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Result list

• VCFRC041

  Convey information and ideas in different formats to suit specific audiences and contexts

  Elaborations

  • creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to French students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video to present information or ideas to a particular audience, such as a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning French

  VCFRC041 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCIDC039 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC157

  Convey ideas and information in different modes to suit particular audiences and contexts on subjects of interest to young people

  Elaborations

  • creating a website for a contact group of Korean students, posting information on own interests and experiences, for example, 방학, 친구, 운동, 미디어, and using resources such as sound, visuals or graphics to highlight elements which may be unfamiliar to Korean students
  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts such as fliers, newsletters, advertisements and brochures
  • creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups
  • creating an interactive display or performance to inform younger children of the benefits of learning Korean

  VCKOC157 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCNRC042

  Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences, noticing that there is not always word-for-word equivalence
  • recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
  • identifying and explaining expressions and idioms that do not make sense when translated word-for-word
  • explaining to the teacher, peers and family how some words may have many different meanings

  VCNRC042 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCNRC043

  Create bilingual texts and learning resources for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
  • constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCNRC043 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCRAC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and the school environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on the students' own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCRAC039 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEU148

  Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation

  Elaborations

  • applying basic pronunciation rules, such as the two different pronunciations of ch
  • applying different intonation for statements, questions, exclamations and instructions
  • understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
  • applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
  • noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
  • understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules

  VCDEU148 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VC2M5P02

  conduct repeated chance experiments, including those with and without equally likely outcomes, and observe and record the results; use frequency to compare outcomes and estimate their likelihoods

  Elaborations

  • discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities (for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time) and recording and discussing the results
  • conducting experiments, recording the outcomes and the number of times the outcomes occur, and describing the relative frequency of each outcome; for example, using ‘I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10’
  • experimenting with and comparing the outcomes of spinners with equal coloured regions compared to unequal coloured regions; and responding to questions such as ‘How does this spinner differ to one where each of the colours has an equal chance of occurring?’, giving reasons
  • comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes
  • using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, and replacing them in the bag after each draw
  • investigating Aboriginal and/or Torres Strait Islander children’s instructive games (for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia), to conduct repeated trials and explore predictable patterns, using digital tools where appropriate

  VC2M5P02 | Mathematics | Mathematics Version 2.0 | Level 5 | Probability

• VCASFC167

  Convey information in different formats to suit different audiences and contexts

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • creating a rehearsed digital report/reflection in Auslan for a school website on the experience of interacting with Deaf visitors
  • presenting information for Deaf visitors at a school open day about significant school or community events, such as festivals or sports carnivals
  • presenting information using visual support to engage the interest of the wider school community in a selected Deaf organisation or community activity
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations
  • planning, rehearsing and delivering short presentations about their use of Auslan in different contexts, taking into account context, purpose and audience
  • explaining a procedural text to the class, such as a recipe

  VCASFC167 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDC043

  Create for the school community simple bilingual texts such as reports, instructions and games

  Elaborations

  • producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
  • performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
  • creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions and gestures, for example, kissing, hugging or staring
  • interpreting aspects of oral texts in Indonesian for others, for example, providing a commentary on an Indonesian item at an assembly, or explaining a dialogue or game at a languages evening
  • preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

  VCIDC043 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCLVC156

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

  Elaborations

  • talking about Country/Place, using a range of location and direction terms
  • presenting information about events and activities in Country/Place through spoken, print and digital forms
  • creating a profile of a prominent community figure, for example, a sports personality, community leader/negotiator/spokesperson, a musician or artist
  • organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials
  • creating a video clip that incorporates captions and commentary to demonstrate procedures for activities such as preparing and cooking bush tucker, making tools, decorating artefacts, playing a favourite computer game, sport or playground game
  • creating texts such as flyers, posters or posts on the school website to advertise an upcoming event

  VCLVC156 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCRAC043

  Create for the school community simple bilingual texts such as reports, instructions and games

  Elaborations

  • producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
  • performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
  • creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions, for example, hitting other people or riding bikes in school ground
  • interpreting aspects of oral texts for others, for example, providing a commentary on an item in the language at an assembly, or explaining a dialogue or game at a languages evening
  • preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

  VCRAC043 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC046

  Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place

  Elaborations

  • identifying markers of social and cultural identity that may be important across cultures as well as in the Deaf community, for example, elements of language or behaviours associated with family, community, location, age or gender
  • building a basic understanding of the concept of Deafhood and of how individual journeys of identity contribute to social relationships and community, for example, by describing their own journey of identity development, including elements such as family, the influence of Deaf role models, significant life events or personal connections with the local Deaf community
  • working with elders to map relationships and connections within their community, for example by identifying links between notable deaf families, and by considering how personal connections with the community contribute to their sense of identity
  • investigating the historical origins of signs linked to identities, for example, the signs for LIBRARY and ADELAIDE were derived from original name signs for people
  • considering how the relationship between language and identity plays a role in contributing to individual, peer group and community wellbeing
  • exploring how different technologies are used by deaf people to support social networks and strengthen their sense of shared identity
  • explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
  • exploring the role of personal narratives in teaching and supporting deaf children to develop strategies to navigate a hearing world, such as carrying paper and pen or smart phone to type notes
  • learning from Deaf elders about roles and responsibilities with respect to caring for their culture’s places and spaces and preserving a sense of shared identity, for example, by maintaining and passing on artefacts, images and stories, creating new uses for Deaf places or participating in Deaf festivals, fair days and National Week of Deaf People activities
  • recognising that their first language is a birthright that contributes to their identification with the Deaf community and its traditions
  • identifying examples of deaf people who have been recognised for different reasons in the wider society, for example, Alastair McEwin, and discussing whether such recognition contributes to their own sense of identity and belonging
  • interviewing local Deaf elders about their experiences in Deaf schools and other Deaf places and discussing how their experiences create a collective sense of identity
  • discussing the concept of ‘Deaf gain’ in relation to their personal identity, for example, in using a visual language and being able to communicate from a distance

  VCASFC046 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Identity

• 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

• VCDEC138

  Participate in guided tasks such as planning and organising events and completing transactions

  Elaborations

  • organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!; Recycelt eure Dosen!)
  • participating in real or simulated transactions such as buying food, for example, Ich nehme ein Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
  • participating in sourcing goods and services, such as budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, Dieses Handy ist zu teuer. Der Hut passt dir gut.
  • exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars

  VCDEC138 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCDTDI029

  Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

  Elaborations

  • applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
  • applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
  • developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
  • using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
  • using a range of communication tools to share ideas and information, for example participating in collaborative online environments

  VCDTDI029 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCELC144

  Translate simple texts from Greek to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts from English into Greek and from Greek into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences into Greek, noticing that there is not always word-for-word equivalence when moving between English and Greek or vice versa because of word order or multiple meanings, for example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, Ο μπαμπάς μου δεν είναι ψηλός.
  • recognising that some Greek words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word, for example, το φιλότιμο
  • identifying and explaining expressions and idioms in Greek that do not make sense when translated word-for-word, for example, Χρόνια Πολλά, Και του χρόνου , Τα μάτια σου δεκατέσσερα, Καλό χειμώνα!
  • recognising that some words have many different meanings, for example, the multiple meanings of γεια σου (hello, goodbye, cheers, bless you) and είναι (he is, she is, it is, they are, is, are)

  VCELC144 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• 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

• VCITC047

  Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning

  Elaborations

  • noticing that there is not always word-for-word equivalence when moving between English and Italian, for example, in advertisements, websites, shop signs (Tabacchi) and warning signs (Vietato entrare!, Ė Vietato, calpestare l’erba!)
  • applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!
  • explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari
  • interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!
  • observing and reporting on the Italian language present in the Australian community, for example, noticing public signs in Italian, texts such as magazines and television programs, and computer games

  VCITC047 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCITC043

  Listen to, view and read texts and gather information from a range of sources, including concepts drawn from other learning areas

  Elaborations

  • surveying classmates on specific topics and presenting the findings using tables, concept maps, graphs and digital presentations, making comparisons with children’s lifestyles in Italy, for example, Chi? Dove? Quando? Perché? Che cosa?
  • gathering information by interpreting a range of texts, including signs, instructions, directions and diagrams, and then participating in class discussions on this information or presenting information independently in a variety of forms, for example, using a flowcart to explain the life cycle of a butterfly, or reporting (Metà della classe … La maggior parte … Pochi …. Tanti …. Alcuni … quasi tutti …)
  • researching topics such as leisure, recycling, the water cycle, the solar system, or geographical features of Italy, in a range of sources, including magazine articles, books and websites, and ordering and sharing the information in print or digital format
  • reordering information, for example, using tables or concept maps and retrieval charts
  • viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers

  VCITC043 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing