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• VCESU121

  Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships

  Elaborations

  • learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?
  • recognising definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
  • noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, el balón gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta
  • noticing and using singular masculine or feminine forms of nouns and adjectives, for example, el plátano delicioso, la canción chilena
  • understanding and responding to basic familiar instructions and imperatives, for example, siéntate, escucha, cierra la puerta, silencio
  • observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
  • using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
  • building vocabulary related to familiar environments (lápiz, casa, mamá, papá), and using cognates such as animal, color, triángulo, familia…
  • learning simple verbs to express likes and dislikes, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as No me gusta correr/caminar; ¿Te gusta este juguete?
  • using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga

  VCESU121 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIU031

  Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion

  Elaborations

  • describing objects using concrete nouns related to home, school and local environments, for example, forms of transport मोटरकार, रेलगाड़ी, food items चावल, रोटी, दाल and classroom objects कुर्सी, मेज़, पेंसिल
  • describing quantity using cardinal numbers, such as पाँच रोटियाँ, दस गिलास
  • using appropriate forms of tenses, for example, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • creating simple sentence structures such as मैं पढ़ता हूँ।
  • using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop
  • using conjunctions to link elements of sentences or phrases, for example, और, या, लेकिन
  • constructing questions to seek information, for example, क्यों? कैसे?
  • identifying regular forms of gender and number
  • understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses
  • showing how actions are performed by using compound verb forms such as in मैंने काम ख़त्म कर दिया, दुकान बंद हो गई।
  • understanding the distinctions in levels of compulsion implied in statements like मुझे जाना चाहिए। मुझे जाना है। मुझे जाना पड़ता है।

  VCHIU031 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCHIU103

  Develop knowledge of key elements of the Hindi grammatical and vocabulary systems, such as sentence structures, use of pronouns, postpositions and gender and number agreements

  Elaborations

  • identifying people by using pronouns in singular and plural forms, for example, मैं, हम, यह, ये, तुम, तू, आप, मैं, मेरा, तुम्हारा।
  • recognising and using pronouns for places and objects, for example, यहाँ, वहाँ, यह, वह
  • referring to objects and describing quantities using cardinal numbers, for example, एक, दो, पाँच, सात and पाँच रोटियाँ, दस गिलास
  • learning the structure of declarative and interrogative verb forms, for example, by composing simple statements and questions based on models such as तुम मेरे साथ चलो। तुम कैसे हो?
  • understanding that verbs change according to the gender and number of the noun, as in लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
  • using simple verb tenses such as गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape or colour, and noticing that they change with gender and number, for example, छोटा लड़का, छोटी लड़की, छोटे लड़के, छोटे लड़के को, छोटे लड़कों को
  • using possessive adjectives to express ownership, for example, मेरी पुस्तक, तुम्हारा बस्ता
  • positioning adverbs correctly in sentences, for example, धीरे-धीरे, जल्दी में, दौड़ते हुए
  • using ordinal numbers such as पहला, दूसरा
  • using negative forms of verbs and adjectives, for example, सोहन ने फिल्म नहीं देखी। झूठ कभी मत बोलो।
  • building lexical competence for example, by collating vocabulary sets in relation to meaning or function, such as words for different kinds of fruit such as आम, पपीता, अमरुद, नारंगी, संतरा, मौसंबी or verbs of action such as जाना, आना, पहुँचना, लौटना, घूमना, भटकना.

  VCHIU103 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAC020

  Participate in activities that involve transacting, negotiating, planning and participating in events and experiences

  Elaborations

  • engaging in social transactions such as presenting gifts, accepting and declining invitations, making excuses and apologising, using appropriate protocols such as forms of politeness and respect, for example, 土曜(よう)日はひまですか。 土曜日はちょっと…。 日曜日はどうですか。日よう日にえいがを見(み)に行きませんか。 いいですね、行きましょう。
  • planning and completing tasks involving authentic or simulated transactions, for example, planning a holiday, purchasing goods, ordering food or making requests by email or text message
  • negotiating and making decisions about services, such as ordering in shops and restaurants, specifying size, number and colour where relevant, and commenting on products, for example, おこのみやきを二(ふた)つください。おいしそうですね。むらさきのLサイズをください。かわいいですね 。
  • creating a digital presentation or performance to present information about their own school to a Japanese sister school or Japanese visitors
  • planning social events, negotiating and making shared decisions, and creating associated texts, such as invitations or posters for an excursion or for activities for Languages Week, for example, 八時(はちじ)に学校(がっこう)の前(まえ)で会(あ)いましょう。それから学校のバスで行きましょう、 八時ちょっと前(まえ)に来(き)てください。
  • role-playing scenarios related to travelling or living in Japan, for example, interactions with a host family or using public transport

  VCJAC020 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC113

  Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials

  Elaborations

  • using digital technologies to help label and name personal items, classroom objects and shared resources, for example, ほん、きょうしつ、つくえ、いす、まど
  • using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。
  • presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。
  • expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく
  • making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials

  VCJAC113 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VC2M7N09

  recognise, represent and solve problems involving ratios

  Elaborations

  • using diagrams, physical or virtual materials to represent ratios, recognising that ratios express the quantitative relationship between 2 or more groups; for example, using counters or coloured beads to show the ratios 1:4 and 1:1:2
  • using fractions to solve ratio problems involving comparison of quantities and considering part-part and part-whole relations; for example, dividing a set into the ratio 1:2 by determining the number of parts as 3
  • sharing quantities in a given ratio; for example, sharing an amount of money in a given ratio, such as sharing $20 in the ratio 2:3
  • applying ratios to realistic and meaningful contexts – for example, mixing 500 millilitres of a liquid with a concentration of 1:4 means 15 concentrate and 45 water so, 0.2 of 500 millilitres is concentrate and 0.8 of 500 millilitres is water – and interpreting results in context

  VC2M7N09 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VC2M5P01

  list the possible outcomes of chance experiments involving equally likely outcomes and compare to those that are not equally likely

  Elaborations

  • discussing what it means for outcomes to be equally likely and comparing the number of possible and equally likely outcomes of chance events; for example, when drawing a card from a standard deck of cards there are 4 possible outcomes if you are interested in the suit, 2 possible outcomes if you are interested in the colour or 52 outcomes if you are interested in the exact card
  • discussing how chance experiments that have equally likely outcomes can be referred to as random chance events; for example, if all the names of students in a class are placed in a hat and one is drawn at random, each person has an equally likely chance of being drawn
  • commenting on the chance of winning games by considering the number of possible outcomes and the consequent chance of winning
  • investigating why some games are fair and others are not; for example, drawing a track game to resemble a running race and taking it in turns to roll 2 dice, where the first runner moves a square if the difference between the 2 dice is zero, one or 2 and the second runner moves a square if the difference is 3, 4 or 5, and responding to the questions ‘Is this game fair?’, ‘Are some differences more likely to come up than others?’ and ‘How can you work that out?’
  • comparing the chance of a head or a tail when a coin is tossed, whether some numbers on a dice are more likely to be facing up when the dice is rolled, or the chance of getting a 1, 2 or 3 on a spinner with uneven regions for the numbers
  • discussing supermarket promotions such as collecting stickers or objects and whether there is an equal chance of getting each of them

  VC2M5P01 | Mathematics | Mathematics Version 2.0 | Level 5 | Probability

• VCTRC074

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • analysing humorous texts, such as Hababam Sınıfı, Temel fıkraları, Nasrettin Hoca Fıkraları, karikatürler, identifying techniques used to engage and amuse the audience, considering whether the humour would ‘travel’ if translated into English
  • exploring how the use of rhythm, rhyme, imagery and metaphor, for example, in şiirler, maniler, türküler, tasavvuf müziği, create effects that reflect cultural traditions and values
  • identifying features of traditional forms of literature, for example, meter, the use of repetition, identification of the composer in a refrain, as in halk şiiri veya türküsü, comparing with characteristic features of more contemporary literature, such as poems by Ümit Yaşar Oğuzcan or Atilla İlhan or novels by Ayşe Kulin or Elif Şafak
  • comparing how concepts such as sadness, joy, humour or regret are conveyed in music, art, drama and poetry across languages and cultures, for example, by comparing the lyrics of popular songs in Turkish and English
  • comparing the impact of different texts relating to Gelibolu and Çanakkale, including songs, films, diaries and letters, identifying commonalities and differences in perspectives and expression by soldiers involved in either side of the combat
  • telling the story of Türk halıları ve kilimleri in their own words, comparing their interpretations of the design, symbols and colours in the rug
  • providing a commentary of a performance of Mevlevi Dervişleri, Halk Dansları, interpreting movements, significance of costumes and key ‘messages’ of the performance

  VCTRC074 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC108

  Respond to a range of traditional and contemporary creative and imaginative texts, describing settings, identifying key themes and values and discussing the representation of characters and events

  Elaborations

  • comparing themes, representation of characters, moral messages and social commentary in contemporary texts such as TV programs and popular song lyrics with those embodied in traditional texts such as fables or epic poems by Karacaoğlan and Köroğlu
  • viewing and listening to television series or songs, such as Türk dizileri, Türkçe pop şarkılar ve türküler, describing settings, identifying key events and themes and noticing elements that reflect cultural views or contexts
  • comparing their own life experiences with those depicted in traditional texts such as Nasreddin Hoca, Hababam Sınıfı filmleri, Aşık Veysel türküleri, identifying elements of human experience that apply across time, such as family, love, truth
  • discussing concepts such as courage, loyalty and social justice embodied in characters such as Karaoğlan, Köroğlu, Kara Murat, considering the relevance of such concepts and portrayals to their own lives
  • providing a live commentary of dance performances such as Silifkenin Yoğurdu, Harmandalı, Horon, Kıbrıs Çiftetellisi, interpreting movements, commenting on the significance of costume and adornments and interpreting messages conveyed through the performance
  • telling the story of Türk halıları ve kilimleri in their own words, comparing their individual interpretations of the design, symbols and colours in the rug
  • viewing performances of Mevlevi Dervişleri, using descriptive and expressive language to describe the rhythms and movements, commenting on the significance of costumes and interpreting key ‘messages’ of the performance
  • comparing responses to authentic texts related to Gelibolu and Çanakkale, such as songs, movies, photos, stories, diaries or letters, which reflect soldiers’ experiences from either Australian or Turkish perspectives
  • identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish mythologies, art and dance
  • responding to different genres of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme create mood and effect, and experimenting with imaginative and expressive language to create their own texts in these genres

  VCTRC108 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRU049

  Understand that spoken and written forms of Turkish both vary in terms of formality according to context, purpose and audience

  Elaborations

  • understanding how language is adapted to control levels of politeness and formality and to reflect relationship, age and intention, for example, the use of the pronoun siz and the second plural indicator -iz indicates more politeness in requests such as gelir misiniz lütfen? compared with gelin lütfen
  • recognising that written forms of Turkish vary depending on levels of formality and informality, for example, formal letters adopt the use of -iz and of titles such as Hanım/Bey sayın instead of sevgili, canım, compared to the use of first names to address family and friends in informal letters
  • understanding that the use of honorifics such as Ali Ağabey (Abi) , Fatma Abla, Mehmet Amca, Mustafa Dayı, Ahmet Bey, Nazmiye Hanım can be varied when speaking to older people who are less familiar, depending on their age and degree of closeness
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey or the use of ya at the beginning of spoken utterances
  • knowing that meaning is shaped not only by words but also by expression, gestures and use of voice, and that these elements also vary in formal and informal language
  • recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared to the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar

  VCTRU049 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCTRU013

  Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences

  Elaborations

  • recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?
  • describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns
  • describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci
  • using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler
  • recognising question words and anticipating likely answers, for example, Kim? Ne? Nerede? Nereye? Kimle? Ne kadar? Ne zaman? Nasıl? Hangisi?
  • expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
  • learning how to use simple suffixes and subject and possessive pronouns, for example, ben/benim, sen/senin, o/onun and evim/evimiz, evin/eviniz, evi/evleri
  • building vocabulary related to familiar environments, such as anne, kitap, kedi, and using cognates, such as ev, okul, aile, hayvanlar
  • using prepositions to specify locations, for example, üstünde, altında, yanında, arkasında, önünde, arasında, sağında, solunda
  • describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz
  • linking ideas using simple conjunctions, for example, ve, ile, ama

  VCTRU013 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCTRU116

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

  Elaborations

  • identifying the intended purpose and audience of particular texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared to economical, factual language in product labelling or signage; and applying their understanding to the composition of their own texts
  • discussing the significance of particular types of texts that reflect cultural values or priorities, such as language and interactions associated with celebrations, for example, the use of dialogue and oath in Andımız and Gençliğin Atatürk’e Cevabı, or the adoption of terms from other languages in various expressions of popular culture such as artık trend topik olamayacağım
  • analysing persuasive texts such as advertisements, slogans or speeches, recognising the use of rhetorical devices and emotive language to engage the intended audience
  • composing spoken and written versions of a particular text type, such as an instruction or observation, to demonstrate how text mode determines selection of language features and text structure
  • identifying ways that texts achieve cohesion, for example, by explaining the effects of paragraphing or cohesive devices used to sequence and link ideas and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘İlk olarak, Bununla beraber, Bu nedenle’ gibi bağlaçlar
  • using knowledge of characteristic elements of particular types of texts to make meaning of unfamiliar content, for example, by recognising terms associated with time or place in airport announcements, or by ‘reading’ images as well as written text in advertisements

  VCTRU116 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCVIU187

  Understand the relationship between purpose, audience, context, linguistic features, and textual and cultural elements associated with different types of personal, reflective, informative and persuasive texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • recognising and explaining cultural aspects reflected in a range of texts, including multimodal and digital texts, such as school reports, weather reports, official announcements, television programs, or recipes, particularly in the use of idiomatic expressions or proverbs
  • identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …
  • understanding and transforming texts to suit different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese people, Australians) and different types of texts (an article, a report, speech)
  • understanding the importance of choosing a text type appropriate to their audience and purpose, for example, a speech to persuade Year 8 students to choose Vietnamese as their elective in Year 9, or an article to express own opinions on the impact of technology on teenagers
  • recognising and analysing similarities or differences that might be culturally significant across cultures, for example, similarities such as the use of the heart as a symbol of love or pigeons as a symbol of peace, and differences such as the use of the colour white to signify purity in Western cultures but bad luck in Eastern cultures
  • recognising and discussing cultural concepts or values reflected in texts, for example, cultural icons used in commercial advertisements
  • identifying language features and cultural references that contribute to the overall meaning or purpose of texts, for example, a rhetorical question such as Chẳng lẽ chúng ta chịu bó tay sao? to call for action, or truyền thống tôn sư trọng đạo to promote the value of education

  VCVIU187 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARC004

  Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways

  Elaborations

  • listening to and viewing texts such as stories, songs, notices or video clips and identifying key points of information, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • identifying letters, words and phrases in written Arabic, for example, titles, labels and captions
  • participating in shared reading of print and digital texts such as short stories or other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information
  • locating and sequencing information used to describe people and events, for example,

    البنت تدرس؛ الولد يساعد أمه؛ الأب ينظف الحديقة؛ في الصباح أمي تحضر الفطور؛ في المساء أبي ينظف السيارة

  • responding to questions that elicit details such as colour, quantity and place about participants and objects, for example,

    ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر

    كم عدد الأقلام؟ كم كتابا يوجد هنا؟ يوجد أربعة كتب

    أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة

  • classifying and categorising information gained from others, such as favourite foods and places to visit, for example,

    سالم يحب التبولة؛ عادل يحب الدجاج؛ سعاد تفضل الخضار؛ علي يحب كرة القدم؛ ماجد يفضل السباحة؛ رامي يفضل العزف على الغيتار

    تحب البنات الموسيقى بينما الأولاد يحبون الرياضة

  • listening to short spoken texts with unfamiliar language, and identifying specific details, for example, the name and number on a recorded voice message

    مرحباً

    إسمي سهام

    اود التكلم مع سامر بخصوص الإمتحان

    أرجو الإتصال بي على الرقم 0456566777

  • gathering information about other peers’ activities through conducting interviews about weekend activities and selecting specific information to use in a short report

  VCARC004 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU122

  Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar

  Elaborations

  • knowing common forms of greetings, for example, おはようございます、おはよう, and noticing the different levels of formality
  • identifying gender-specific pronouns わたし and ぼく
  • understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい
  • understanding basic word order in simple sentences, for example, noun　が　すき です。りんご　が　すき　です。, adjective + noun　です。 おおきい　いぬ　です。
  • understanding how to specify items using the possessive particle の, for example, わたし　 の　 かぞく、 Sarah さん　の　ほん、おばあさん　 の　いえ
  • referring to numbers of things using cardinal numbers 0–100: 一(いち)、二(に)、三(さん) …百(ひゃく)
  • learning to describe the colour あお　です。size おおきい　です。 and shape まる　です。of things
  • understanding different question words such as だれ、なに、どこ and the sentence-ending particle か
  • recognising and responding to a request using verb 　ください, for example, きいて　ください。and すわって　ください。
  • indicating affirmative and negative responses using はい and いいえ
  • using some culturally specific parallel phrases related to giving and receiving, for example, どうぞ and ありがとう
  • learning to use common onomatopoeia such as ぺこぺこ and わんわん
  • building vocabulary to describe and label familiar and immediate objects and environments

  VCJAU122 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCLVC155

  Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

  Elaborations

  • finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
  • labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
  • obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
  • reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
  • viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
  • surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
  • labelling, drawing and matching inside and outside body parts
  • observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
  • classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
  • mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
  • investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
  • surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

  VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCARU149

  Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences

  Elaborations

  • applying rules of past tense verb conjugation to describe past actions and events, for example,

    أنا أكلتُ؛ أنتَ شربتَ؛ أنتِ ذهبتِ؛ هو كتبَ‘؛ هي ركضَت؛ هم تأخروا

  • producing complex sentences using present tense verb conjugation, for example,

    أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السّيارة كل أسبوع؛ أساعد في تنظيف البيت دائماً؛ المعلمون يتكلمون كثيراً

  • expressing negation in complex sentences, for example

    لا أريد أن ألعب هذه اللعبة؛ ليس عندي طعام مفضّل؛ لم؛ لن

  • using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,

    تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا تتأخروا

    understanding gender and number agreement between nouns and adjectives, for example, كتاب واحد رخيص؛ ثلاثة كتب رخيصة؛ عشرة كتب غالية؛ طاولة واحدة ثقيلة؛ أربع طاولات قديمة ؛ تسع طاولات كبيرة using irregular adjectives to describe number, shape and colour, for example,

    فزت في المرتبة الأولى؛ أتيتُ الثاني في الإمتحان؛ حقيبتي حمراء؛ قميص أحمر؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدوّر؛ مثلث؛ مربع؛ مستطيل

    describing a relationship using a possessive pronoun for singular and plural third person, for example

    سليم يحب ابي كثيراً؛ هناء تستمع إلى أمها دائماً

  • using conjunctions (بينما) to make comparisons between people or actions, for example, كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة, and to link ideas and sentences, for example, لكن؛ كذلك
  • using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for example

    أمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة

  • understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟
  • building compound sentences to express opinions, preferences or reasons, for example

    الكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال

  VCARU149 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC082

  Identify ways in which deaf people relate to and are perceived by society as ‘people of the eye’, how they demonstrate connections with culturally rich places and associations, and how their sense of identity, roles and responsibilities change over time

  Elaborations

  • discussing the notion of ‘Deaf eyes’ and the capacity of deaf people to determine the deaf/hearing status of others in their environment based on eye behaviour
  • considering how deaf people are perceived to be more observant and more astute visually, for example, as drivers, in sports or in terms of visual memory, comparing anecdotal findings and documented research on this issue
  • discussing how identity may shift depending on what is most salient in any context or setting, and how as people mature they learn to navigate ‘multiple identities’ in relation to different elements of their experience, such as background ethnicity and culture and Deaf identity/culture
  • reflecting on the concept of Deafhood as it applies to and informs life choices made by young Deaf people, for example in relation to social group participation, communication preferences, ways of identifying, describing and introducing themselves to others
  • considering how relationships between changing technology and Deaf people are managed to express and to reflect identity, for example, the rejection of hearing devices or, alternatively, highlighting them with colour or prominent placement
  • considering whether a strong sense of shared identity influences the capacity for awareness and advocacy for Deaf people’s rights
  • discussing how social groups such as Deaf communities form intergenerational patterns that determine relationships and shape behaviours, for example, by interviewing a member of a Deaf family of two or more generations
  • investigating ways the Deaf ecosystem works and the reciprocal nature of relationships in some Deaf communities, for example in business or professional domains, and the contribution this ecosystem makes to collective identity
  • discussing how the Deaf community expresses different elements of their identity, for example through behaviours associated with Deaf spaces, greetings and introductions which illustrate community status and affiliation
  • investigating how a strong sense of identity impacts on social and emotional health and wellbeing by exploring the available research on wellbeing and identity in deaf people
  • identifying and describing intersections between national and international Deaf communities and organisations, and how these contribute to a transnational sense of belonging, for example, by evaluating shared experiences by viewing online texts produced by deaf people in different countries
  • comparing changing values and status of place and space in different international Deaf communities, for example, the loss of Deaf clubs or closure of Deaf schools, and reflecting on the implications of these changes over time for Deaf identity
  • responding to different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s developing identity
  • discussing ways in which the philosophy of ‘Deaf gain’ can be applied to personal circumstances, such as classroom accommodations and sporting participation
  • summarising elements of elders' guidance on how cultural values, beliefs and traditions are expressed and connected through shared experience of visual ways of being, providing examples of how these are demonstrated in community behaviour and in interactions with the wider community
  • describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups
  • exploring the wider political landscape of the Deaf community as it impacts on individual and community identity, for example, by identifying the impact of activism and Deaf empowerment movements such as the Deaf President Now campaign at Gallaudet University, a ‘Deaf place’, in effecting change and strengthening Deaf communities’ connection to ‘place’

  VCASFC082 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity