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• VCCCTR014

  Distinguish between main and peripheral ideas in own and others information and points of view

  Elaborations

  • annotating an argument with different colours or using a concept map to show the most important and less important information and explaining their annotations to others
  • experimenting with arguments by changing the order of ideas and discussing effectiveness
  • creating a bumper sticker or headline to show the main idea in a point of view
  • comparing different responses to identify main ideas and information, for example on why people participate in community activities

  VCCCTR014 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDEU135

  Recognise that German and English are related languages and that German is an important European and global language

  Elaborations

  • exploring some similarities between Germanic languages, such as Dutch, English and German cognates
  • recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland, Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol
  • finding examples of German used at home or in the community and creating a class collection or display, for example, products, labels or words used in English language advertisements, shop signs, recipe books or menus

  VCDEU135 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCELC125

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events
  • comparing a Greek myth or legend to myths and legends of a country of the Asia region, such as China, and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

  VCELC125 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCELU133

  Recognise the linguistic features and structures of different texts used in familiar contexts, such as stories, songs, recipes and conversations

  Elaborations

  • identifying the main features of a short narrative, for example, a song, rhyme or poem; and a simple description or procedure, for example, a recipe, or a conversation
  • noticing the differences between texts within the same mode, for example, a birthday card and an email, and between multimodal texts, for example, reading the lyrics of a song and hearing it being sung, or reading a dialogue and acting it out
  • recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, web page, or picture book

  VCELU133 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCESU143

  Identify the variety of languages represented in the school, local community and general Australian population

  Elaborations

  • identifying languages used by classmates, for example, by creating a class profile or language map with greetings in each language
  • discussing the nature, history and importance of Aboriginal languages and Torres Strait Islander languages in the school community and in wider Australian society, and identifying the language of the Country
  • exploring similarities and differences between the many languages spoken in Australia and represented in the school, for example, by comparing the ways different languages use writing, sound/speech and gestures to communicate

  VCESU143 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHPEP092

  Describe factors that can positively influence relationships and personal wellbeing

  Elaborations

  • describing behaviours that show empathy and respect for the rights of others at home, at school and in the community
  • creating an online connection with another school and identifying similarities and differences between students
  • predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
  • recognising that bullying behaviour can take many forms, in many environments, including physical, social and emotional actions and behaviours

  VCHPEP092 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDC026

  Produce texts such as descriptions and signs in both Indonesian and English for the school community

  Elaborations

  • preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community (for example, posters, songs and online newsletter items), discussing with others how to represent meaning in different languages for different audiences

  VCIDC026 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITU034

  Recognise how grammatical structures are used to form simple texts

  Elaborations

  • creating paragraphs for a range of texts, including descriptions, cards, letters or emails
  • recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
  • noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

  VCITU034 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVC157

  Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours

  Elaborations

  • recalling, illustrating and describing main characters and events in stories, songs and performances, for example, by selecting descriptive modelled statements as captions to their pictures or responding to questions, such as, Who? Where? How long? What?
  • participating in shared and guided reading/listening/viewing of real and imaginative texts, for example by making predictions about the development or flow of ideas, using contextual and visual cues, responding to questions and comparing responses to different characters, ideas and events
  • conveying understanding of plot and sequence in texts, for example, by re-creating a sequence using a storyboard, labelling key events or creating a timeline
  • mapping sites, landforms and other features of Country/Place through which a travelling story/storyline passes
  • listening to respected community members tell stories on Country/Place, interpreting hand signs and gestures, retelling parts of the story, for example, in sand, through painting or by performing, using a combination of words/phrases, illustrations, movements and visual props
  • listening to respected community members telling stories from their local area, and responding by retelling parts of the story
  • interacting/engaging with artistic expression/techniques appropriate to Country/Place, such as paintings, drawings, etchings, sculptures and dance, interpreting messages conveyed through these different forms
  • discussing key messages expressed in stories, songs and dance, such as social values and rules for living, comparing them to messages conveyed by stories in other cultures and languages
  • responding to a specific creative text by adapting the original to create a new version, for example, by re-sequencing events, adding new elements, changing time, location or character, or creating an alternative ending
  • understanding and discussing the importance of story/ storytelling in transmitting and maintaining language and culture

  VCLVC157 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Creating

• VCMNA136

  Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

  Elaborations

  • partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
  • locating unit fractions on a number line
  • recognising that in English the term ‘one third’ is used (order: numerator, denominator) but in other languages, such as Japanese for example, this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator)

  VCMNA136 | Mathematics | Level 3 | Number and Algebra | Fractions and decimals

• VC2M3P02

  conduct repeated chance experiments; identify and describe possible outcomes, record the results, and recognise and discuss the variation

  Elaborations

  • identifying the possible outcomes of a chance experiment, creating a tally chart to record results, carrying out a few trials and tallying the results for each trial, and then responding to the questions ‘How did your results vary for each trial?’ and ‘How do the results vary across the class?’
  • conducting repeated trials of chance experiments such as tossing a coin, throwing a dice, drawing a coloured or numbered ball from a bag, or using a coloured spinner with equal partitions, and identifying the variation in the number of heads/fives/reds between trials

  VC2M3P02 | Mathematics | Mathematics Version 2.0 | Level 3 | Probability

• VCNRC021

  Locate key information about everyday contexts and routines from written, spoken and visual texts

  Elaborations

  • surveying classmates regarding their likes, interests, routines and activities, and tabulating the results, for example, in birthday charts or graphs
  • reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions
  • locating information relating to school activities in a country where the language is spoken for example, from a sister school, and comparing with own daily schedule/routine
  • identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

  VCNRC021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• VCNRC023

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories in a range of text types, and responding to questions about characters, themes and events
  • comparing a myth, legend or story to an Australian Dreaming story and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a myth, legend or story using simple, modelled language

  VCNRC023 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• VCNRU031

  Recognise the linguistic features and structures of different texts used in familiar contexts

  Elaborations

  • identifying the main features of a short narrative, for example, a song, rhyme or poem, a simple description or procedure, for example, a recipe, or a conversation
  • noticing the differences between texts within the same mode, for example, a birthday card and an email, and between multimodal texts, for example, reading the lyrics of a song, and hearing it being sung, or reading a dialogue and acting it out
  • recognising how different textual elements combine to make meaning, for example, how the images, font, script and layout of different texts combine to create a whole advertisement, web-page, or picture book

  VCNRU031 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• VCRAC019

  Contribute to class activities such as solving a problem or planning an event

  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 a garden
  • preparing, rehearsing and conducting public presentations and performances, such as an item in the language for assembly, or a presentation about a significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’
  • participating in group activities such as role-plays, asking and responding to questions and invitations, and negotiating with others to make decisions

  VCRAC019 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCRAC028

  Interact with others and notice how identity is acknowledged, such as in use of terms of address, who and what is included, and what language is used

  Elaborations

  • sharing personal details with others and making choices about what aspects of identity to include
  • designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups
  • comparing the students' own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences
  • creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

  VCRAC028 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCZHC136

  Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese

  Elaborations

  • considering alternative ways of interpreting ideas, such as giving examples, looking for synonyms (近义词), and elaborating on details
  • creating bilingual texts to share with others, for example, adding English to a Chinese New Year poster or couplet, adding Chinese headings to an Australian tourism promotion brochure, adding Chinese to a class weekly timetable

  VCZHC136 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHC020

  Locate factual information from sources and report this information to a known audience using learnt characters

  Elaborations

  • identifying key words in familiar text types (for example, a floor plan, map or calendar) by recognising textual features (for example, bigger font for the name of the capital city on a map) and using other visual clues
  • identifying and locating familiar characters or words in texts, and discussing the purpose and meaning of a text, for example, food packaging, a restaurant menu
  • creating posters using learnt characters to inform others, for example, about a special event or a favourite person

  VCZHC020 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESU138

  Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements

  Elaborations

  • playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  • learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  • recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  • extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  • understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
  • noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  • applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  • understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

  VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language