Search results

Result list

• VCHIC020

  Participate in shared learning activities and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items

  Elaborations

  • negotiating roles and responsibilities when collaborating in shared learning experiences, using expressions such as थोड़ा मैं लिखता हूँ बाकी तुम लिखो। मैं काटता हूँ, तुम चिपकाओ। वाह! यह अच्छी बात है। क्या तुम कम्प्यूटर पर काम करना चाहते हो?
  • making shared decisions about content, vocabulary and design when working together to create digital displays or posters for special events, such as स्वतंत्रता दिवस; पर्यावरण दिवस; वार्षिक खेल दिवस; स्वच्छता अभियान
  • following procedures/giving instructions for activities such as cooking, craft activities or science experiments, using language forms such as imperative verbs and measurement terms, for example, 100 ग्राम आटा, सबसे पहले पानी मिलाओ; कढ़ाई में तेल गरम करो; एक चम्मच नमक डालो; गोल कागज़ काटो; बीच से मोड़ो; धागे से बाँधो
  • using tokens that represent Indian and Australian currencies to carry out simulated transactions in different contexts

  VCHIC020 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHIC025

  Create simple imaginative texts, such as dialogues, storyboards, puppet shows or songs that encourage exploration and enjoyment of language

  Elaborations

  • creating variations on Hindi poems or songs that include repetitive phrases, established rhythms, rhymes and actions
  • using puppets to create dialogues between characters from favourite stories or fables
  • creating their own simple storyboards or picture books, using captions and dialogue
  • designing and creating Voki animations that use expressive, entertaining and humorous language
  • imitating the style and structure of a favourite song to create their own song that explores different combinations of sounds and rhythms
  • acting out elements of events such as the Rakhi festival, using traditional expressions and culturally appropriate behaviours, such as भाई की कलाई पर राखी बांधना
  • drawing their own versions of characters encountered in imaginative texts and selecting simple descriptive statements as captions to their pictures

  VCHIC025 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIC097

  Create original texts that involve imagination and expression, experimenting with a range of modes and performance genres

  Elaborations

  • experimenting with text structure and imaginative language to create entertaining texts for younger children, for example, by using dramatic and emotive words and vocal expression to build suspense in a story
  • creating dramatic or humorous representations of people, situations or events encountered in their own lives
  • composing and performing poems or songs that incorporate elements of traditional or contemporary literary and musical forms, for example, भक्ति or वीर गाथा verse, nonsense songs, raps
  • creating, rehearsing and performing interpretations of poems for a public recitation or verse-speaking competition
  • creating a multimodal text that captures impressions of their local community through images, sound effects and spoken commentary
  • preparing and presenting a contribution to their school Speech Day, for example, an opening address that uses formal expressions such as माननीय प्रधानाचार्य जी.......
  • planning performances that incorporate elements such as mime, music and expressive commentary and invite reflection on ethical or humanitarian principles, for example, अहिंसा; अनेकता में एकता
  • creating texts such as short stories or cartoons that involve imaginary characters and fantasy scenarios, for example, a new species, parallel universe or superhero
  • improvising unscripted exchanges between imaginary characters who find themselves in challenging situations, for example, मित्रता; निष्ठा; साहस, using gestures, voice and props to build mood, explore relationships and express emotions
  • creating a segment for a community radio station, such as an imaginary cricket commentary or news flash about an imagined catastrophe

  VCHIC097 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU050

  Understand how different text forms, such as prose and verse, create effects to suit different audiences

  Elaborations

  • experimenting with language appropriate to particular types of texts, such as descriptive language in recounts or narratives, persuasive language in advertisements and humorous language in comic verse
  • comparing the use of imagery or satire in a range of imaginative texts, discussing how these features are used to convey meaning and engage/entertain the audience
  • understanding the significance and cultural importance of features of different types of texts, such as language associated with rituals or celebrations, such as आदरणीय, पूज्य, मान्यवर, महोदय (formal), प्रिय मित्र (informal)
  • considering how the choice of language features and text organisation reflect the purpose and audience of different types of text, for example, the use of suspense and vocal effects in children’s stories or the use of instructions and lists of ingredients in cooking recipes

  VCHIU050 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHIU068

  Apply understanding of text structure and organisation to interpret unfamiliar texts and to create own texts for specific purposes

  Elaborations

  • using their shared knowledge of typical features of familiar types of text to understand unfamiliar content, for example, in public announcements, commercials or quizzes, recognising how language and style vary according to the context, purpose and intended audience of a text, for example, by comparing a formal presentation at Speech Day with an email to a close friend
  • identifying how texts achieve cohesion through the use of paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, यदि आप चाहें तो...,
  • creating and comparing their own examples of particular text genres, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language or text organisation
  • composing multimodal texts designed to appeal to a particular age group or demographic, noticing how/why they decide to use particular vocabulary and style

  VCHIU068 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCIDC042

  Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning

  Elaborations

  • comparing translations of written texts from English into Indonesian and from Indonesian 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 Indonesian texts by ‘reading’ the context, for example, the phrase Ayo cepat! may be encouraging or scolding depending on who uses it and why

  VCIDC042 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCIDC019

  Contribute to class activities such as solving a problem, creating a display or conducting a role-play/scenario

  Elaborations

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day’s schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing an Indonesian garden, for example, following instructions, Tolong ambil itu, Mari ikut saya ke…, Minta air, Ayo tanam jagung/sayur
  • preparing, rehearsing and conducting public presentations and performances, such as an Indonesian item for assembly, or a presentation about significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’, for example, Apa kabar? Siapa menonton film itu?
  • participating in group activities such as role-plays, asking and responding to questions and invitations (for example, Mau ke mana?; Mau ikut?), and negotiating with others to make decisions such as choosing ways to get around in Indonesia, for example, Mau naik apa? Saya mau naik becak. Berapa ongkosnya?

  VCIDC019 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCITC124

  Create bilingual texts related to experiences in which aspects of Italian and Australian culture might differ

  Elaborations

  • creating bilingual resources to support the sharing of experiences, for example, a photographic display or a digital presentation with captions, a bilingual guide/handbook for a particular group
  • creating a photographic display with bilingual captions depicting important social occasions in comparative perspective, for example, the ways in which weddings, Christmas, Labour Day are celebrated
  • adding subtitles and captions in English to complement the Italian language audio of video clips and photo stories

  VCITC124 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC086

  Create bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa

  Elaborations

  • creating bilingual texts for Italian speakers in Australia, for example, leaflets about recommended goods and services for students, businesspeople, a sports team or senior citizens arriving from Italy
  • creating bilingual signage for an event, bilingual captions for a display, or bilingual text for a discussion board

  VCITC086 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC105

  Create bilingual texts related to experiences in contexts where Italian and Australian realities might differ

  Elaborations

  • creating texts with bilingual captions, such as picture dictionaries and photo stories
  • creating digital texts such as annotated maps or building plans to highlight aspects of culture such as school life, for example, aula magna, bidello/a, mensa, andare a scuola in motorino/in microcar
  • creating captions and labels related to immediate environment (for example, producing bilingual school timetables and signage such as la mensa, il campo sportivo, le scale), and explaining how the translated labels do not necessarily capture differences in worldviews

  VCITC105 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITU090

  Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts

  Elaborations

  • introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
  • using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
  • connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
  • using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
  • developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

  VCITU090 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC009

  Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions

  Elaborations

  • creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have cultural associations
  • preparing bilingual captions for texts such as a newsletter item for the school community or for Japanese-speaking peers, exploring how to convey specific ideas in two different languages
  • interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures
  • creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

  VCJAC009 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC186

  Identify how expressive and imaginative texts create humorous, emotional or aesthetic effects that reflect cultural values or experiences

  Elaborations

  • identifying how imaginative texts such as たなばた use structure, language and mood to build action, convey emotion and reflect cultural values
  • comparing lyrics and styles of Japanese- and English-language songs and performances, tracking similarities and differences in genres, themes and modes of emotional expression
  • discussing how texts such as films, plays, songs, memes and manzai use humour or aesthetic effects to provide commentary on social issues such as family, identity, status or humility
  • identifying and responding to key messages and values in traditional texts such as 花さかじいさん、かさじぞう, and considering their relevance in modern times
  • identifying and discussing how typical elements of haiku such as brevity and aesthetic effect engage readers/listeners and reflect cultural values

  VCJAC186 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC007

  Reinterpret or create and perform imaginative texts such as video clips, raps or skits using modelled language and supporting resources

  Elaborations

  • creating imaginative texts to share with others, for example, a commercial for a new or existing product, a comic strip, a jingle, song or rap
  • producing short scripted plays or video clips to perform or present to others who are learning Japanese, experimenting with rhyme, rhythm and onomatopoeia
  • composing and performing an imagined scenario or skit designed to support intercultural understanding and involving elements such as comedy, emotion or surprise, for example, いただきます。いってらっしゃい。もしもし。こんにちは。
  • creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages
  • designing texts for real or imagined special occasions that include the expression of culturally appropriate behaviour, for example, ねんがじょう、母(はは)の日(ひ)M

  VCJAC007 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC187

  Create a variety of imaginative texts to express ideas, attitudes and values that suggest intercultural comparisons

  Elaborations

  • adapting existing texts to change the emotional effect or to represent different cultural values or experiences, for example, by changing the location, characters or era of a familiar story or cartoon
  • composing and performing poems, songs, monologues or dialogues that reflect cultural values and personal experiences
  • creating a haiku or rap to perform to their peers that provides commentary on a social issue that is important or relevant to them
  • creating a digital persona or avatar that combines elements of observed Japanese styles of communication with their usual ways of self-expression in their home-culture environment

  VCJAC187 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCJAC168

  Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences

  Elaborations

  • responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
  • reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
  • reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
  • comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
  • comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales

  VCJAC168 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC189

  Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements

  Elaborations

  • creating a bilingual digital database that groups words, for example, words and expressions associated with themes, fields or contexts, such as food, travel, the environment or school
  • producing bilingual texts such as travel advisories for exchange or study tour students, and reflecting on the process of working in both languages
  • creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

  VCJAC189 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOC155

  Interact in classroom activities such as creating and following shared class rules and procedures, expressing opinions and asking for permission or clarification

  Elaborations

  • expressing opinions using set phrases such as 저는 ...이/가 맞는/틀린 것 같아요, for example, 저는 미나가 맞는 것 같아요
  • asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
  • asking for clarification, for example, …이/가 한국어로 뭐예요?
  • giving advice and reminders to peers, for example, 빨리/천천히 해요; 숙제했어요?

  VCKOC155 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC123

  Create labels, captions or short statements in Korean and English for the immediate learning environment and for familiar objects or images

  Elaborations

  • creating a bilingual picture dictionary for their classroom use
  • matching Korean and English texts, for example, name tags of friends in Korean and English
  • creating bilingual captions in Korean and English for a photographic display using digital technologies to show parents or others about a class event or experience such as sports day, school camp or pets day

  VCKOC123 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating