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• VCELC172

  Take action, and contribute ideas and opinions in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • contributing opinions and suggestions during shared problem-solving tasks, for example, in resolving a disagreement about a planned activity, for example, Η πτήση ακυρώθηκε και πρέπει να αλλάξουμε τα σχέδιά μας, Δεν είμαι απόλυτα σίγουρος, αλλά επειδή δεν έχουμε πλέον καιρό, θα πρέπει να συμφωνήσω
  • organising and participating in activities, such as a volunteer visit to a nursing home to communicate to Greek speakers, and developing a classroom journal to document examples of language used in particular contexts, for example, Σήμερα επισκεφθήκαμε το γεροκομείο όπου γνώρισα μια συμπαθητική γιαγιά ...
  • expressing agreement or disagreement when accepting or declining offers, requests and invitations, for example, inviting peers to attend a celebration or party for example, Θέλεις να πάμε στη θάλασσα; Ευχαριστώ πολύ που με καλέσατε, αλλά έχω πολλή δουλειά
  • planning events and making decisions with peers, for example, choosing a venue for an event, expressing preferences and asking questions to clarify intentions, for example, Πότε θα γίνει ο χορός μας; Προτιμώ να γίνει μετά τις διακοπές. Μήπως πρέπει να καλέσουμε και τον διευθυντή;
  • participating in role-plays to complain about something, such as returning damaged or unsuitable goods, for example, Αυτή η μπλούζα ήταν λερωμένη όταν την αγόρασα / το γάλα αυτό δεν είναι φρέσκο, η ημερομηνία έχει περάσει

  VCELC172 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC155

  Participate in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • participating in decision-making scenarios, for example, planning to go to a celebration of Apokries, or making arrangements to attend a Greek film festival, agreeing or disagreeing with ideas and suggestions, for example, Eγώ θα ντυθώ παλιάτσος, Να βρεθούμε έξω από το κινηματογράφο στις εφτά, Θα φάμε έξω.
  • participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, Τι θα πρέπει να πάρουμε μαζί μας για το ταξίδι στην Ελλάδα; Τι θα πρέπει να ψωνίσουμε για τη γιορτή; or arranging an online meeting with sister-school students in Greece or Cyprus and discussing how the interaction will be organised, for example, Να επικοινωνήσουμε αύριο με το σχολείο μας στην Ελλάδα με το διαδίκτυο;
  • describing plans and arrangements, giving suggestions and reasons for own preferences, and negotiating outcomes, for example, Πάμε να παίξουμε ποδόσφαιρο;/ Πάμε για ποδόσφαιρο; Όχι, προτιμώ να πάμε σινεμά, γιατί βρέχει
  • transacting and negotiating in real or simulated situations, such as comparing similar offers for goods on online Greek language internet sites and discussing preferences and prices, for example, Tο ξενοδοχείο αυτό προσφέρει άνετα δωμάτια σε καλύτερες τιμές, Βρήκα μια μεγάλη και ελαφριά βαλίτσα γαι το ταξίδι μας

  VCELC155 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC174

  Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

  Elaborations

  • gathering information from different sources and reporting to others, for example, interpreting a weather report or a map, for example, Αύριο στη Θεσσαλονίκη ο καιρός θα είναι άστατος με πιθανές βροχές, επομένως, Γιάννη, δεν θα μπορέσουμε να πάμε εκδρομή
  • extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article, for example, Η υπόθεση του έργου είναι ... , Ο συγγραφέας προσπαθεί να μας δείξει ..., Ο νέος δίσκος του τραγουδιστή … είναι υπέροχος …
  • analysing reports of an event from a range of sources, and comparing different perspectives, for example, statements from a victim and witnesses to a crime (Τον είδα να κλέβει τα χρήματα ... Δεν το έκανα εγώ)
  • accessing informative texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report, for example, Στο αποψινό μας ρεπορτάζ, ο ανταποκριτής μας από την Πάτρα θα μας ...
  • researching aspects of Greek culture and choosing and explaining a particular course of action, for example, a suitable time to visit Greece and Cyprus, or a suitable holiday for Greek-speaking visitors to Australia,for example, designing a poster for Greek visitors to Australia, Επισκεφτείτε την πανέμορφη Αυστραλία με τις υπέροχες παραλίες της και ...

  VCELC174 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC110

  Participate in collaborative projects that make connections between French language and culture and other curriculum areas

  Elaborations

  • organising class displays that combine print and digital resources with demonstrations and performances around themes such as le 14 juillet, le voyage, la Fête de la Musique, la gastronomie francophone
  • finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular contributions or achievements
  • participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience
  • designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durable
  • using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet sites

  VCFRC110 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC046

  Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use

  Elaborations

  • observing interactions between French speakers and comparing them with interactions in similar Australian contexts, for example, students in a school cantine selecting une entrée, un plat principal et un dessert; and people interacting in the street, in shops or at réunions de famille, using either tu or vous forms of address
  • exploring how children from French-speaking communities around the world use different words and expressions (for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi for le matin in Québec), and considering why such variations exist
  • reflecting on instances when interactions in French have felt awkward or difficult (for example, using polite or gendered forms of language), and explaining why this might be the case for speakers of Australian English
  • planning a virtual or actual visit to a French school, and deciding on strategies for effective communication, for example, planning how to ‘read’ cultural information and to adjust own behaviour if required

  VCFRC046 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCITC030

  Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian

  Elaborations

  • reflecting on cultural differences between everyday life in Italy and Australia, for example, asking how their school day would change if they went to primary school in Italy or what they would find interesting about sharing a lunch with an Italian family, and why; and considering what they would tell a visiting Italian child about how their own family celebrates Christmas, and explaining their choices
  • noticing the influence of important events such as religious celebrations on childhood experiences (for example, le lezioni settimanali di catechismo, la Prima Comunione, andare alla Scuola Media) and connecting these to their own experiences
  • recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for cultural reasons
  • noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of la sorpresa dentro all’uovo di cioccolata at Easter
  • noticing how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, for example, la macchina rossa = the red car
  • discussing distinctive social and cultural practices such as celebrations, for example, Santo Stefano, Ferragosto, Carnevale or Pasquetta
  • considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?
  • considering own and others’ cultural assumptions about home, school and leisure, and how these may be different in an Italian context

  VCITC030 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAC182

  Collaborate, plan and manage activities, events or experiences, such as hosting a Japanese class or visitor, going to a restaurant, or preparing for a real or virtual event, trip or excursion

  Elaborations

  • expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金曜日のごご三時半に、えきの前で会(あ)いましょう。じゃあ、金曜日のごご三時半に、えきの前ですね。
  • planning and preparing for a real or virtual event, trip or excursion, such as a visit to Japan
  • participating in scenarios related to travelling and living in Japan, for example, interacting with a host family, using public transport, shopping, sightseeing or eating out
  • planning and making shared arrangements for Japanese visitors to the school or a homestay, for example, by preparing print or digital informative materials, such as filming an introduction to Australian school and home life, preparing welcome speeches, or conducting school tours
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a Japanese restaurant, exhibition, film festival or community event, by preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours, for example, 六時半に学校(がっこう)の前で会って、バスで行きます。

  VCJAC182 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLVC153

  Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events, activities or school performances

  Elaborations

  • participating in excursions with respected community members to experience story places or keeping places, listening to associated stories
  • visiting community centres, art centres or language centres and recording the experiences, for example, by developing a digital presentation or photo-story
  • working with respected community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events
  • working together on collaborative tasks, such as designing posters, menus or invitations for special events, designing class bush tucker or a garden, creating picture books for buddy classes
  • interacting with respected community members/community speakers, following instructions, for example when making an artefact, creating an art work or preparing bush tucker, using hand signs as appropriate
  • participating in and sharing responses to local cultural events and celebrations
  • participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through class discussion
  • creating a skit, performance or action game to introduce a buddy class to aspects of the language and associated culture, for example, individual words, gestures or expressions associated with common exchanges such as introductions, items and artefacts
  • engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event
  • giving directions, for example, to guide others to specific locations

  VCLVC153 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVC133

  Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members

  Elaborations

  • discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions
  • visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
  • listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary
  • identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads
  • recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons
  • naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/ soft,
  • learning to read Country/Place with respected community members' guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales
  • locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks
  • naming, labelling, drawing and matching outside body parts
  • learning and using vocabulary and expressions related to healthy living and eating

  VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCVIC026

  Produce bilingual resources in multimodal and digital forms for the school and local community, such as travel brochures, comics, blogs or video clips, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases and information about cultural behaviours, for example, Bao nhiêu tiền? Xin cho biết phòng vệ sinh ở đâu. Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn, đừng ôm hôn khi chào
  • creating a glossary that includes culture-specific terms or expressions in Vietnamese and explanations in English, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng, chúc mừng năm mới, trăm năm hạnh phúc
  • producing a booklet of Vietnamese idioms and proverbs with equivalent expressions in English, for example, xa mặt cách lòng (‘Out of sight, out of mind’), có chí thì nên (‘Where there’s a will there’s a way’), Một giọt máu đào hơn ao nước lã (‘Blood is thicker than water’)
  • composing bilingual texts for specific audiences and purposes, for example, a Big Book or game for young Vietnamese learners, invitations to a class/social event or posters for a performance, a program for a cultural event, or a brochure about the school for a visiting group of exchange students, recognising that meanings need to be tailored to audience, purpose and cultural perspectives

  VCVIC026 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC049

  Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants

  Elaborations

  • participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
  • comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视，不是吗？) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错
  • negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明，明天去动物园要穿校服吗？
  • visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？
  • participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好，考拉拼图怎么样？

  VCZHC049 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC210

  Participate in planning and presenting a social or cultural event, negotiating options and solving problems

  Elaborations

  • designing a campaign to promote a community organisation and persuade people to join, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！
  • asking open questions, inviting others to elaborate their ideas and restating to confirm understanding, for example, 请说一下您为什么决定…？为了保护环境，你一般做什么？你已经说过…；你说的是…，对不对？
  • considering how the use of a polite tone and respectful language when making a complaint may empower both speaker and listener to achieve a positive outcome, and how advice may be given in a non-judgmental way, for example, 你最好/我觉得你应该/我知道…对你很重要，可是… rather than 你一定要/如果你…，就…/你太…
  • negotiating to achieve desired goals by asserting, conceding, and expressing obligation (for example, 必须、一定要) or absence of choice （for example, 没办法、不得不）in an appropriate manner
  • participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction
  • participating in shopping scenarios with classmates, expressing opinions about qualities of goods (for example, 这个红色的裤子真好看), making comparisons with other retailers or service providers (for example, 他要一百块，你要一百三十块) and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging others’ ideas and opinions, and offering alternatives, for example, 这件大衣太大了，我不要，我看一看那件吧
  • acknowledging the ideas and opinions of others and expressing agreement (for example, 好的、 我同意), disagreement (for example, 对，可是), excitement (for example, 太好了) or disappointment (for example, 真可惜) when interacting with others

  VCZHC210 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC195

  Locate and organise key points of information from a range of familiar sources

  Elaborations

  • applying knowledge of the world and their own experience to assist understanding of the meaning of texts, such as by discussing topics studied in other learning areas and exploring related Chinese texts, for example, understanding 黄山归来不看岳 by connecting knowledge or experience of visiting 黄山
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter headings of a book
  • listing possible resources before undertaking a research project and giving reasons for why these resources might be useful
  • listening for structural cues such as signposting, and considering images, music and voice to enhance understanding of key ideas conveyed, for example, identify changes in tone of voice and pacing to indicate potential danger or a sense of urgency
  • experimenting with different note-taking strategies when listening, for example, noting key words in Pinyin and recording numbers using Arabic numerals
  • listening to or viewing public information texts such as weather forecasts and announcements and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
  • viewing texts such as a cooking program and answering questions from classmates on key procedures and main ingredients, for example, 蚂蚁上树没有蚂蚁。树是粉丝，蚂蚁是猪肉
  • obtaining the gist or specific information when listening to a flow of words by focusing on familiar, predictable items, and identifying aspects of voice, gesture or language choice that convey varying degrees of enthusiasm or dislike, for example, 我一点儿也不喜欢… compared to 我不喜欢…
  • collating information and ideas to present to others using various tools and charts and with consideration of the relevance, organisation and sequencing of information, for example, considering: What is the best way to introduce the topic? What do they want the audience to remember? What is the main message being communicated?
  • representing information to others by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…

  VCZHC195 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFU230

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
  • recognising that expanding a noun into a noun group enriches meaning
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
  • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

  VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU104

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • distinguishing between clauses that are statements and those that are questions
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU104 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | 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

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  • 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

• VCASFC056

  Engage in collaborative activities that involve planning, project design, problem-solving and evaluation of events or activities

  Elaborations

  • working with a partner to create a visual resource that promotes Auslan as an important subject choice
  • working in groups to create a series of promotional resources for the school website
  • organising and participating in visits by respected members of the Deaf community to their school to share knowledge and to promote Auslan skills in the wider community
  • planning presentations to showcase aspects of Deaf culture likely to be unfamiliar to the hearing community
  • reporting on and evaluating completed events or activities that they had planned together, for example:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • following sequenced directions that involve the use of practical information, for example:
    SEE DS:wavy-surface, KNOW WHERE SCRATCH? S-A-N-D POLISH MORE DS:thick-to-thin 2MM SMOOTH
    See where the surface is uneven? You sand that back 2 mm and it gets smooth.
    
  • working in pairs to create instructional or procedural texts that demonstrate and explain activities
  • planning and presenting a cultural item for a school open day, such as celebration through drama or visual story of an important member of the Deaf community
  • discussing in pairs possible design options for an item such as language flag, artefact or logo that incorporates elements of significance to the Deaf community, presenting reasons for specific design suggestions, then voting as a class on a preferred design

  VCASFC056 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC181

  Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience

  Elaborations

  • using signs to agree or disagree on relevant topics, such as:
    AGREE YES HOMEWORK SHOULD
    Yes, I agree we should do homework.
    PRO1 KNOW WHAT MEAN, BUT….
    I know what you mean, but …
    PRO1 DOUBT
    I’m not sure.
    AGREE-NOT, PRO1 THINK…
    I don’t agree; I think …
    
  • participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences
  • contributing to online videoconferencing with other Auslan users to compare and contrast aspects of their school and learning experiences
  • using appropriate NMFs when turn-taking, for example:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    WAIT….COME
    Can you just wait a moment … Right, what did you want?
    
  • clarifying meaning, for example by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [fingerspell word]?
  • using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
  • engaging with deaf visitors from different groups and backgrounds and creating a vlog about the visits

  VCASFC181 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising