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• VC2M9A06

  use mathematical modelling to solve applied problems involving change, including financial contexts involving simple interest; formulate problems, choosing to use either linear or quadratic functions or other simple variations; interpret solutions in terms of the context; evaluate the model and...

  Elaborations

  • modelling practical contexts using linear functions such as cooking times that include resting or cooling times, or water leakage from water tanks, using tables and graphs or digital tools and algebraically
  • modelling measurement situations and determining the perimeter and areas of rectangles where the length, l, of the rectangle is a linear function of its width, w; for example, l=w,  l=w+5,  l=3w,  l=2w+7
  • modelling practical contexts (for example, area, paths of projectiles, parabolic mirrors, satellite dishes) using simple quadratic functions, tables and graphs (hand drawn or using digital tools) and, algebraically, interpreting features of the graphs such as the turning point and intercepts in context; for example, area, paths of projectiles, parabolic mirrors, satellite dishes
  • modelling and solving problems involving financial contexts using linear functions, for example, combinations of purchases of different items when they have a set amount of money to spend, profit/loss situations and trade quotes involving call-out fees
  • modelling situations involving change, for example, change in daily temperature during the ski season, fluctuation of speed above and below the speed limit, and acceleration and deceleration of a car coming to and moving off from a set of traffic lights
  • modelling the hunting techniques of Aboriginal and Torres Strait Islander Peoples using quadratic functions and exploring the effect of increasing the number of hunters to catch more prey 

  VC2M9A06 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• VC2M10M04

  use mathematical modelling to solve practical problems involving direct and inverse proportion and scaling of objects; formulate problems and interpret solutions in terms of the situation, including the impact of measurement errors on the accuracy of results; evaluate and modify models as necessary...

  Elaborations

  • exploring contexts where measurement errors may impact research results and how measurement data impacted by error can result in biased findings
  • using plans and elevation drawings to investigate making changes to building designs, employing appropriate scales and converting to actual measurements within the context to make decisions about changes
  • analysing and applying scale and ratios in situations such as production prototypes and 3D printing; for example, using a 3D printer to produce scaled versions of actual objects
  • estimating the scale of an object by measuring a linear dimension and using typical life-size dimensions to determine the scale factor; for example, measuring the dimensions of a toy car to determine a scale that can be used to estimate the dimensions of a life-size car
  • investigating compliance with building codes and standards in design and construction, such as for escalators in shopping centres

  VC2M10M04 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M8N06

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts involving profit and loss; formulate problems, choosing efficient mental and written calculation strategies and using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling situations involving weather and environmental contexts, including temperature or sea depths, by applying operations to positive and negative rational numbers, for example, contexts involving average temperature increases and decreases
  • modelling situations that involve percentage increases or decreases and explaining why it is an increase or decrease, such as mark-ups, discounts, Goods and Services Tax (GST), changes in populations or recycling rates
  • modelling situations involving personal income tax, and interpreting tax tables to determine income tax at various levels of income, including overall percentage of income allocated to tax
  • modelling situations involving percentage increase or decrease such as market trends, effects on population, or effects on the environment over extended time periods

  VC2M8N06 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VC2M3N08

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms...

  Elaborations

  • modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation
  • modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’
  • modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation
  • modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem
  • modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions

  VC2M3N08 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M6N09

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and using efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and...

  Elaborations

  • modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation, for example, purchasing items during a sale
  • modelling situations involving earning money and budgeting, asking questions such as ‘Can I afford it?’, ‘Do I need it?’ and ‘How much do I need to save for it?’ and developing a savings plan or budget for an upcoming event or personal purchase
  • modelling and solving the problem of creating a budget for a class excursion or family holiday, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals

  VC2M6N09 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VC2M5N09

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate;...

  Elaborations

  • modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation
  • modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved
  • modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations
  • investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples

  VC2M5N09 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M4N09

  use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation
  • modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy
  • modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
  • modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480
  • modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64

  VC2M4N09 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M7N10

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts such as ‘best buys’; formulate problems, choosing representations and efficient calculation strategies, designing algorithms and using digital tools as appropriate; interpret...

  Elaborations

  • modelling additive situations involving positive and negative quantities; for example, a lift travelling up and down floors in a high-rise apartment where the ground floor is interpreted as zero, or in geography when determining altitude above and below sea level
  • modelling contexts involving proportion, such as the proportion of students attending the school disco, proportion of the bottle cost to the recycling refund, proportion of the school site that is green space, 55% of Year 7 students attended the end of term function or 23% of the school population voted ‘yes’ to a change of school uniform; and interpreting and communicating answers in terms of the context of the situation
  • modelling financial problems involving profit and loss, credits and debits, gains and losses; for example, holding a fundraising sausage sizzle and determining whether the event made a percentage profit or loss
  • finding the sum of a set of consecutive numbers using a loop structure
  • constructing geometric patterns such as a honeycomb, using dynamic geometry functionality
  • using mathematical modelling to investigate the proportion of land mass/area of Aboriginal Peoples’ traditional grain belt compared with Australia’s current grain belt

  VC2M7N10 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VC2M5ST01

  acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data

  Elaborations

  • recognising that ordinal data is a form of categorical data even though the data being collected might be numbers, for example, a rating scale using numbers 1–5 to represent the categories people can choose from when asked, ‘What rating would you give this film out of 5?’
  • determining the mode for a set of data and discussing that there may be more than one mode
  • identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations
  • acquiring data through chance experiments, discussing and reporting on the distribution of outcomes and how this relates to equal and unequal outcomes
  • using digital systems to validate data; for example, recognising the difference between numerical, text and date formats in spreadsheets, and setting data types in a spreadsheet to make sure a date is input correctly
  • investigating data relating to the reconciliation process between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, posing questions, discussing and reporting on findings

  VC2M5ST01 | Mathematics | Mathematics Version 2.0 | Level 5 | Statistics

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCZHU255

  Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning areas, such as chemical elements (periodic...

  Elaborations

  • experimenting with the use of abstract nouns such as 物种 、 深春 、 微风 to create procedural texts
  • developing skills to comprehend simplified or traditional Chinese characters in print media and online texts
  • discriminating correct forms and sounds of 多音字 (polyphonic characters) such as 行 (háng 同行 and xíng 行进), and appreciating multiple forms of 通假字 such as 反 - 返; 说 - 悦

  VCZHU255 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC193

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

  Elaborations

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

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

• VCARC174

  Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives

  Elaborations

  • understanding main ideas and evaluating information from texts such as articles, reports, charts, diagrams and news items, on topics such as environmental sustainability, world sports, and youth culture, for example,

    السخرية من وضع معين؛ التنديد بفعل معين؛ تزكية فكرة ما من خلال العبارات اللغوية والصور والتنسيق العام للتقرير

  • distinguishing between fact and opinion in texts such as articles and reports in print and digital form, using critical literacy skills to recognise bias by evaluating textual purpose used, for example,

    التحيّز لفكر ما؛ المبالغة: إن جميع الشباب متهوّر؛ هذا جيل غير مسؤول

    الحياديّة تجاه الأفكار المؤيدة والمعارضة: هناك بعض الشباب المتهور؛ إن غالبية الشّباب غير مسؤول

  • analysing and interpreting information collected from various sources, including digital or online sources, such as concept maps, charts and tables, by summarising, sequencing and prioritising, considering audience, purpose and context and drawing personal conclusions, for example,

    من الواضح أن...؛ في الخاتمة...؛ هذا يؤدي إلى ...؛ خلاصة الكلام...؛ في النهاية ...

  • using information obtained from a range of sources in order to debate issues of interest, such as the generation gap, teenage issues, immigration or parents’ expectations, using persuasive and evaluative language, making connections with own experiences and considering different perspectives, for example,

    الهوّة بين الأهل والأبناء كبيرة وعميقة دون شك؛ يجب على الأهل مساعدة أبنائهم في مرحلة المراهقة؛ أليس كذلك؟ نحن بحاجة إلى تغيير الفكر؛ علينا أن ننظر إلى المسألة بحكمة؛ يجب علينا جميعاً أن ندعم الشباب في إختياراتهم

  VCARC174 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC218

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

  Elaborations

  • participating in games and activities such as enacting scenarios involving being lost and asking for or giving directions
  • following and giving instructions in groups on topics such as how to use video chat, Signbank or Auslan dictionaries
  • working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class
  • working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
    GOOD TYPING-_hard WORK-_hard
    Great typing up; looks like lots of work.
    G:FLOP-HAND DOESN’T MATTER NOT WORRY
    Oh, it doesn’t matter, don’t worry about it.
  • giving, accepting or declining invitations, including making excuses to avoid causing offence or embarrassment, such as:
    SORRY PRO1 STUCK, BASKETBALL TRAINING
    Sorry, I can’t go because I have basketball training.
  • participating in hypothetical scenarios that involve transactions, for example, preparing for or participating in a Deaf World workshop

  VCASFC218 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU196

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/FS:HOH, DEAF^WORLD/DEAF^COMMUNITY, HUMAM^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, FS:PC, SELFIE

  VCASFU196 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU070

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE

  VCASFU070 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU250

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe (for example, the old Auslan sign for America versus the current sign), or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT

  VCASFU250 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITC120

  Convey information and compare diverse perspectives from multiple sources in Italian

  Elaborations

  • reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey (Il documentario … presenta la storia di …, l’articolo parla di …, rappresenta il punto di vista di …, [lo scrittore] pensa …; La maggior parte di/la minor parte di/il 20 per cento di persone [+ verb] …; entrambi, tutti/pochi studiano ogni sera; a differenza di, però; Il depliant australiano sottolinea di più …)
  • connecting and presenting information showing varying perspectives, such as child/adult, Australian/Italian, insider/outsider or rural/urban, using present, past and future tenses as appropriate, for example, Il mondo è pieno di cibi diversi; ci sono bambini che hanno poco da mangiare
  • conveying information and justifying personal opinions with evidence from the text, for example, Mi è piaciuto molto l’articolo perché …
  • creating a poster, blog or advertisement to promote awareness of a particular issue, event or behaviour, such as recycling, conservation, sustainability, healthy food choices, sport and fitness options
  • presenting information about the movement of people globally, including to and from Italy, for example, comparing stories of migration, or the phenomenon of asylum seekers in Italy and in Australia

  VCITC120 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC005

  Present factual information about aspects of Japanese and Australian lifestyles in spoken, written and digital forms

  Elaborations

  • creating and presenting a profile of a well-known Japanese or Australian person, including details, for example, とし、かぞく、 and 好(す)きなこと such as 食(た)べもの、スポーツ、 かもく、どうぶつ
  • planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as sound, images or graphics
  • reporting on events and activities in their immediate environment or personal worlds, such as through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules, for example, きのう　サッカーの　しあい　でした。わたしの　がっこうの　チームは　かちました。
  • creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student groups
  • creating a comparative report on aspects of Japanese and Australian lifestyles, such as climate, students’ interests or daily routines, using formats such as data displays, charts or graphs to identify similarities and differences, for example, オーストラリア人(じん)は　フットボールが　すき　です。でも、日本人(にほんじん)は　やきゅうが　すき　です。今(いま)　オーストラリアは　秋(あき)　です。でも、日本(にほん)は　春(はる)　です。

  VCJAC005 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELU151

  Understand the importance of register in a range of contexts and situations, such as at home, at school or in more formal situations

  Elaborations

  • using appropriate language according to age, gender, relationship and social status when meeting people for the first time or when introducing friends, teachers or other adults
  • comparing the meaning of words heard in the community to those learnt in class and noticing that there are different ways of saying the same thing in Greek, for example, η χτένα, η τσατσάρα,
  • identifying the appropriate way to communicate things in Greek, for example, το αυτοκίνητο instead of το κάρο
  • reflecting on the use of colloquial or abbreviated language in technologically mediated contexts, for example by email or phone, as well as the use of borrowed words from other languages, for example, στικάκι (memory stick), σερφάρω (surfing the internet)

  VCELU151 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change