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VCZHU207

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

Elaborations
- exploring the extensive and ongoing role of idiom (for example, 成语 and 谚语) in contemporary texts and everyday speech
- recognising the influences of other languages and cultures on the Chinese language (for example, and the use of code-switching), and exploring how language choice (such as communicating in regional Chinese, English, standard Chinese or youth slang) indicates membership of a group and can exclude others from the interaction
- identifying situations in language can be used to position themselves or others as an insider or outsider, for example, the use of 老外 in Australia to refer to non-Chinese; the choice between 咱们 and 我们 to include or exclude participants
- experimenting with voice projection, pitch and rhythm when trying to assert own view or idea without disempowering or dismissing others, for example, to appear authoritative when speaking on an issue or topic, or to reprimand, advise or motivate others
VCZHU207 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCARC154

Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising

Elaborations
- initiating conversations, including face-to-face and virtual conversations, by asking peers about personal interests, for example,
  هل تحب المأكولات العربية؟ ما هو طعامك المفضّل؟ أنا أيضاً أحب الوجبات السّريعة ؛ هل تريد أن تأتي معي إلى مطعم الوجبات السّريعة بعد المدرسة؟
  أمي طبّاخة ماهرة؛ تعال إلى بيتنا يوم السبت؛ هل تحب الذّهاب معنا إلى المنتزه/الحديقة؟
  أنا آسف؛ أمي لا تسمح لي. أعتذر ليس عندي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتّصل بأمّي أولاً.
  ممتاز!؛ هذا رائع!
- developing and sustaining conversations with peers, including online or virtual conversations, on topics of interest, such as sport, games and music, for example,
  هل شاهدت أمس مباراة كرة القدم؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت الّلعبة الالكترونية الجديدة إلى الأسواق ؟ إنها لعبة مسلّية. هل تُحبين الأغنية الجديدة ؟
- exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,
  هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا أحب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟
- expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,
  في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في العطلة المدرسية سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السّوق مع أمي لأشتري حذاءً جديداً للرّياضة
- using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,
  عفواً؛ تفضل؛ أنت بنت ذّكية
VCARC154 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VC2M7A02

apply the associative, commutative and distributive laws to aid mental and written computation, and formulate algebraic expressions using constants, variables, operations and brackets

Elaborations
- simplifying calculations
- forming simple estimates for calculations involving multiple and/or combined operations
- generalising arithmetic expressions to algebraic expressions involving constants, variables, operations and brackets; for example, $7 + 7 + 7 = 3 \times 7$ , $x + x + x = 3 \times x$ noting that $3 x$ includes implied multiplication and recognising the difference between $3 x + 4$ and $3 (x + 4)$
- formulating algebraic expressions that represent mathematical relationships; for example, translating from words to symbols in ‘think of a number’ type activities
- recognising and applying the concept of variable as something that can change in value, investigating the relationships between variables, and the application to processes on Country/Place, including how cultural expressions of Aboriginal and Torres Strait Islander Peoples, such as storytelling, communicate mathematical relationships that can be represented as mathematical expressions
VC2M7A02 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra
VCKOU185

Understand and use some words and expressions that reflect Korean culture, noticing those that need additional explanation to convey their original meaning in translation

Elaborations
- using a range of nouns to describe aspects of everyday life in home and school environments and of topics of interest, such as names of subjects (과학, 수학, …) and sports/games including traditional Korean sports/games (축구, 야구, 씨름, 윷놀이, …), nouns related to activities such as excursions or school camp (소풍, 캠프, 날짜, 장소, 시간, 준비물, …) and those related to transactions outside the home and school (가게, 식당, 병원, …)
- using a range of action/descriptive verbs commonly used in basic interpersonal and transactional interactions including those for more complex activities (바빠요, 싸요, 비싸요, 자요, 타요, 사요,갈아타세요)
- using vocabulary to express some abstract ideas (for example, 과학적, 정보, 동의해요) or describe issues relating to technology, those drawn from other learning areas or environmental issues (for example, naming some popular Korean food, such as, 순두부 찌개, 불고기, and major cities or landmarks in Korea, for example, 서울, 한강, 서울역
- identifying commonly used culture-specific words and expressions in Korean and understanding the cultural backgrounds of such words/expressions, for example, names of festival days (명절) and their associated vocabulary or expressions, for example: 설날, 세배(하다), 떡국, 새해 복 많이 받으세요, 윷놀이, …; 단오, 그네뛰기, …; 추석, 성묘(하다), 송편, …
- using a range of descriptive verbs to express emotions, sensory qualities or impressions (for example, 아름다워요, 신나요,매워요, 짜요, 아파요, …) including idiomatic phrases (기분이 좋아요) and those closely related to the Korean view of life and human relationships (정들었어요)
- identifying and using basic onomatopoeic and mimetic expressions in Korean (for example, 문을 똑똑 두드려요;비가 주룩주룩 와요), and translating such words, providing additional explanations to make meanings closer to the original
- comparing Korean and English as to how expressiveness is realised in the form of language, for example, by translating into English sentences such as 첨벙첨벙 물놀이를 해요, 아기가 콜콜 자요
- indicating comparative quality using 더or 제일/가장, for example, 저는 더큰 가방이 필요해요, 저는 불고기가 가장/제일 좋아요
- using adverbs to:
  - emphasise or mitigate the quality expressed, for example, 너무, 조금, 정말
  - add temporal quality to the event expressed, for example, 벌써, 아직
  - indicate frequency, for example, 가끔, 보통, 자주, 언제나
  - indicate directions, for example, 쭉, 곧장
  - add some specificity to time words using 지난 or 다음 (지난 주말에 ..., 다음 월요일에 …)
- using location nouns such as 앞, 뒤, 위 아래, 옆, 왼쪽, 오른쪽
- using question words such as 언제, 어디서, 어떻게, 어느, and 무슨 to obtain specific information
- using humble/honorific words such as 드려요, 드세요, 진지
- recognising fillers (such as 아, 음, 저. …) and exclamations (such as 어머나!, 아이고! 진짜!)
VCKOU185 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCDEU169

Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

Elaborations
- investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
- understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
- understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
- noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCHIC098

Translate and interpret short texts such as public signs, proverbs or menus from Hindi to English and vice versa, noticing which words or phrases translate easily and which do not

Elaborations
- translating short community texts such as public signs, menu items or public announcements from Hindi to English and vice versa, comparing choices they each made to arrive at the closest equivalent meaning
- translating and explaining proverbs or colloquial expressions used in their families, for example, दूर के ढोल सुहावने; पेट में चूहे दौड़ रहे हैं, discussing how they would explain them to non-Hindi speaking friends
- translating short media texts such as appeals or slogans from Hindi to English or vice versa, noticing how the two languages convey meaning in similar or different ways, for example, by using imperative verb moods or emotive language: ‘Never refuse to re-use!’; ‘Don’t be trashy - recycle!’; सारी धरती की यह पुकार, पर्यावरण का करो सुधार
- translating excerpts from traditional fables and legends, identifying words and expressions that reference cultural values, history and beliefs and are difficult to translate into English
- evaluating the effectiveness of print and digital dictionaries and electronic translators, for example, by comparing each other’s translations of a text, back-translating or swapping references, considering issues such as alternative or multiple meanings of words and the importance of context to meaning
- considering the significance of naming practices in Hindi, for example, by translating popular names such as पवन, माला, दीपक, आशा, comparing with naming practices in Australian English
- classifying commonly used informal expressions in Hindi, including colloquialisms and proverbs, into those that are easily understood when translated into English and those that require interpretation and explanation
VCHIC098 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCHIU106

Recognise that the Hindi language has evolved and developed through different periods of time and as a result of different influences and interactions, that it is related to many other languages used in India and in the Australian community, and that it has influenced/influences other languages

Elaborations
- understanding that all languages are dynamic, continuously changing over time, that some grow, adding new words and borrowing from other languages, as in the case of both Hindi and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
- recognising connections between language families and individual languages, such as that between Hindi and Punjabi, including the practice of adopting and adapting words and expressions from each other, for example, the use of Hindi words that originated in languages such as Persian, Arabic and English
- identifying Hindi words derived from other languages, such as दफ़्तर, borrowed from Arabic, क्षेत्र (field in an abstract sense) directly from Sanskrit versus खेत (field as in for farming) from Hindi via Pali/Prakrit, मेज़ via Persian from Portuguese
- exploring the relationship between Hindi and English language systems and practice and identifying changes to Hindi that have come about as a result of processes such as globalisation, technological change and intercultural exchange
- identifying Hindi words and expressions used in English and other languages, such as pyjamas, bungalow, sorbet, avatar, cashmere, juggernaut, yoga, sari researching their origins and comparing original and current meanings
- finding examples of Hindi words that retain their identity as non-English words but are increasingly incorporated into English and understood by bilingual speakers, for example, the familiar, affectionate use of यार and देसी
VCHIU106 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCHIU072

Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives

Elaborations
- sharing understandings of what culture is and how it relates to language and to identity, using prompt statements such as ‘संस्कृति में …’
- identifying Hindi words or expressions that carry cultural connotations and values, for example, terms such as सुहागन and विधवा in relation to auspicious or inauspicious roles at occasions such as नामकरण or गृहप्रवेश
- identifying expressions used in news reports or sports commentaries that reflect traditional beliefs and include cultural allusions, for example, references to gods and legendary heroes such as अगर इंद्रदेव मेहरबान हुए तो भारत बिना मैच खेले पहुंचेगा फाइनल में
- identifying cultural distinctions expressed through language, for example, forms of address such as नमस्कार, नमस्ते, आप कैसे हैं?, तुम कैसे हो? the addition of श्री, श्रीमती for married women and कुमारी for unmarried women, considering whether English makes similar distinctions
- exploring the cultural significance of concepts expressed in a single word in Hindi or English which are difficult to translate, for example, the term जूठा in Hindi or mateship in Australian English
- exploring how cultural values and ideals such as truth, duty or filial respect are embedded in traditional fables and legends, such as brotherly love or the concept of the obedient/dutiful child in the stories राम और लक्ष्मण, श्रवण कुमार
- discussing commonly used words and expressions that reflect family/community values, for example, the practice of using the English terms ‘Auntie’ or ‘Uncle’ when addressing older people even when they are strangers
VCHIU072 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture
VCIDC095

Interact with Indonesian peers and texts, noticing what and how language is being used, and considering own reactions and how these relate to own language and culture

Elaborations
- participating in intercultural experiences, including viewing (online) videos or television programs, noticing what is confusing, surprising or ‘strange’, for example, use of left hand for ‘unclean’ tasks, ‘soft’ handshake, how to say ‘please’
- corresponding with peers in Indonesia, such as through email, shared digital spaces or video, comparing topics of interest, language choices and expressions
- observing interactions between Indonesian speakers, noticing similarities and differences in politeness and etiquette, for example, use of permisi dulu; mandi dulu; mari; minta maaf
- recording features of language use, such as by keeping a journal about how language reflects cultural concepts and values, for example, bersama, kita (to show community); jam karet (showing fluidity of time); elision of pronouns (not foregrounding self; Mau ikut?, Mau ke mana?); and use of gender-neutral terms (dia, pacar)
- developing a language for describing personal reactions to and feelings about intercultural experiences, for example, suka/kurang suka/tidak suka, heran, bingung, benci, ikut/tidak ikut, sopan/tidak sopan
VCIDC095 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCIDC053

Take action to make plans, solve problems and address needs such as through corresponding and transacting in real or simulated situations

Elaborations
- organising class events, such as holding a lunch, party or performance (for example, Mau makan apa?, Kita pergi ke mana?, Hari apa yang paling baik?), and negotiating and making decisions, for example, Bagaimana kalau kita…?, mungkin kalau kita bisa…
- corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
- expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing or disagreeing, for example, saya kurang suka…
- responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
- participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami
- participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing issues such as relative cost and wages
VCIDC053 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCTRU101

Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other languages used in the Australian community

Elaborations
- understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
- investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
- understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
- understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
- recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri
- identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
- recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);
- classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd
VCTRU101 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCVIC164

Translate and interpret texts, compare own translation of a range of texts with others’, and explore differences and strategies to overcome challenges in translation

Elaborations
- interpreting and translating a range of texts from English to Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
- comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the possible reasons for differences and similarities, selecting the most appropriate translation and negotiating adjustment if necessary
- discussing and amending inaccurate translations of public signs or notices in Vietnam and in Australia
- identifying and discussing strategies for translating difficult words and concepts or instances of non-equivalence, such as expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the meaning of a word, for example, ‘a strong person’ (một người mạnh khỏe) versus ‘strong tea’ (trà đậm); ‘hot weather’ (thời tiết nóng nực) versus ‘a hot issue’ (vấn đề gây tranh cãi) or ‘a hot zone’ (khu vực nguy hiểm)
- recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
- observing peers working as interpreters in the classroom in different contexts, identifying challenges in language mediation and exploring strategies to overcome these challenges
VCVIC164 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCVIC157

Initiate and sustain interactions with peers and known adults on topics and issues related to social activities and personal interests

Elaborations
- initiating conversations, including face-to-face and online conversations, by asking peers about personal interests, for example, Lúc rảnh rỗi bạn thích làm gì? Bạn thích ăn mặc thế nào khi đi chơi?
- sustaining conversations by further exploring peers’ perspectives on topics of discussion, for example, Ngoài âm nhạc ra bạn còn sở thích gì khác? Tại sao vậy? Tôi nghĩ đọc sách rất có ích. Bạn có đồng ý với tôi không?
- exchanging opinions about a range of topics such as friends, family, lifestyles, celebrations, food and health, for example, Mình nên cẩn thận khi quen bạn ở trên mạng. Chúng ta nên ăn uống lành mạnh để có sức khỏe tốt
- summarising different opinions in interactions, for example, Có bạn thì thích phim hành động, có bạn thì thích phim tình cảm
- interacting with family and friends at school and home events, for example, Hôm nay đội bóng đá trường mình chơi hay lắm! Năm nay ngày hội đa văn hóa trường mình tổ chức vào ngày nào? Ba mẹ ơi, năm nay nhà mình đi chơi ở đâu/ăn Tết thế nào? Tết này cô chú và các em về Việt Nam ăn Tết à? Cho con gởi lời thăm ông bà và các cô chú ở Việt Nam
VCVIC157 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising
VCZHC089

Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication

Elaborations
- discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain values in the different cultures
- reflecting on their own English language use in response to their observations of Chinese speakers, for example, the words they use (slang, complex terminology), how they speak (tone, accent), and how they vary their language in different contexts and with different people
- engaging with Chinese speakers through organised school activities (such as Skyping students at a Chinese school or welcoming visitors to own school), recording moments when difficulty is experienced in communication and reflecting on the cause of this difficulty
- reflecting on aspects of their own identity, including what their membership of diverse groups says about who they are and what they consider important, for example, 我是澳大利亚人和日本人；我是老大；我参加学校的足球队
- noticing how relationships with others — for example, friendship groups (我的朋友是 Lisa 和 George, 我们都很聪明), ethnic group (我是德裔澳大利亚人) — influence language choices and preferences for learning content
- selecting information to share with a particular audience (for example, students from a sister school in China), asking: Why do I think this information is important to represent who I am? Why do I think my audience would find this information interesting and relevant?
- comparing expressions of identity encountered in Chinese texts and interactions with their own sense of identity, for example, 他是美籍华人
- observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing seating arrangements, the background environment and how dishes are ordered and presented) and how this compares to their own experience
- discussing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication styles may need to be altered when conveying ideas in Chinese
VCZHC089 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCZHC055

Translate texts for different audiences varying the language to explain key points for these different audiences

Elaborations
- identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
- translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
- discussing reasons for producing different versions of texts for different audiences
- describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
- avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
- reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
- comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
- exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning
VCZHC055 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCVIU013

Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of people and objects, and to express courtesy...

Elaborations
- recognising that Vietnamese has multiple words for personal pronouns, for example, con, cháu, em and tôi can be used to indicate both first and second person depending on relationships
- using appropriate terms of address for diverse speakers in different contexts, for example, ông, bà, anh, chị, em
- understanding that personal pronouns in Vietnamese do not change according to their grammatical function as in English, for example, Anh ta biết tôi nhưng tôi không biết anh ta (‘He knows me but I don’t know him’)
- exploring and using pluralisation of nouns, for example, hai cái áo (‘two shirts’), những/nhiều/các ngôi nhà (‘houses’), making connections and comparisons between Vietnamese and English
- understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
- using concrete nouns related to self, family, home, school and the local environment, including loan words from other languages, for example, thức ăn, quần áo, gia đình, cha mẹ, trường học, học sinh, thầy cô, bạn bè, chợ, nhà hàng, trạm xe lửa, tivi, game, internet, email, canteen, gara sale, online shopping, sushi, pizza, McDonald, chocolate, cà rốt, ya-ua, nhẩm xà/yumcha
- using adjectives to describe the appearance and personality of people, places, events, actions and objects, for example, già, trẻ, rộng lớn, chật hẹp, quan trọng, thú vị, anh hùng, mắc, rẻ, tốt, xấu
- exploring and using synonyms, for example, chăm chỉ = siêng năng; ngăn nắp = gọn gàng, and antonyms, for example, tốt ≠ xấu; mới ≠ cũ; ngày ≠ đêm; nóng ≠ lạnh
- recognising and using Vietnamese prefixes such as vô and bất to form antonyms, for example, lễ phép ≠ vô phép; có duyên ≠ vô duyên; lịch sự ≠ bất lịch sự; cẩn thận ≠ bất cẩn
- using adverbs to modify verbs and adjectives, and to indicate time, for example, chạy nhanh, học giỏi, hát hay, đẹp lắm, hay quá, hôm qua, ngày mai, tuần rồi, tháng tới
- experimenting with the use of prepositions (trên, dưới, trong, ngoài, ở giữa), for example, ở trên trời, ở trên bàn, ở dưới đất, ở nhà, ở thành phố, ở ngoài đường
- recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi
- using some honorific words to express courtesy, for example, dạ, dạ thưa, kính thưa, kính chào
- joining words, phrases and sentences using common simple conjunctions, for example, Tôi và bạn, Cuối tuần bạn thường đi bơi hay đi xem phim? Tôi thích ăn phở nhưng chị tôi thích ăn mì
- understanding that Vietnamese does not conjugate verbs according to number, gender and/or tense, for example, Tôi/Bạn tôi thích phim hoạt họa
- understanding and describing past, current and future events using appropriate terms for time expressions such as đã, sẽ, đang, chưa, rồi, for example, Tôi ăn rồi. Tôi đã sống ở đây hai năm. Ngày mai tôi sẽ đi coi phim
- using simple sentence structures (subject + predicate) to construct affirmative, negative and interrogative sentences, including closed and open-ended questions with ai, cái gì, gì, nào, ở đâu, thế nào, tại sao, for example, Tôi thích ăn cơm. Tôi không thích ăn cháo. Bạn thích ăn cơm không? Bạn thích ăn món gì? Tại sao bạn thích bộ phim này? Bạn thích ca sĩ nào?
- understanding word order in questions, noticing that question words are placed at the end of sentences in Vietnamese, for example, Tên em là gì? Nhà em ở đâu?
- understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
- understanding and applying the rules of compound word formation, for example, trường + học = trường học; học + hành = học hành, to generate words for enhancing conversations
- understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks
VCVIU013 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCJAU013

Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

Elaborations
- understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use
- reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart
- using the kana chart as a systematic framework to support learning
- recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form
- understanding the use of basic Japanese punctuation marks such as a まる (。) 、てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
- applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、月、大(おお)きい
- knowing that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
- understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
- learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、見(み)ます、日本語(にほんご)
- understanding the use of furigana as a tool to support reading
VCJAU013 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VC2M7N03

find equivalent representations of rational numbers and represent positive and negative rational numbers and mixed numbers on a number line

Elaborations
- investigating equivalence of fractions using common multiples and a fraction wall, diagrams or a number line to show that a fraction such as $\frac{2}{3}$ is equivalent to $\frac{4}{6}$ and $\frac{6}{9}$ and therefore $\frac{2}{3}$ < $\frac{5}{6}$
- expressing a fraction in simplest form using common divisors
- applying and explaining the equivalence between fraction, decimal and percentage representations of rational numbers, for example, 16%, 0.16, $\frac{16}{100}$ and $\frac{4}{25}$ , using manipulatives, number lines or diagrams
- representing positive and negative fractions and mixed numerals on various intervals of the real number line, including intervals that are not symmetrical about zero
VC2M7N03 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

Result list

VCZHU207

Elaborations

VCARC154

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VC2M7A02

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VCKOU185

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VCDEU169

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VCHIC098

Elaborations

VCHIU106

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VCHIU072

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VCIDC095

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VCIDC053

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VCTRU101

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VCVIC164

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VCVIC157

Elaborations

VCZHC089

Elaborations

VCZHC055

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VCVIU013

Elaborations

VCJAU013

Elaborations

VC2M7N03

Elaborations

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