Search results

Result list

• VCJAU139

  Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji

  Elaborations

  • learning how to use the character chart as a systematic framework for reading and writing
  • understanding that there is a stroke order for both kana and kanji
  • recognising that Japanese has various printed fonts and that handwritten forms of several characters differ from the printed versions in most fonts, for example, き、さ、ふ、ら、り
  • learning to read and write words using kana

  VCJAU139 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU128

  Notice and use simple vocabulary to identify familiar objects and to describe simple actions, states or qualities in familiar contexts

  Elaborations

  • identifying and using basic words for familiar objects, for example, body parts, pets and days of the week
  • responding to a simple question using 네/아니요 to express agreement/disagreement
  • using basic verbs with the –어/아요 ending in familiar contexts, for example, 있어요, 없어요, 좋아해요

  VCKOU128 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOU151

  Reflect on and share their experience when using Korean and when using own language/s, recognising cultural elements that may cause different feelings

  Elaborations

  • reflecting on contexts where cultural elements are embedded in language use in Korean (for example, bowing when saying 안녕하세요?) and comparing this with equivalent contexts and ways of using language in English
  • recognising that 우리 means ‘my’ when used with certain words, for example, 우리 가족, 우리 나라, and sharing their ideas/experience about such use

  VCKOU151 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCLAE006

  Compare different translations and interpretations of Latin texts, and identify features of successful translations

  Elaborations

  • identifying the characteristics of a successful translation, such as grammatical accuracy
  • examining translations to determine how effectively Latin is conveyed in English idiom, such as the use of articles
  • comparing and discussing the merits of different translations of the same text, identifying differences and recognising that they may be equally valid
  • giving and justifying opinions about the effectiveness of own and others’ translations
  • identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own translations

  VCLAE006 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Translating

• VCLVC160

  Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories

  Elaborations

  • creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas
  • performing bilingual versions of familiar songs, for example by alternating lines/verses between the two languages
  • creating bilingual texts such as posters and songs, and discussing how to represent meaning in different languages for different audiences
  • creating bilingual texts such as brochures, posters or invitations to inform others about upcoming events

  VCLVC160 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCLVC130

  Interact with each other, the teaching team and visiting respected community members, using language and gestures to greet and talk about self and family

  Elaborations

  • participating in everyday exchanges, such as greeting and leave taking
  • interacting with the teaching team and visiting respected community members and community speakers, using appropriate protocols such as respect terms, behaviour and forms of address
  • introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos
  • listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

  VCLVC130 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCLVU167

  Understand that speakers vary language forms according to kin relationship and context of situation

  Elaborations

  • observing how language is used to establish, maintain and reflect kin-based relationships
  • noticing word taboo in Aboriginal languages
  • observing that expressions can be made more or less formal or casual to suit the relationship between speakers
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

  VCLVU167 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• VCMNA069

  Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

  Elaborations

  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them

  VCMNA069 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• VCNRC026

  Create simple bilingual resources for familiar audiences

  Elaborations

  • creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the Dog

  VCNRC026 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC024

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

  Elaborations

  • creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
  • modifying texts such as songs, for example, by substituting words in a well-known song or tune
  • creating a new story such as a picture book using favourite characters from imaginative texts and adding captions using formulaic expressions and modelled language

  VCNRC024 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• VCNRC023

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories in a range of text types, and responding to questions about characters, themes and events
  • comparing a myth, legend or story to an Australian Dreaming story and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a myth, legend or story using simple, modelled language

  VCNRC023 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• VCNRC076

  Translate and analyse a range of texts comparing interpretations and explaining differences in meaning

  Elaborations

  • exchanging translations of familiar texts with peers, through email or shared spaces such as ePals, and discussing different versions in order to develop a whole-class translation
  • translating, analysing and explaining expressions and idioms encountered in texts, finding ways to convey the meaning and cultural significance
  • translating stories for others, analysing how words can have different meanings when used in different ways in a sentence and explaining the differences to others
  • translating texts to identify and evaluate cultural elements and influences, for example, proverbs and sayings

  VCNRC076 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCNRC041

  Create and perform imaginative texts such as stories, skits or rap, using familiar language

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly told story

  VCNRC041 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• VCNRU083

  Analyse culturally specific ways of interacting in the language being studied and how and why language use varies according to cultural contexts, considering why these interactions differ from those in English or in other languages

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
  • investigating the nature and use of the target language in different contexts of interaction, reflecting on similarities and differences to interactions in English or other languages
  • identifying English words in the language being studied and discussing their emergence and use

  VCNRU083 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCNRU047

  Develop knowledge of grammatical elements to construct and expand sentences

  Elaborations

  • describing present, past and future actions, situations and events using familiar verbs
  • using language to express preferences
  • using correct word order to ask questions and make requests
  • using numbers in different contexts, such as telling the time, stating dates, ordering/shopping, or in simple descriptions
  • expanding vocabulary base by using and recognising common everyday nouns

  VCNRU047 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Understanding | Systems of language

• VCNRU116

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
  • comparing target language and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCNRU116 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRU097

  Identify similarities and differences between the phonological and orthographic systems of English and the language being studied

  Elaborations

  • using the language alphabet, making connections between spoken and written forms, and recognising similarities and differences to the English alphabet
  • developing and using pronunciation and reproducing sounds in the target language
  • using the language alphabet for spelling out names and other words
  • developing awareness of the sounds, rhythms and intonation patterns in the language being studied
  • understanding and using punctuation particular to the language

  VCNRU097 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCPSCSE008

  Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions

  Elaborations

  • developing and displaying in the classroom a list of alternative words for emotions such as excited or fearful
  • discussing whether it is easy to talk to someone when you are happy, excited, angry, sad or scared
  • imagining you are afraid of the dark, describe how you would tell a friend, parent or teacher
  • identifying situations when it might not be appropriate to openly share feelings
  • exploring when it might be appropriate to use the strategy of ‘counting to ten’ before responding

  VCPSCSE008 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Recognition and expression of emotions

• VCRAC042

  Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

  Elaborations

  • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in texts by ‘reading’ the context

  VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating