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• VCIDC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture

  VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VCDSCD038

  Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

  Elaborations

  • exploring the steps involved in the process to satisfy a design brief, need or opportunity
  • investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
  • identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
  • testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make designed solutions, for example, a moving vehicle
  • investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment

  VCDSCD038 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Investigating

• VCGGK098

  Australia’s connections with other countries and how these change people and places

  Elaborations

  • investigating a significant event, such as a severe earthquake or the Olympic Games, and examining its local, regional and global effects on people and places, and discussing the types of responses
  • researching connections between Australia and countries in the Asia region, for example, through trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
  • exploring the provision of Australian government or non-government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country
  • investigating the influence of longitude, time zones and the International Date Line on connections with other countries

  VCGGK098 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCIDC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of personal world such as likes and dislikes, interests and leisure activities, for example, saya lebih suka bermain futbal daripada sepak bola
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Teman saya baik hati dan lucu
  • recounting experiences with family and friends, for example, Saya suka berbelanja dengan teman saya pada hari Sabtu
  • sustaining interactions with others by using strategies such as asking questions, for example, Oh begitu, ya, maaf? Dan kamu?

  VCIDC035 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCCCG008

  Discuss the values, principles and institutions that underpin Australia’s democratic forms of government and explain how this system is influenced by the Westminster system

  Elaborations

  • explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia's system of government
  • discussing the meaning and importance of the values and principles of Australian democracy such as freedom, representation, majority rule, equality, fairness and justice

  VCCCG008 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCDTDS026

  Examine the main components of common digital systems, and how such digital systems may connect together to form networks to transmit data

  Elaborations

  • describing digital systems as having internal and external components that perform different functions, for example external components for inputting data including keyboard, microphone, stylus; internal processing components include the central processing unit; external output components including speakers, projector, screen; and data and information storage components include cloud and external devices
  • explaining how data may be transmitted between two digital systems in different ways, for example that wires or cables are used in wired networks and radio waves are used to transfer data in wireless or mobile networks
  • investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
  • identifying different types of networks that allow data to be sent between digital systems, for example wired, wireless and mobile

  VCDTDS026 | Technologies | Digital Technologies | Levels 5 and 6 | Digital Systems

• VCELY319

  Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

  Elaborations

  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

  VCELY319 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCMMG198

  Connect three-dimensional objects with their nets and other two-dimensional representations

  Elaborations

  • identifying the shape and relative position of each face of a solid to determine the net of the solid, including that of prisms and pyramids
  • representing two-dimensional shapes such as photographs, sketches and images created by digital technologies

  VCMMG198 | Mathematics | Level 5 | Measurement and Geometry | Shape

• VCZHU154

  Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude

  Elaborations

  • reading aloud printed information with attention to pronunciation and tone
  • recognising syllable changes in speech, including change of tonal value and tone sandhi, such as 不要

  VCZHU154 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Italian - F–10 Sequence: Levels 5 and 6 description

  Students increase their range of Italian language vocabulary, grammatical knowledge and textual knowledge. They learn how to describe present and immediate future actions, situations and events using familiar verbs. They use adverbs, adjectives and prepositions to create more complex sentences...

  Level description | Languages | Italian | F–10 Sequence

• VCELY329

  Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

  Elaborations

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

  VCELY329 | Curriculum content | English | Level 5 | Writing | Literacy

• VCIDU047

  Understand how to express actions and events in time and place using prepositions, and continue to expand knowledge of ber- verbs and vocabulary

  Elaborations

  • referring to people and things using pronouns (for example, kami, kita, kamu semua paman, bibi, sepupu, ibu tiri) and concrete nouns, such as those related to food and drink (for example, sambal, rendang, es kelapa muda), and indicating possession using -nya, mereka, kami/kita
  • describing locations, for example, kota, restoran, bioskop, warung, pasar
  • referring to relationships between people and things using prepositions, for example, untuk, kepada
  • describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai
  • knowing how to direct others using imperatives (for example, jangan, dilarang) and invite others using polite forms, for example, -lah, Silahkan
  • seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
  • describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
  • indicating location in time using pada and place using di and atas, dalam, belakang
  • describing frequency using adverbs, for example, selalu, sering, kadang-kadang
  • creating cohesion using conjunctions, for example, lalu, sebelum, sesudah
  • expressing reactions with exclamations, for example, kasihan!, hebat!, asyik!
  • comparing and evaluating using comparatives and superlatives, for example, lebih…daripada, paling…
  • extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai

  VCIDU047 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC041

  Present information to describe, explain, persuade or report on different experiences or activities in ways likely to engage the intended audience

  Elaborations

  • providing step-by-step instructions to peers, for example directions to a location or explanations of how to build a model
  • creating signed announcements that use persuasive techniques to inform others about upcoming events, for example a Deaf theatre performance or National Week of Deaf People
  • reporting in digital form on their experiences of shared events such as school camps or concerts to send as feedback to the organisers
  • creating a video report of an event in Deaf history as a contribution to a shared e-book resource
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • providing instructions for a group activity such as a maths or computer game
  • creating a digital clip or social media post that presents information on a selected issue in ways designed to persuade or dissuade the intended audience, for example an anti-smoking post or a clean-up-the-environment appeal
  • engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories
  • explaining a new concept encountered in content areas such as geography or history, such as erosion or revolution
  • preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history

  VCASFC041 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFC044

  Translate a variety of familiar school and community texts from Auslan to English and vice versa, identifying which words or phrases may not readily correspond across the two languages

  Elaborations

  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year, and some that do not, such as None of your business!
  • identifying issues associated with translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning of the concept in context
  • conducting sight translations of simple English texts such as short news articles
  • translating short texts such as children’s fairytales, simple song lyrics or a short poem from English to Auslan
  • translating and explaining the meaning of words or expressions associated with figurative language use in Auslan, such as TRAIN GONE, SORRY and comparing these to English idioms
  • determining the meaning of technical English words used in other curriculum areas, for example, natural disasters or global warming, demonstrating how they would translate or explain them in Auslan
  • translating the school song into Auslan, identifying lexical challenges and finding suitable Auslan equivalents to match the English concept
  • identifying and explaining signs that are not easy to translate into English because of culture-specific meaning and history, for example, signs such as Deaf school

  VCASFC044 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCLVU171

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal languages

  Elaborations

  • understanding the role of Aboriginal languages and cultures in caring for Country/Place and the environment
  • investigating how Aboriginal peoples express their relationship with the natural environment through language, for example, words/expressions associated with seasons, stars, winds, reefs, rivers, waterholes, plants and animals
  • gaining understanding through discussions with respected community members of the importance and significance of Welcome to Country/Place
  • understanding that Aboriginal languages are keeping places for cultural, environmental and social knowledge
  • recognising that song and song language play a central role as keeping places of knowledge
  • understanding that Aboriginal languages have a rich oral literature, which recounts epic journeys and events associated with totemic ancestors/cultural heroes, and that these stories map the land and embody values and mores of Aboriginal cultures
  • understanding and discussing the importance of story and the role of story-telling in transmitting language and culture
  • recognising ways in which cultural values are expressed in language, for example, through forms of address, speech prohibitions and styles, language of respect, land–language associations and non-verbal communicative behaviours
  • observing that concepts may be culture-specific, for example, expressing spatial awareness, how relationships are structured, how time and quantity are expressed, how land, water, sea and sky are viewed
  • recognising that Aboriginal languages have various social, spiritual and cultural functions within communities

  VCLVU171 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language and culture

• VCHIC041

  Convey information about aspects of language and culture in formats to suit different audiences and contexts

  Elaborations

  • planning presentations that showcase their bilingual and bicultural experience, incorporating multimodal elements and opportunities for active audience participation
  • creating a website for contact groups of Hindi-speaking students in overseas contexts, posting information on their personal interests and experiences, for example, छुट्टियाँ, लोकप्रिय खेल, फ़िल्म जगत
  • constructing a multimedia profile of the local community for Hindi speakers arriving from overseas, using information collected from websites, newsletters and brochures
  • creating informative videos for audiences such as sister-schools or overseas visitors that present elements of Australian cultural traditions in and out of school
  • creating an interactive presentation for younger children, friends or members of their extended families to highlight the benefits of operating in two or more languages and cultural worlds
  • creating a multimodal profile of an important Hindi community or family occasion such as रक्षाबन्धन, selecting language that reflects cultural traditions and values

  VCHIC041 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCASFU180

  Reflect on how communities’ ways of using languages are shaped by, reflect and strengthen cultural values and beliefs and how these may be differently interpreted by users of other languages

  Elaborations

  • explaining the role of Auslan and Deaf culture in maintaining, reflecting and strengthening the Deaf community and its networks and significant places
  • understanding that knowledge about past and present Deaf people and cultural experience and values is embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflect cultural values placed on fluency
  • identifying the cultural importance of elements of communication such as the use of signing space and proxemics by Auslan users, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • identifying cultural differences in the use of personal names in Auslan and their own background language, such as the fact that Auslan signers do not use a person’s name sign when addressing them directly as do users of many spoken languages
  • recognising that different types of expressive and imaginative performance in Auslan carry cultural as well as linguistic information, for example, a film or theatrical performance that represents typical miscommunication experiences between deaf and hearing people
  • reflecting on the ways culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is not the same as in hearing people’s experience

  VCASFU180 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCLVU172

  Identify available resources and protocols to be followed when building language

  Elaborations

  • identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material
  • identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres
  • understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use
  • discussing potential limits and constraints of school language programs in relation to building language
  • learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class
  • identifying language revival programs in other regions and reporting on processes used and resources developed
  • finding examples of language revival in the categories of language revitalisation, language renewal and language reclamation, and consider what these examples contribute to the processes of language building
  • understanding how language revival serves to enrich Australia’s linguistic and cultural resources

  VCLVU172 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building