Search results

Result list

• VCASFC101

  Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression

  Elaborations

  • comparing aspects of their lives as young deaf people with those of young hearing people as represented in digital images, video clips and narratives, for example, ways of engaging in different games and activities, exchanging stories and interacting socially at school, at home and in the community
  • discussing changes or adaptations they make to their communicative style when communicating with non-signers
  • reflecting on similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment
  • reflecting on language differences in forms of address in signed and spoken language, for example, using a person’s name when addressing them directly in Australian English but not in Auslan
  • examining general misconceptions that deaf people may have about hearing people and culture, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • reflecting on and providing possible explanations for assumptions hearing people might have about deaf people or about signed languages

  VCASFC101 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFU107

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change

  Elaborations

  • identifying where and when different people learnt to sign and whether they are from deaf or hearing families
  • exploring and providing possible explanations for variation in Auslan fluency among their classmates and members of the Deaf community
  • understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family
  • investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on accessibility and communication for members of the Deaf community
  • considering ways that Auslan is evolving due to different influences, including the capacity for new technologies to store, record and share sign languages
  • discussing the degree to which their classroom/school is an Auslan-accessible and Deaf-friendly environment, and how this might be further enhanced
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian Deaf Games or Deaf art exhibitions

  VCASFU107 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC112

  Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words

  Elaborations

  • recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!
  • noticing similarities and differences in cultural practices and stating own reactions to the language used, for example, Das ist anders/gleich when noticing such things as how a child beginning school is celebrated in a German-speaking country with a Schultüte or how a German speaker wishes others luck with Daumen drücken
  • describing how it feels to use German, such as when singing a song or hearing German spoken by others, and noticing differences in behaviour, voice or body language when speaking German
  • comparing aspects of Australian and German children’s lifestyles, for example, ways of playing games, buying or eating food, interacting with family members and participating in school life

  VCDEC112 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEU114

  Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as ch (ich or acht), u (du), r (rot) and z (zehn)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • developing familiarity with the German alphabet and sound–letter correspondence through singing das Alphabetlied, identifying and naming letters, tracing words, and playing alphabet and spelling games such as Ich sehe was, was du nicht siehst using initial sounds or Galgenmännchen
  • understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)
  • noticing that all nouns are capitalised in German

  VCDEU114 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELC173

  Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others

  Elaborations

  • participating in class discussions on topics of interest to young people, for example, Θέλω να πάω διακοπές, Πού θα πας το Σάββατο; Ποια είναι η γνώμη σου για το θέμα αυτό; Ποια είναι τα θετικά και αρνητικά του/της, τα υπέρ και τα κατά του/της ...
  • interacting with peers to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Το ίδιο έπαθα/έκανα και εγώ, συγχαρητήρια, καλή ιδέα
  • comparing experiences and challenges in shared activities, and expressing own opinions such as agreement or disagreement with others, for example, Διαφωνώ / συμφωνώ με τον/την, πολύ σωστά, αντίθετα ... δεν είναι έτσι
  • managing interactions with peers in class activities such as games or events, by taking turns or different roles, giving encouragement and praise, for example, Μπράβο σου, Ήσουν καλός/η, Τέλεια, Σειρά σου τώρα, Ας ανταλλάξουμε ρόλους

  VCELC173 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC182

  Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

  Elaborations

  • participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements such as news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…
  • negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
  • planning a demonstration or performance for family or peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use
  • participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
  • organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

  VCESC182 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC026

  Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • identifying and comparing key words in French and English versions of favourite stories (for example, La chenille qui fait des trous and The Very Hungry Caterpillar; La vieille dame qui avala une mouche and The Old Woman Who Swallowed a Fly), and comparing rhythms and vocal effects in the two versions
  • playing matching-pair games with French and English word cards, for example, Le Calendrier, matching words in both languages for days of the week, months and seasons
  • collecting and using French words and expressions which do not translate easily into English (for example, bon appétit, bon voyage, voilà!) and French words used by English speakers, for example, ‘café’, ‘éclair’, ‘mousse’, ‘chic’
  • finding English words in French texts (for example, l’Internet, le sandwich), and considering how French speakers might pronounce the English words and why they are not translated

  VCFRC026 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC004

  Identify key points of information in simple texts

  Elaborations

  • recognising symbols, words and phrases of written French, for example, labels, titles and captions
  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • shared reading of texts such as Big Book stories about familiar events or contexts (for example, Les amis de la ferme or Raconte et Chante), using pictures, intonation and contextual clues to predict meaning and identify key characters and events
  • making connections between information in written texts and images, for example, naming toys and games in toy catalogues such as Jouets pour les tout petits, selecting and listing items and prices
  • identifying key points in a range of spoken, written or digital texts by actions such as miming and drawing, or onscreen pointing, clicking or dragging (for interactive programs such as Petit Pont)

  VCFRC004 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC010

  Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words

  Elaborations

  • noticing French ways of talking and behaving that appear different to own ways, finding examples in children’s stories such as Marie de Paris or Je veux pas aller à l’école or in recordings of French-speaking children in different contexts
  • comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family
  • using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting
  • including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

  VCFRC010 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCFRU014

  Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes

  Elaborations

  • understanding that texts can be spoken, written, digital, visual or multimodal and that they can be very short (Stop! or a hand gesture to signify Arrête!) or much longer (Il était une fois…)
  • recognising that different types of text have different features (for example, rhythm and repetition in action songs and rhymes) and use different language, for example, formal or informal forms of address (Bonjour, Monsieur; Merci beaucoup, Madame; Salut, Annie!)
  • comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different
  • developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words in songs such as Trois p’tits chats…

  VCFRU014 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIC021

  Respond to questions, directions and requests and use simple questions and statements to ask for help or permission, attract attention and check understanding

  Elaborations

  • using appropriate language to ask for help, information or to attract attention, for example, यह क्या है? मुझे समझ नहीं आया। क्या आप मेरी मदद करेगें? विद्यालय का खेल-दिवस कब है?
  • interacting with each other to complete learning activities and check on understanding, for example, मुझे पैन दो। क्या यह सही है? अपने हिस्से का कार्य जल्दी समाप्त करो।
  • responding to directions when playing games, completing work or getting ready for class, for example, मुझे एक बार फिर से दिखाएँ। ज़ोर से गाओ। वाक्य लिखो। इसे ध्यान से सुनो। इन चित्रों को देखो। एक सीधी पंक्ति में खड़े हो जाइए।
  • praising and encouraging each other during learning activities, for example, बहुत बढ़िया! बुरा नहीं है। ठीक-ठाक है।
  • using interaction skills such as questioning, responding and interpreting non-verbal clues when working collaboratively

  VCHIC021 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCIDC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure, for example, Saya rasa guru ideal pandai, rajin dan humoris, Saya pikir menonton kriket di televisi membosankan, Sudah pernah ke pulau Lombok
  • comparing aspects of personal world such as school or home life, for example, Tugas saya memelihara anjng, Setiap hari kami berdoa
  • recounting significant events, special occasions and milestones, for example, tahun lalu saya berlibur ke Bali dengan keluarga
  • interacting in class activities and (electronic) games, for example, playing sepak bola/takraw using menang, ke sini, curang
  • socialising with friends and family at events, including chatting about school or holidays, for example, Bersekolah di mana? Suka bermain olah raga?

  VCIDC052 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDC004

  Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

  Elaborations

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games, for example, Suzi suka apel, tiga murid main computer, saya ada dua blok
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape (for example, tiga pensil, meja putih, buku besar) through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses, for example, melihat, merasa, mendengar, mencium meraba…

  VCIDC004 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCIDC088

  Interact in class routines and exchanges by asking and responding to questions, following instructions, and seeking help and permission

  Elaborations

  • following instructions to play a game, complete work or get organised, for example, dengarkanlah, bukalah laptop, berbarislah, sudah selesai?
  • asking and responding to questions to clarify meaning or instructions or request permission, for example, Maaf, saya tidak mengerti; Apa artinya?; Maaf, sekali lagi, Bu
  • interacting in classroom routines such as greeting and taking leave, for example, Selamat pagi, Pak; permisi Bu; selamat jalan; sampai besok
  • using language for comparison, opinion, reaction and reflection, for example, saya pikir…karena…, saya kira, saya heran, lebih…daripada, pertama-tama saya rasa…sekarang saya rasa…, saya setuju/tidak setuju, saya lebih suka…

  VCIDC088 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognising that Indonesian is the language spoken in Indonesia, a country that is one of Australia’s neighbours in a region known as ‘Asia’
  • noticing similarities and differences between Indonesian and Australian lifestyles and language use, for example, tidur siang, bantal guling, bringing hands to forehead when greeting the teacher
  • exploring different cultural practices and related language use through games, for example, suten/suwitan, Semut, gajah, orang, and Hom Pim Pah
  • recognising words that reflect aspects of culture, for example, the names and sounds of distinctive flora and fauna such as orangutan, komodo and cicak, and artefacts such as the flag (sang merah-putih) and national emblem (garuda)
  • noticing that particular Australian-English terms and expressions have no equivalent in Indonesian, for example, ‘koala’, ‘meat pie’, ‘farm’

  VCIDU017 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCITC047

  Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning

  Elaborations

  • noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)
  • applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!
  • explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
  • interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!
  • observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games

  VCITC047 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCJAC165

  Interact in whole-class and small group activities that involve seeking information from peers or the teacher, asking and responding to questions, making requests, and asking for and providing clarification

  Elaborations

  • using modelled structures in simple and compound sentences, and cohesive devices such as だから, でも to state opinions, make suggestions or provide clarification
  • asking and responding to questions such as テストはいつですか。 きょうゲームをしますか。 ロッカーに行ってもいいですか。何(なん)ページですか。
  • participating in class activities such as word, board or digital games, using phrases such as わたしの　ばん、みぎ、ひだり、ざんねん、つぎは　だれ?
  • obtaining additional information from the teacher and peers by requesting repetition or clarification or by asking how to say something in Japanese, for example, 日本語(にほんご)で何(なん)ですか。
  • expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。
  • enquiring about and describing the location of classroom items and materials using prepositions, for example, ワークシートはどこにありますか。テーブルのうえにあります。

  VCJAC165 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC111

  Participate in classroom routines such as addressing and responding to the teacher, opening and closing of lessons, transition activities, following instructions, thanking and asking for help, using appropriate gestures and behaviour

  Elaborations

  • participating as a group in classroom routines such as opening and closing lessons, for example, せんせい、おはようございます。さようなら。, using appropriate gestures
  • understanding and responding to questions using まる/ばつ (○×) and はい/いいえ
  • understanding and responding to classroom instructions to play games, complete work or get ready for class, for example, たって　ください、すわって　ください、かいて　ください、みて　　ください、よんで　ください、きいて　ください。
  • requesting classroom objects, for example, noun　を　ください、えんぴつ　が　あります　か。 はい、どうぞ。
  • giving one another reminders such as しずかに、すわって, using appropriate gestures
  • participating in routine exchanges such as responding to the class roll and apologising for arriving late, for example, はい、います。Tia さん　は、いません。やすみ　です。おくれて　すみません。

  VCJAC111 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising