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• VCKOU034

  Analyse and compose different types of texts, considering issues such as coherence, cohesion, and the relationship between textual conventions and audiences and contexts

  Elaborations

  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects (for example, using 나 instead of 저 in an advertisement to make the target audience identify with the social group that would use the goods being advertised)
  • exploring and identifying basic cohesive devices in texts such as:
    • consistent use of the informal polite-style ending –어/아요 throughout texts of multiple sentences
    • agreement of honorific elements such as particles, words and suffixes in a sentence (for example, 선생님께꽃을 드려요; 할머니께서 주무세요; 저에게 말씀해 주세요; 그분은 누구세요?) and throughout the text
    • use of conjunctive adverbs, for example, 그런데, 그래서, 그러면, 그렇지만, 하지만 and conjunctive suffixes (clausal connectives) such as –고, –어/아서, –(으)면
  • creating short texts, (print or digital), with a focus on textual coherence and cohesion

  VCKOU034 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU205

  Analyse and compose different types of texts in spoken and written modes for different purposes such as information exchange, social and cultural interaction or sharing imaginative experiences, using appropriate linguistic, textual and cultural elements

  Elaborations

  • identifying register used in Korean texts, for example in recipes, such as the formal polite style used for statements (–ㅂ/습니다) and commands (–(으)십시오) or vocabulary used to determine audience, purposes and context
  • examining cohesive devices used in Korean texts such as consistency in speech levels and honorific elements, conjunctors (–지만, –(으)니까, –어/아서, …), conjunctive adverbs (그러니까, 하지만, 그러므로, ...) and ellipsis, and their appropriateness for Korean discourse
  • creating own texts in Korean including those in digital or online forms for particular audiences and purposes in particular contexts, for example, to introduce Korean food culture to parents invited to the Korean evening, using a range of appropriate discourse devices for coherence and cohesion including appropriate vocabulary
  • comparing and contrasting the structures of a variety of authentic texts in Korean and English, exploring how the audience, purpose and context are considered differently in each language

  VCKOU205 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU015

  Recognise textual structures and features characteristic of familiar personal, informative and imaginative texts, noticing how they contribute to the making of particular meaning

  Elaborations

  • identifying the purpose, intended audience and key language features of short texts such as road signs or instructions, for example, 천천히; 미세요/당기세요
  • identifying text-type conventions from familiar types of text such as letters, emails,or greeting/invitation cards, and comparing them with English, for example, salutations, the order of elements in an address, and format of the date, for example, …에게, …로부터, 4월 3일 금요일
  • understanding how to create textual cohesion, using elements such as conjunctions to sequence and link ideas and maintain the flow of expression, for example, 그리고, 그러나, and making politeness levels consistent in a text through the use of the informal polite ending –어/아요 across sentences
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms (–(으)세요) and specialised vocabulary in an in-flight safety demonstration (안전띠, 구명 조끼, 비상구, 산소마스크, …)

  VCKOU015 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCLAE003

  Listen to and read Latin texts, such as stories, myths and plays; share reactions and make connections with characters, events, actions, settings and key emotions

  Elaborations

  • listening to and reading texts, such as stories about daily life in the city/country or public entertainment, and responding to questions in English relating to content and context
  • recognising recurring characters, settings and themes in texts, drawing on previous knowledge and experiences to make connections with the narrative, for example, the domineering master or the insolent slave; Pompeii; Vesuvius
  • discussing how scenes and characters are depicted in texts, for example, in short plays, dialogues, retelling of well-known myths and legends, through devices such as imagery or conversations
  • discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition, alliteration, assonance, onomatopoeia
  • recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension
  • identifying and discussing the techniques writers use to achieve specific effects, such as the use of antithesis to create humour or surprise, for example, omnes pueri rident sed Publius non ridet.

  VCLAE003 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Responding to texts

• VCLAE018

  Respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading Latin texts and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • exploring how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems and letters, for example, Cena Trimalchionis; odi et amo
  • discussing epic plots and characters, such as the Aeneid, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing literary features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, sine dubio, satis constat, ut mihi videtur
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, for example, diminutives such as puellula or homuncule
  • evaluating the effectiveness of texts, by considering the use of stylistic features, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCLAE018 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCLAU009

  Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Latin words

  Elaborations

  • developing own and class lists of vocabulary related to texts and topics, such as daily life in ancient Rome, for example, thermae, caldarium; magister, ludus
  • creating a class bank of words that are frequently used, for example, tamen; alii … alii …; eheu!, and common expressions used in everyday activities, for example, salvete; ludere volo
  • practising vocabulary knowledge, for example, by using online tools such as drills
  • using print and electronic dictionaries to locate the appropriate meanings of words
  • understanding that one Latin word may correspond to several different English words and selecting the most appropriate meaning of a word in its context
  • developing strategies for vocabulary building by applying knowledge of roots, for example, ager/agricola and derivatives, for example, agriculture
  • building vocabulary by recognising Latin words commonly used in English, for example, exit, video, arena

  VCLAU009 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCLVC175

  Engage in activities that involve collaboration, planning, organising, promoting and taking action

  Elaborations

  • participating in planning and making arrangements, using language related to place and activity, for example, organising class events, such as holding a lunch, party or performance
  • creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the language
  • giving and following instructions, using hand signs as appropriate, for example, explaining how to cook bush tucker or to make artefacts
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to an art exhibition or performance, sharing responses and reactions
  • designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, the importance of learning the language of Country/Place at school
  • promoting events in the local community, such as festivals, sporting, music and cultural events that support/promote well-being and community development
  • promoting Reconciliation in community by showcasing local language learning and language revival activities

  VCLVC175 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCLVU194

  Explore language building processes and protocols in communities

  Elaborations

  • investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities
  • understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
  • investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing associated ethical issues
  • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
  • discussing the importance of reviving languages for the individual, the language community and the wider Australian society
  • identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and respected community members
  • appreciating the role of languages advocacy, education and research in building languages
  • understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

  VCLVU194 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VC2MFST01

  collect, sort and compare data represented by objects and images in response to given investigative questions that have only 2 outcomes and relate to familiar situations

  Elaborations

  • using data displays to answer simple questions such as ‘How many students answered “yes” to having pets?’
  • collecting and deciding how to organise data to answer yes/no questions; for example, in relation to the question ‘Do more people in our class today have shoes with laces than without?’, explaining that lining up and matching shoes with and without laces one-to-one will answer the question
  • collecting data through everyday activities or events and sorting the collected data; for example, sorting toys into categories such as ‘toys that move’ and ‘toys that don’t move’
  • creating classroom charts and rosters using stickers to represent data; and comparing and interpreting the representations
  • investigating statistical contexts after reading a story; for example, after reading The Waterhole by Graeme Base, asking and responding to questions like ‘What different animals did you see?’, ‘How many different types of animals were there?’ or ‘Were there more tigers or kangaroos?’
  • exploring what and how information from the environment is collected and used by Aboriginal and/or Torres Strait Islander Peoples to predict weather events

  VC2MFST01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Statistics

• VC2M1M01

  compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning

  Elaborations

  • using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space, and using comparative language to describe the order (shortest, short, longer, longest)
  • ordering the mass of 3 or more objects, such as rocks, using hefting and balance scales, and using comparative language to explain the order (lightest, light, heavier, heaviest) and how they decided on the order
  • pouring sand, rice or water from one container to another to compare and order the capacity of 3 or more containers, and describing the order of the results in terms of which holds the most/least and those in between
  • creating sand timers from everyday items or recycled materials and comparing them to order the duration of time required for the sand to run through
  • investigating situations where Aboriginal and/or Torres Strait Islander Peoples estimate, compare and communicate measurements, for example, situations involving the duration of seasons, understanding animal behaviour using the length of animal tracks, or investigating capacity through Aboriginal and/or Torres Strait Islander water management techniques, such as traditional water-carrying vessels and rock holes

  VC2M1M01 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2M5M02

  solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units

  Elaborations

  • investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’
  • using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result
  • solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space
  • creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden
  • using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter
  • exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs

  VC2M5M02 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VC2M3N04

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

  Elaborations

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

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

• VC2M1ST01

  acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols

  Elaborations

  • discussing methods of collecting data to answer a question such as ‘What types of rubbish are found in the playground?’, sharing ideas and trying out some of the suggested methods, reviewing the data collected and explaining how they might change the way they collect data next time
  • collecting and recording information on a topic of interest using lists (for example, ‘How many people follow a particular football team’ or ‘What colour eyes each person has’), examining the data to generate some questions that it could answer, and then rearranging the data or collecting different data to answer the question
  • creating a tally to record data while observing events such as the year level of students using the bike shed, deciding on the possible categories before the observations are taken, and then reviewing the data afterwards to notice whether the tally was effective
  • using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
  • exploring ways of representing, sharing and communicating data through stories and symbols used by Aboriginal and Torres Strait Islander Peoples

  VC2M1ST01 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• VCRAC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language
  • investigating aspects of the culture/s studied to choose a particular course of action, for example, determining a suitable placement for an exchange student, a suitable menu for a group of visitors who speak the language or an appropriate time of year to visit a region where the language is spoken
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other curriculum areas
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCRAC072 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC023

  Engage with imaginative texts such as stories, puppet shows, songs or dance, identifying favourite elements and acting out key events or interactions

  Elaborations

  • using movement, facial expressions and actions to interpret meaning in texts such as Karagöz ve Hacıvat or Nasrettin Hoca, identifying key messages, morals and amusing moments
  • acting out elements of classic texts narrated by the teacher, such as Şirin Kız ve Üç Ayı, İki İnatçı Keçi, using facial expressions and actions to mirror emotions and emphasise meaning
  • participating in group recitals of poems on special occasions such as Mother’s Day, national days, religious and cultural celebrations
  • participating in shared and guided reading of texts such as cartoons, poems, fairytales and fables, responding to questions about characters, ideas and events
  • responding to words of songs through movement and dance, for example, Ah benim turnam, Yeşil başlı turnam ..., Pazara gidelim...
  • responding to traditional songs and folk music such as halay, çiftetelli, Silifke’nin yoğurdu, for example, by using wooden spoons to mark rhythm and creating and narrating their own versions of the dance

  VCTRC023 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU065

  Understand the influence of purpose, audience and context on the structure and organisation of texts, and apply this understanding to interpret unfamiliar texts

  Elaborations

  • applying their understanding of key features of familiar types of texts to understand unfamiliar content, for example, in public announcements, commercials, print advertisements or itineraries
  • creating and comparing their own examples of particular text types, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language and text organisation
  • recognising the format of different Turkish texts and stylistic conventions, such as resmi ve kişisel mektupta hitap, selamlama, adres ve imza, konuşmada hitap, identifying how these vary according to context, purpose and intended audience, and applying the conventions in their own spoken and written texts
  • demonstrating how texts achieve cohesion, for example, by using elements such as paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘Öncelikle, Sonuç olarak, Bu yüzden’ gibi bağlaçlar
  • analysing unfamiliar texts to establish register, for example, by identifying words and expressions that suggest degrees of formality, audience and context, such as, siz/sen, sayın, saygıdeğer, müstakbel, beyefendi/hanımefendi, the use of first person diminutives, c(i)ğ(i)m (anneciğim) with bey (bey amcacığım or hanım teyzeciğim) and with canım (canım teyzeciğim), kuzucuklarım and canım kuzucuklarım

  VCTRU065 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCVIC022

  Convey information and opinions on a variety of selected topics using diverse modes of presentation to suit specific audiences and purposes, and applying conventions of text types

  Elaborations

  • expressing opinions on an event or performance, such as a cultural celebration (lễ Vu lan, tết Trung thu, hội chợ Tết) or a Vietnamese concert, using different forms to record own views, for example, a diary entry or a letter to the editor
  • constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling system, reporting on a favourite band or song, or creating a virtual tour to introduce the school to Year 7 parents and students
  • conveying information and different perspectives on topics of interest such as peer pressure, the impact of technology, or a health or sustainability issue
  • conveying information to a Vietnamese audience to describe aspects of Australian environment and culture such as famous scenery and landmarks, celebrations, cuisine, or Aboriginal and Torres Strait Islander peoples’ histories and cultures
  • developing a glossary of key vocabulary and expressions used in informative and persuasive texts, for example, đặc điểm, chất lượng cao, nội dung phong phú, hình thức trình bày, tiện lợi, giá rẻ không ngờ!, Hãy nhanh chân lên!, Bạn có phải là người năng động, thích thể thao/yêu thiên nhiên/say mê khoa học kỹ thuật không?

  VCVIC022 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC178

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing different views

  Elaborations

  • participate in online discussions and other exchanges to raise awareness of topical issues, for example, 作文大赛《谈谈健康饮食》
  • using social media to communicate with peers in a range of locations in order to inform them about social initiatives in Australia, such as 清扫澳洲日, 地球一小时, and inviting contributions of others to initiate similar events in their regions
  • volunteering their time in a project that supports other members of the local community (for example, organising a concert to perform at an aged-care facility; providing tutoring in English for older members of the Chinese-speaking community), discussing experiences and persuading peers and others to contribute
  • collaborating to make decisions about fashion, purchases, visual appeal, celebrity endorsement and product reliability to determine value for money in relation to own purchases and shopping habits (for example, 虽然这件衣服是名牌，但是质量不太好)
  • investigating services provided to the local community, including social welfare and support services, and considering ways to assist such organisations in promoting and delivering their services
  • designing a campaign to promote and persuade people to join a community organisation, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！

  VCZHC178 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising