Search results

Result list

• VC2M3N05

  multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

  Elaborations

  • applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem
  • using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems
  • matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve
  • formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences

  VC2M3N05 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCZHC131

  Gather and organise factual information from familiar sources about countries and places

  Elaborations

  • interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for example, 我可以问我的妈妈，因为她去过新加坡
  • gathering information by surveying family and friends about languages spoken, country of origin, or participation in cultural events and leisure activities, and displaying information on frequency charts
  • collating key information to share with others, such as summarising and sharing one aspect of a topic to contribute to a group response, for example, experiences of participating in organised activities involving aspects of Chinese culture (龙舟比赛;剪窗花)
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter titles of a book
  • identifying key structural words to assist in understanding information, for example, in a procedural text

  VCZHC131 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCZHU143

  Explore diversity in dialects and in contexts in which Chinese is used in Australian communities

  Elaborations

  • identifying locations of major dialect groups in China, discussing environmental and historical reasons for the existence of dialects, and appreciating the value of a common language
  • making personal connections with particular dialects of Chinese, asking peers which dialects are spoken in their families, and inviting others to say a few words in their own dialect, for example, 我爷爷说广东话
  • investigating diversity in spoken Chinese and identifying differences in phonology across dialects, for example, exploring greetings in dialects such as Cantonese, Hakka and Shanghainese, and comparing the pronunciation of words
  • accessing local Chinese media such as radio stations, satellite TV stations, and newspapers, and viewing Chinese programs in mainstream media (such as Chinese news programs or websites) to enhance their appreciation of Chinese language use in local media and explore the extent of their comprehension of Chinese used in diverse contexts
  • discussing reasons why Chinese is used in communities within Australia, and making personal connections to these reasons, for example, 我父母是丛香港来的，他们说广东话

  VCZHU143 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCZHU144

  Explore how the Chinese language represents cultural meanings in specific ways

  Elaborations

  • identifying culturally specific terms and phrases, for example, ‘mate’ in Australian English and 吃了吗 in Chinese, and sharing insights into why particular cultures value certain colloquial language
  • associating the literal and cultural meanings of words and expressions such as 红红火火
  • discussing the contextual and cultural meanings of words that cannot be directly translated into another language, for example, translating 手足 as ‘brothers’
  • reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for birthdays, 大吉大利 for New Year and 团团圆圆 for Mid-Autumn Festival

  VCZHU144 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCADRD026

  Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place

  Elaborations

  • experimenting with the loudness/softness, pace and pitch of their voices to create roles and situations, time and place
  • exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
  • developing sensory and spatial awareness when creating dramatic action
  • experimenting with body language and gesture used in drama from different cultures and times, for example, in dramatic traditions or practices from Asian societies

  VCADRD026 | The Arts | Drama | Levels 3 and 4 | Drama Practices

• 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

• VCELC128

  Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

  Elaborations

  • creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

  VCELC128 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• 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

• VCITC028

  Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English

  Elaborations

  • translating words, phrases and captions, and describing how meanings may change across languages
  • explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata
  • becoming familiar with using bilingual dictionaries and online translators

  VCITC028 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCJAU139

  Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji

  Elaborations

  • learning how to use the character chart as a systematic framework for reading and writing
  • understanding that there is a stroke order for both kana and kanji
  • recognising that Japanese has various printed fonts and that handwritten forms of several characters differ from the printed versions in most fonts, for example, き、さ、ふ、ら、り
  • learning to read and write words using kana

  VCJAU139 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU151

  Reflect on and share their experience when using Korean and when using own language/s, recognising cultural elements that may cause different feelings

  Elaborations

  • reflecting on contexts where cultural elements are embedded in language use in Korean (for example, bowing when saying 안녕하세요?) and comparing this with equivalent contexts and ways of using language in English
  • recognising that 우리 means ‘my’ when used with certain words, for example, 우리 가족, 우리 나라, and sharing their ideas/experience about such use

  VCKOU151 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCLVC160

  Create bilingual texts for the classroom and the school community, such as songs, picture dictionaries, captions for images and displays, photo stories

  Elaborations

  • creating bilingual wall charts or picture dictionaries with captions and simple descriptions in English to explain language words and related cultural ideas
  • performing bilingual versions of familiar songs, for example by alternating lines/verses between the two languages
  • creating bilingual texts such as posters and songs, and discussing how to represent meaning in different languages for different audiences
  • creating bilingual texts such as brochures, posters or invitations to inform others about upcoming events

  VCLVC160 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Translating

• VCLVU167

  Understand that speakers vary language forms according to kin relationship and context of situation

  Elaborations

  • observing how language is used to establish, maintain and reflect kin-based relationships
  • noticing word taboo in Aboriginal languages
  • observing that expressions can be made more or less formal or casual to suit the relationship between speakers
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

  VCLVU167 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• VCNRC026

  Create simple bilingual resources for familiar audiences

  Elaborations

  • creating hand-made or digital greeting cards in both the language and English for different celebrations and traditions
  • creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
  • creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the Dog

  VCNRC026 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC024

  Create and perform short spoken and written imaginative texts such as dialogues or collaborative stories, using formulaic expressions and modelled language

  Elaborations

  • creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
  • modifying texts such as songs, for example, by substituting words in a well-known song or tune
  • creating a new story such as a picture book using favourite characters from imaginative texts and adding captions using formulaic expressions and modelled language

  VCNRC024 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Creating

• 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

• VCRAC027

  Communicate in the language using routine phrases and expressions, recognising that such language reflects cultural practices and norms

  Elaborations

  • recognising differences between the language and English language ways of showing politeness, for example, making requests and expressing gratitude, and recognising what may be viewed as impolite
  • noticing how the students' own language influences expectations about the language, for example, feeling the need to say ‘thank you’ often or perceiving word order as strange compared to English
  • discussing how Australian terms and expressions might be understood from another perspective, for example, ‘bushwalking’ or ‘kick a footy’

  VCRAC027 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCZHC018

  Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities

  Elaborations

  • exchanging simple correspondence such as notes, postcards and text messages
  • using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
  • adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)

  VCZHC018 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCZHU031

  Identify the likely contexts and features of informal and formal conversations involving known participants of different ages, genders and social positions

  Elaborations

  • comparing conversations between peers/friends with conversations between teachers/authorities, for example, 你/您； 坐吧！/请坐！
  • viewing and listening to the opening of conversations in a range of situations, and finding key words participants use, noticing how these chunks of language can change depending on the situatio
  • finding examples of the openings of informal and formal conversations in Chinese films, soap operas and children’s cartoons, and practising using these openings in conversation with teachers and friends

  VCZHU031 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change