represent key findings
  • creating a multimodal resource to introduce prospective overseas visitors to different features of Australia, for example, its cultural diversity, city attractions and outback exploration
  • creating a portfolio representation of a particular group or community, for example, a collection of mini-biographies of class members, family or friendship groups, including details such as personal achievements and music/food/sports preferences
  • using data collected via online research or personal or published interviews to create a digital profile of a significant member of their local community or of the wider Hindi-speaking world, for example, a musician, chef, artist or sporting figure

  VCHIC113 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing