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• VCARC140

  Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds

  Elaborations

  • identifying and classifying information in texts such as advertisements, conversations, brochures and announcements, and sharing the information with others in a different format, for example, presenting a chart of favourite television programs or computer games

    البرنامج التلفزيوني المفضل هو ...؛ أفضل برنامج ...؛ أحب برنامج ...؛ لعبتي الإلكترونية المفضلة هي ...؛ أفضل الألعاب الإلكترونية الحسابية

  • reading texts and extracting key points relating to a range of topics, for example, social activities for young people in the local community, and discussing information with peers, using expressions such as

    الطقس هذه الأيام بارد جدّاً؛ الصيف هذا العام سيكون حارّاً؛ قلة الأمطار هذه السنة

    الشباب يحبون رياضة كمال الأجسام ويذهبون إلى االنادي الرياضي؛تحبّ البنات رقص الزومبا؛ هل تحبين الرقص أيضًا؟

  • reading, viewing and listening to a variety of texts to collect and organise information about an Arabic cultural event or celebration, such as الأعياد الوطنية أو الدينية, in a digital display for the class or school community
  • identifying and comparing perspectives on cultural aspects of lifestyles in different Arabic-speaking communities as represented in spoken and written texts, for example,

    الجريدة المحلية كتبت أنّ الأغاني الجديدة مملة؛ ولكن الجميع يحبها

  VCARC140 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDSTC036

  Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene

  Elaborations

  • using the Australian Guide to Healthy Eating food model and government-endorsed food policies to plan food choices
  • describing and using safety guidelines for food storage and preparation at home and school, for example, use and care of chopping boards, methods of preparing and storing fruits and vegetables to ensure optimum quality and nutrient content, identifying food safety considerations when bring lunches from home to school
  • experimenting with tools, equipment, combining ingredients and techniques to create food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
  • considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods
  • identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when creating a food product, for example, washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods

  VCDSTC036 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food specialisations

• VCESC146

  Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities

  Elaborations

  • collaborating with peers to organise class or school activities by taking responsibility for different elements, such as creating schedules, posters or programs or organising fundraising activities, using expressions related to place, time and numbers, for example,¿Qué día es hoy? ¿Dónde? ¿Cuándo? ¿A qué hora?)
  • developing interview questions to ask a Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó?
  • participating in real or imagined transactions that involve requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chollo!
  • creating digital displays, presentations or performances for family, friends or school community to showcase their progress in learning and using Spanish
  • making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de...)

  VCESC146 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRC038

  Participate in guided tasks such as organising displays, developing projects or budgeting for events

  Elaborations

  • designing and completing collaborative projects such as building a model of the place du marché in a French village or designing an environmentally friendly cour de récréation, and composing spoken, written or digital instructions and specifications, using, for example, devant, à côté de, 500 mètres, trois étages
  • planning and organising activities such as outings or performances, using expressions related to place, time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and values, and discussing intended purchases, for example, je vais acheter…, j’espère trouver…qu’est-ce que tu cherches?
  • creating displays, presentations or performances for family, friends or school community to showcase their progress in learning and using French
  • allocating roles and organising class or school activities such as an appeal or fundraiser, creating timelines, schedules or programs

  VCFRC038 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC148

  Plan and present key points of information to familiar audiences

  Elaborations

  • developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉得我们应该帮爸爸妈妈做家务
  • working in teams to prepare and present an oral presentation, supported by digital media, related to own school or community or on topics of interest, for example, endangered animals, popular singers in Asia
  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • producing a digital display containing text and images to present a personal perspective on life in Australian schools to share with peers overseas
  • creating poster displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their country of origin, family tree or favourite sports team
  • collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

  VCZHC148 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCAMUP031

  Rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the elements of music and using performance skills, to communicate ideas and intentions to an audience

  Elaborations

  • considering the layout and sound quality of performance spaces when planning live performances
  • exploring and applying different performance styles, and drawing on music from other locations, cultures and times as sources of ideas, for example, using relevant protocols for representing community or cultural stories such as songs or stories from the local Koorie community in performance
  • using appropriate breath control, phrasing and interpretation in a range of contexts
  • applying the tone colours of instruments and sounds from different times, places and cultures, for example, the djembe or angklung
  • describing intentions for a performance, for example, what do the performers intend audiences to experience and understand from the music? How will performers manipulate elements of music to create these effects?

  VCAMUP031 | The Arts | Music | Levels 5 and 6 | Present and Perform

• VCASFU051

  Identify structures, language features and cohesive devices used in different types of texts, recognising that language choices reflect purpose, context and audience

  Elaborations

  • examining different examples of an Auslan text type (for example, one to inform or one to persuade) and identifying choices signers made, for example the amount of fingerspelling they used
  • noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
  • annotating in ELAN or similar software where a signer is using established locations to refer to a noun referent

  VCASFU051 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCHHK090

  The effects of a significant development or event on a colony

  Elaborations

  • exploring frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought
  • investigating an event or development and explaining its economic, social and political impact on a colony, for example, the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy
  • creating ‘what if’ scenarios by constructing different outcomes for a key event, for example ‘What if Peter Lalor had encouraged gold miners to pay rather than resist license fees?’

  VCHHK090 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• VCHIU053

  Reflect on their own use of Hindi, English and other languages or dialects for different social purposes, and recognise that they sometimes mix and switch between languages

  Elaborations

  • creating individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • recognising that language use among bilingual/multilingual speakers varies according to ethnicity, age, profession or social status and to the context of use
  • reflecting on the different role of elements such as gestures, body language and the use of space or silence when they are using different languages
  • reflecting on the impact on their lives and on their sense of identity of speaking more than one language
  • reflecting on how they use language differently in interactions across different contexts, and how these differences help to signal social roles and relationships
  • sharing examples of how they sometimes mix and switch between languages when they are speaking to each other

  VCHIU053 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCITC044

  Represent information appropriately for different audiences, using a variety of modes

  Elaborations

  • preparing and giving presentations on familiar, factual topics, incorporating material from print and multimedia texts and class discussion, for example, a summary structured according to a series of questions such as Chi …? Dove...? Cosa …? Perché?Quando?
  • creating a video to present ideas and information to others, using graphics to represent ideas, providing captions for images and labelling maps
  • conveying information to others through different text types, for example, an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …

  VCITC044 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCRAC036

  Collaborate with peers to plan and conduct a shared event or activity

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an item in the language at assembly or creating a stall for a school open day
  • organising and taking on roles with others, for example, preparing for a Language Day, writing a newsletter item, reading with another student
  • making invitations and arrangements for a shared event or experience, for example, a class party, working with another class, a visitor who speaks the language or for a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food
  • exchanging currencies, noticing the respective values of each

  VCRAC036 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRU049

  Develop knowledge of grammatical elements such as tenses, and combine them with an increasing range of nouns, adjectives and adverbs to construct simple statements, questions and exclamations

  Elaborations

  • building a metalanguage to talk about grammar, using terms such as ‘tenses’ and ‘personal pronouns’, and identifying language elements and talking about how they are used
  • using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire
  • becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…C’était…
  • using the indicative plus the infinitive (for example, J’aime jouer au tennis, il sait conduire) and le futur proche, for example, je vais partir
  • becoming familiar with and using with support le passé composé, for example, j’ai mangé trois biscuits, elle a dormi sous les étoiles
  • playing games such as ‘matching pairs’ to reinforce grammatical rules, for example, pairing nouns and subject pronouns (Jean travaille: il travaille; Marianne aime le fromage: elle aime le fromage) or a subject with a conjugated verb (nous parlons, tu manges)
  • using a range of nouns, including more unusual plural forms (for example, les bureaux, les choux-fleurs, mes grands-parents), more complex adjectives (for example, beau, belle, beaux, belles) and possessive forms (mon, ma, mes, ton, ta, tes…)
  • formulating questions using est-ce que…, the inverted form of the verb, or changed intonation, for example, est-ce que tu as un chien? as-tu un chien? tu as un chien…?
  • understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos
  • using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!
  • using a range of adverbs to elaborate or accentuate meaning, for example, il parle si doucement; moi j’écoute attentivement

  VCFRU049 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• 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

• VCAMUM030

  Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing

  Elaborations

  • practising interpreting and applying more extended or complex rhythm patterns and overlaying patterns
  • making choices about how to interpret graphic and conventional forms of notation
  • exploring rhythm, pitch, texture and expressive elements, for example, dynamics, tone colour or articulation to create contrast, repetition and balance in improvisations, arrangements and compositions
  • using technology to monitor progress in learning and rehearsing music they have composed, for example, using a mobile device to record a work or using a checklist to evaluate how well the music is achieving intended effects
  • using listening responses to guide development of compositions and performances, for example, what evidence supports your decisions about the way dynamics should be used in this performance?, how can dynamics be indicated in this score?

  VCAMUM030 | The Arts | Music | Levels 5 and 6 | Music Practices

• VCDEC139

  Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning

  Elaborations

  • politely asking peers to do something and responding to requests, for example, giving and receiving things (Gib mir itte den Stift! bitte schön; danke schön)
  • discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen.
  • checking on progress during learning tasks or activities, using comments and questions such as Kein Problem! Das schaffen wir. Was machst du jetzt? Verstehst du das?
  • sharing ideas about the experience of learning and using German, and comparing what they can and cannot do, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig.

  VCDEC139 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC149

  Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports

  Elaborations

  • presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of visual, digital and multimodal resources
  • using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events
  • conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
  • creating an interactive display for younger children, highlighting aspects of Spanish language and Hispanic culture

  VCESC149 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC042

  Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings

  Elaborations

  • creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, la peur, le bonheur, l’étonnement
  • comparing favourite characters in plays, stories or cartoons, and listing words or expressions associated with their role or personality (for example, timide, gros, géant, minuscule, rigolo, belle) and explaining how they can relate to them
  • introducing a character from a story, cartoon or television series that reminds them of themselves, a close friend or a family member, using performative, narrative or graphic modes of presentation
  • responding to questions about characters, events or effects in different types of imaginative texts such as puppet shows, stories and films, using modelled language to express reactions, for example, c’est triste, j’ai peur, elle est folle!

  VCFRC042 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCIDC045

  Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity

  Elaborations

  • monitoring own development as a learner of Indonesian, for example, recording learning and reflections in blogs, learning log or journal
  • comparing with peers experiences of learning Indonesian, and considering any impact on own identity, for example, noting own reactions when others such as teachers or extended family ask about learning Indonesian
  • creating texts that express their own identity, including their identity as a learner of Indonesian (for example, personal emblem/motto, poster, profile, photo journal, or caricature/self-portrait), and reflecting on how these may be understood from an Indonesian perspective
  • considering how own upbringing and experiences impact on their assumptions in intercultural interactions (for example, notions of leisure and free time, pocket money, backyard with swimming pool), and whether these assumptions have changed in the process of learning Indonesian

  VCIDC045 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCIDU048

  Develop understanding of how grammatical structures and rules influence textual organisation

  Elaborations

  • noticing that different text types have a different register, for example, Bapak-Bapak dan Ibu-Ibu (speech), kamu semua (dialogue with peers), Anda (advertisement) , Yth (email or letter to someone in authority)
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade (terbaru, paling sehat), the imperative in signs designed to advise or prohibit (Dilarang), salutations in emails designed to maintain relationships (yang baik, salam dari), and declaratives in announcements designed to inform (Minggu depan pada waktu…)

  VCIDU048 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language