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• VCJAC137

  Notice how ways of communicating and behaving reflect identity and relationships

  Elaborations

  • using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and comparing their choices and how they think about their identity
  • sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group
  • noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region

  VCJAC137 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAU141

  Recognise that texts such as stories, games and conversations have particular language features and textual conventions

  Elaborations

  • recognising features of familiar genres of Japanese texts such as picture books, digital books or games, video clips or songs
  • recognising differences between the layout and language features of different types of texts, including たてがき, よこがき
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

  VCJAU141 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAU174

  Understand that katakana is used for loan words, and that these words must be pronounced within the combinations of available Japanese sounds

  Elaborations

  • accurately pronouncing all combinations of kana, including voiced and unvoiced elements, and all combined sounds (contractions and blends)
  • recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech
  • using available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words, for example, ホワイトボード
  • understanding that some new combinations of sounds have been devised to allow for pronunciation of loan words, for example, ティ

  VCJAU174 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAU125

  Recognise that Japanese and English borrow words and expressions from each other and from other languages

  Elaborations

  • noticing that languages borrow words from one another and that both Japanese and Australian English include many words and expressions from other languages
  • recognising that Japanese uses many loan words from English and other languages, such as ペン、テレビ、ピンク, and that these are pronounced differently by Japanese speakers
  • recognising that English loan words in Japanese are written in katakana and sound like a familiar word in English, for example, レモン、ピザ、アイスクリーム
  • creating a class record of Japanese words that are used in English and other languages, such as ‘judo’, ‘origami’, ‘sushi’ and ‘manga’, and comparing how these words are pronounced in the two languages

  VCJAU125 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCKOC143

  Share own experiences of communicating and using language/s, noticing how these are influenced by their own culture/s

  Elaborations

  • reflecting on different ways of naming, greeting and addressing someone (for example, by first name ortitle, including (non-)use of honorifics and aspects of body language such as eye contact) and on the issue of appropriateness in both Korean and Australian cultures
  • reflecting on each others’ ways of communicating and their appropriateness in Korean or non-Korean contexts, for example, using 언니/누나 and 오빠/형 for older siblings in Korean versus using their first names in English as terms of address
  • sharing ideas about how some Australian terms and expressions might be understood from a Korean perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCKOC143 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCKOC139

  Participate in and reflect on imaginative experiences such as digital interactive stories or video clips, identifying characters, main ideas and events, and sharing feelings or ideas by acting out responses or expressing preferences or opinions

  Elaborations

  • listening to, viewing and reading text in different formats, including digital texts such as video clips, paintings and stories, for example, Korean traditional tales (해님달님, 흥부와 놀부)
  • participating in shared reading and responding to questions about characters, ideas and events, for example, by illustrating and captioning aspects of the texts
  • playing mime games using characters from imaginative stories experienced
  • sharing imaginative experiences in short statements about aspects such as characters, settings or events (흥부가 착해요)
  • using movement or actions to reinforce meaning in texts such as television programs, songs or games

  VCKOC139 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCKOC120

  Participate in chants, choral and shared reading of short imaginative texts in audio-visual, print and digital media such as cartoons, stories or rhymes, and responding through play-acting, illustrating, miming or making short statements

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions about imaginative texts
  • responding to imaginative texts including digital texts, stories, rhymes and songs through play-acting, illustrating, facial expression or movement
  • interacting with a character or puppet in an imaginary situation or setting, for example, 안녕하세요?; 저는 미나예요; 만나서 반가워요
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, … 좋아해요/싫어해요
  • re-creating stories, rhymes and songs through mime, dance or drawing with simple captions

  VCKOC120 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCKOC144

  Associate them selves with wider networks such as clubs, countries or language-speaking communities, and reflect on how being a Korean language user broadens these networks

  Elaborations

  • identifying various groups they belong to and reflecting on themselves as members of multiple groups
  • appreciating their additional identity as a learner of the Korean language and culture and their expanded role in their own network
  • creating own profile using spoken, written or digital forms of expression to identify roles in or memberships of various groups, including their identity as a person knowing more than one language
  • describing themselves as members of various groups by profiling themselves with drawings of their friends, family, class and school, naming them using 친구, 우리 가족, 우리 반 and 우리 학교

  VCKOC144 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCKOU164

  Understand the relationships between letters and sounds, and between intonation and punctuation/printing conventions in Korean, applying this understanding to own speech, reading and writing

  Elaborations

  • pronouncing words following basic pronunciation rules, for example, pronouncing 한국어, 같이 and 감사합니다 as 항구거, 가치 and 감사함니다
  • using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences
  • recognising spacing and spelling rules in reading and writing, for example, 소라가 방에 있어요 versus 소라 가방에 있어요
  • comparing spacing and spelling rules in Korean with such rules in English and other known languages

  VCKOU164 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOU019

  Identify beliefs, attitudes and value systems reflected in their own everyday language use in English, other languages and Korean, comparing ways of communicating across cultures

  Elaborations

  • identifying non-verbal expressions taken for granted in communication in different cultures, for example, the use/non-use of eye contact, bowing, nodding, pointing
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • discussing, questioning and explaining understanding of other cultures including Korean to others non-judgmentally, for example, without stereotyping
  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • exploring how politeness is expressed differently in Korean and English

  VCKOU019 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCKOU190

  Analyse how beliefs and value systems are reflected in language use and communicative behaviours, and reflect on how what is considered normal in communication varies across cultures

  Elaborations

  • investigating cultural and historical backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages; reflecting on and discussing differences across cultures
  • investigating and using language associated with significant cultural practices and events or celebrations, for example, 설날, 단오, 추석, 한글날
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • reflecting on own cultural identities and how they are expressed differently in different settings such as home, school and other social domains, considering how these might be interpreted and responded to by people from different cultures

  VCKOU190 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCLVC159

  Translate simple texts from the language to English and vice versa, identifying elements which require interpretation rather than translation and involve cultural references

  Elaborations

  • using visual or print dictionaries, word lists and pictures to translate simple familiar texts such as labels, signs, captions, charts, posters, applying knowledge of grammatical rules and context, for example, by locating word stems or by removing affixes
  • translating texts, identifying culture-specific concepts and expressions that do not easily translate into English, for example, language related to artefacts, place names, landforms, kinship relations
  • explaining to others culture-specific words that do not easily translate, such as language associated with artefacts, implements and kinship terms of address
  • identifying words and phrases that have more than one literal meaning
  • explaining the meaning of art works and performances to others, including the use of symbolism

  VCLVC159 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCLVC184

  Participate in intercultural interactions and consider own reactions when engaging with respected community members and resources

  Elaborations

  • reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience
  • reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown, displayed and expressed across different languages and cultures

  VCLVC184 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Reflecting

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VC2MFSP01

  sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

  Elaborations

  • sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted
  • creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture
  • creating familiar shapes using groups of people; for example, holding hands and creating a circle
  • recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items
  • describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape

  VC2MFSP01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Space

• VC2M1M03

  describe the duration and sequence of events using years, months, weeks, days and hours

  Elaborations

  • naming, listing and using familiar units of time, such as hours, days, weeks and years
  • comparing the number of days in the months of the year and explaining how the months cycle from one year to the next
  • sequencing familiar events, including representing time, on pictorial timelines
  • discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school
  • investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars

  VC2M1M03 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2M7M06

  use mathematical modelling to solve practical problems involving ratios of lengths, areas and volumes; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation

  Elaborations

  • using fractions to model and solve ratio problems involving comparison of quantities, and considering part-part and part-whole relations
  • modelling and solving practical problems involving ratios of length, capacity or mass, such as in construction, design, or food or textile production; for example, mixing concrete, the golden ratio in design, mixing a salad dressing
  • modelling the situation using manipulatives, diagrams and/or mathematical discussion; for example, mixing primary colours in a variety of ratios to investigate how new colours are created and the strength of those colours
  • investigating commercialised substances founded on Aboriginal and/or Torres Strait Islander Peoples’ knowledges of substances, including pharmaceuticals and toxins, understanding how ratios are used in their development

  VC2M7M06 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VC2M1N03

  quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting

  Elaborations

  • counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10
  • counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones
  • counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value

  VC2M1N03 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCMNA018

  Use number names ‘one’, ‘two’ and ‘three’ in sequence to count in everyday situations

  Elaborations

  • assisting to count objects initially to three, by participating in activities, stories, songs and rhymes that involve number. This could include nodding as objects are counted, tapping an object as it is counted, tracking objects being counted, repeating some number names as objects are being counted
  • responding to number of names in everyday situations, for example waiting for counting down or up before starting an action, sound, activity; stepping, clapping, making a sound, tapping a switch for each number
  • exploring and using some number names by ‘repeating’ number name either verbally or through a communication system or augmentative and alternative communication (AAC)

  VCMNA018 | Mathematics | Level B | Number and Algebra | Number and place value

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space