Search results

Result list

• VCHIC022

  Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information
  • collecting information from print or digital resources about selected topics, such as animal species, famous places, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in Australia
  • finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

  VCHIC022 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCIDC027

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

  Elaborations

  • recognising differences between Indonesian and English ways of showing politeness, for example, making requests and expressing gratitude (Tolong…, Terima kasih, Boleh saya…?), and recognising what may be viewed as impolite, such as pointing with the forefinger, folding arms, touching someone’s head, or blowing nose with handkerchief and keeping it in your pocket
  • trying out respectful gestures such as bending when passing between people, nodding while greeting others, and using a soft handshake when meeting others
  • participating in interactions associated with particular Indonesian practices, for example, etiquette associated with eating such as waiting to be invited to eat (Silahkan makan) and not eating with left hand
  • noticing how own language influences expectations about Indonesian language, for example, perceiving word order as ‘back to front’ compared to English, wanting to use one word for ‘you’, feeling the need to say ‘thank you’ often
  • discussing how Australian terms and expressions might be understood from an Indonesian perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCIDC027 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCZHC135

  Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English

  Elaborations

  • differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
  • designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
  • recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
  • comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation
  • developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation
  • explaining in English features of gestures used in Chinese, for example, hand gestures for numbers
  • comparing versions of a common text across languages and identifying issues in conveying meaning, for example, how to render 小心轻放 into English

  VCZHC135 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC146

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • working together in collaborative tasks such as cooking or craft activities, using interactional phrases such as:
    BOOK WHICH WANT MAKE WHICH? PICK.
    Which recipe do you want to make? You choose.
    PLEASE PRO2 BRING SCISSORS PLUS PAPER?
    Can you please bring scissors and paper?
    
  • following directions for activities such as a treasure hunt or creating a garden, using prepositions such as ON, UNDER, BEHIND and entity depicting signs, such as:
    DS:turn-left DEAD-END DS:turn-right.
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO3 TYPE PRO1 WRITE PRO2 D-O WHAT?
    He will type, I’ll write, and what are you doing?
    
  • playing games that involve identifying and classifying specific points of information, for example, ‘Celebrity Heads’
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC146 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC026

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence

  Elaborations

  • comparing key signs in Auslan used in versions of children’s stories, for example, ‘Jack and the Beanstalk’, to English words used in written texts, and noticing how signs can convey rich, multilayered meaning which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in both languages associated with concepts such as weather or animals
  • discussing the types of words/signs that seem to have direct matches/equivalents and those that equate to chunks of English in a single sign, for example GO-TO meaning to travel to/to attend/to go to in English
  • identifying the iconicity of some signs, such as RAINBOW or DRINK, and how similar they are to the object/referent, and discussing how this transparency might help ‘translatability’ of concepts for non-signers
  • identifying a list of gestures used by deaf people that might be easily understood by hearing people, for example, head nodding and shaking, pointing to the wrist for time, shrugging shoulders for don’t know
  • creating a class signed translation of repeated lines in familiar children’s stories, such as I’ll huff and I’ll puff and I’ll blow your house down and filming segments of such stories to screen to younger children in story reading sessions

  VCASFC026 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VC2M4N01

  recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

  Elaborations

  • using a bar to represent the whole, dividing it into 10 equal pieces with each piece representing 0.1 or one-tenth of the whole length and understanding that 2 pieces are 0.2 or two-tenths of the whole
  • using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of 10 straws to represent the whole, one straw as the tenth, and cutting the tenth into 10 parts to show the hundredths; or using deci-pipes to represent tenths
  • recognising that one is the same as ten-tenths and one-tenth is the same as ten-hundredths and using this relationship to rename decimals; for example, renaming 0.25 as two-tenths and five-hundredths or twenty-five-hundredths
  • making models of measurement attributes to show the relationship between the base unit and parts of the unit, for example, 1.5 metres is one metre and five-tenths of the next metre; 1.75 units is one unit and seventy-five-hundredths of the next unit
  • counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
  • comparing the way money and measures are read and said, and explaining how they are the same and different; for example, explaining that $2.75 is said ‘two dollars seventy-five’ and 2.75 metres is said ‘two point seven five metres’, and recognising that the 7 means seven-tenths and the 5 means five-hundredths in both

  VC2M4N01 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCASFU158

  Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features

  Elaborations

  • 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 (BELONG, OWN) verbs indicate what characters think, feel or own
    • relating verbs identify or describe a noun, for example, HAVE in PRO3 HAVE LONG-HAIR
  • understanding how DSs and adverbs can give extra information about an activity
  • 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)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC147

  Respond to questions, directions and requests, using non-manual features and simple questions and statements to ask for help, to indicate understanding or agreement and to negotiate turn-taking

  Elaborations

  • responding to classroom instructions such as
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me
    Look to the front.
    
  • attracting attention or asking for help, repetition or clarification, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PLEASE AGAIN SIGN
    Please sign that again.
    PLEASE EXPLAIN-_{to self} AGAIN
    Please explain that again.
    WHAT MEAN?
    What do you mean?
    PRO2 MEAN…?
    Do you mean …?
    
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • using back-channels, for example, head nodding to indicate understanding, or raised eyebrows or head shaking to indicate lack of understanding
  • gaining the attention of a group or an individual, for example by flashing classroom lights, waving or multiple tapping or tapping or pointing to alert third parties
  • maintaining eye contact when communicating

  VCASFC147 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC021

  Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding

  Elaborations

  • asking for repetition and clarification, for example:
    WHAT?
    What was that?
    PLEASE AGAIN SIGN
    Please sign that again.
    WHAT MEAN?
    What do you mean?
    
  • responding to instructions when completing work or preparing for class
  • adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter
  • using appropriate protocols when gaining the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing and using language such as EXCUSE or SORRY INTERRUPT or QUICK INTERRUPT when interrupting a conversation
  • responding appropriately to impromptu or more formal class and school announcements, such as assembly procedures
  • indicating understanding, for example:
    RIGHT-YEAH
    Aaah, right.
    
  • clarifying points of information, for example by asking:
    PRO2 MEAN…?
    Do you mean …?
    THAT RIGHT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using eye contact and clear signing with peers, teachers, visitors and community members
  • using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations
  • understanding how to walk between signers engaged in conversation without interrupting
  • developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • understanding and producing phrases to encourage and praise each other, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC021 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising