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• VCELU013

  Recognise and use vocabulary and grammatical elements such as articles, pronouns and gender forms, and a limited range of common verbs in the present tense to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order, for example, Η μαμά μου είναι ...
  • understanding and applying the concept of verb conjugation by using appropriate verb endings
  • indicating quantity using plural forms, for example, ο, η, το, οι, οι, τα
  • using negative expressions such as δεν, μη
  • conjugating the present tense
  • using common verbs such as γράφω, θέλω, τρέχω to describe simple actions
  • using definite and indefinite articles, for example, ο, η, το,ένας, μία, ένα
  • applying appropriate gender to nouns
  • using singular and plural pronouns εγώ, εσύ, αυτός/η/ο, εμείς, εσείς, αυτοί/ες/α
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCELU013 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELY420

  Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate

  Elaborations

  • integrating multimodal approaches within a spoken presentation to purposefully develop meaning for a given audience
  • selecting vocabulary to influence meaning and to position and persuade the audience, for example adjusting language to show or acknowledge power

  VCELY420 | Curriculum content | English | Level 8 | Writing | Literacy

• VCGGK108

  Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa

  Elaborations

  • investigating the causes of water scarcity. For example, an absolute shortage of water (physical), inadequate development of water resources (economics), or the way water is used
  • comparing the effectiveness in reducing water scarcity of methods that increase the supply of water (such as recycling waste water, stormwater harvesting and re-use, desalination and inter-regional transfer of water) with methods that reduce the demand for water (such as pricing, changing the use of water and water restrictions)
  • examining why water is a difficult resource to manage. For example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space
  • explaining why some land use management practices such as land cleaning and some farming practices have adversely affected water supply

  VCGGK108 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC228

  Use and analyse a range of sources written in simplified and traditional script to identify relevant information, and use this information to create purposeful public information texts

  Elaborations

  • accessing diverse sources such as blogs and social media, newspaper articles and educational texts, and discussing the relevance and credibility of information conveyed, for example, comparing information presented in blogs with newspaper articles
  • recognising multiple perspectives on an issue and identifying the factors that may influence a particular perspective (for example, nationality, religion, gender, ethnicity) to determine the perspective or credibility of sources
  • evaluating how different authors use language to achieve a particular effect, considering how values and personal views are implied in word choices, for example, 屡败屡战 (emphasis on the determination to overcome a failure) versus 屡战屡败 (emphasis on the fact of many instances of failure)
  • accessing information related to understanding their own experiences as Chinese students in Australia by searching both Australian and overseas digital media, such as 百度百科，雅虎等网站 to develop advice and supports for new students arriving at their school
  • accessing and organising information on educational and social topics, using techniques such as paraphrasing, summarising and quoting, and expressing own perspective on the information obtained, for example, 有些人认为…， 另一些人则认为…， 综上所述…

  VCZHC228 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC005

  Present in modelled spoken and written texts information relating to own world and that of other teenagers

  Elaborations

  • presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals
  • creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of music
  • presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign languages
  • presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or pets; or amount of time spent using social media

  VCDEC005 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCARC160

  Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences

  Elaborations

  • creating cartoons, plays or short stories to share in class about an imagined experience in their own life or a dream for the future
  • illustrating own imaginative stories in print, visual or digital formats, such as captioned photo stories
  • composing and performing imaginative texts for the school community, through role-plays, raps and video clips, using expressive language and movement to illustrate meaning and to entertain
  • creating modified versions of traditional Arabic stories and films, such as علاء الدين والمصباح السّحري, by introducing new characters or contexts or alternative endings

  VCARC160 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC162

  Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts, such as brochures in print and digital formats, digital presentations or digital video clips, that inform the school community about aspects of culture in the Arabic-speaking world
  • producing bilingual texts in both Arabic and English about community events, such as promoting a concert or an interview with a celebrity on a community radio station, in print or multimedia formats, for example, posters or advertisements
  • designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
  • creating a short film about social interactions among different speakers of Arabic, explaining cultural elements that may vary in different parts of the Arabic-speaking world and which may be unfamiliar to English-speaking viewers

  VCARC162 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCCCTQ034

  Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts

  Elaborations

  • identifying how scientists collaborate and may use natural forms as an inspiration to solve a problem, for example using the structure of humpback whale fins to develop and improve wind turbines
  • creating a set of words and images of simple objects that can be shuffled, selected at random and linked to the problem at hand, to stimulate thinking when experiencing a creativity block
  • discussing how acquiring data from a range of sources can improve the range of proposed digital solutions
  • investigating the similarities between algorithms used for different purposes, and synthesising this information into a more general algorithm for broader applications

  VCCCTQ034 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCHIU067

  Apply grammatical and lexical knowledge to work out the meaning of unfamiliar words, to form and spell new ones, to create compound sentences, to recognise and use prefixes and suffixes and to develop metalanguage

  Elaborations

  • strengthening vocabulary resources related to personal, social and educational worlds
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास
  • creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।
  • recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती
  • recognising and using idiomatic expressions such as आँख का तारा
  • using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
  • understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion
  • understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।
  • using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।
  • using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

  VCHIU067 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOC180

  Create texts in Korean and English on same themes or events in different modes such as digital photo stories, short video clips or cartoons, and provide subtitles, captions or commentaries in either language to help meaning

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Korean culture (such as dining at a Korean home, shopping at a market, attending a ceremony, giving a gift)
  • producing texts in Korean and English on community events such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • creating texts such as songs or dialogues in multimedia format in either Korean or English with subtitles displayed in the language (for example, English) which is not the language used as the medium (for example, Korean)

  VCKOC180 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC007

  Create texts, including multimodal and digital texts, or adapt familiar imaginative texts for a range of audiences, using modelled language structures and different modes of presentation to enhance effect

  Elaborations

  • imagining they are characters in a traditional painting such as Đám Cưới Chuột (tranh Đông Hồ) and creating a dialogue
  • creating own versions of familiar texts, including multimodal and digital texts, such as wedding cards, postcards or greeting cards for imagined special occasions
  • interpreting the actions and behaviours of characters in multimedia texts such as cartoons, video clips or films (without listening to the original scripted dialogue) to imagine the text content and participants’ relationships and create conversations between participants or write a summary of the text
  • creating and telling a story in the form of a photo slideshow, using modelled language and speech bubbles and captions or other visual/audio aids to enhance text effect
  • composing and participating in imagined interactions, for example, a conversation between animals/pets or avatars, or meeting a character from a Vietnamese story or film for the first time

  VCVIC007 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC233

  Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner audience

  Elaborations

  • comparing multiple ways of translating English terms and phrases into Chinese, and discussing the effectiveness and focus of these translations, for example, 苹果手机 or 爱疯
  • considering others’ responses in interactions and clarifying whether their own message has been understood as they intended, for example, 大家对这个问题还有什么疑议吗？ 不知大家还有没有什么意见和建议？
  • producing own bilingual texts, for example, explaining aspects of Chinese culture to English-speaking audiences or interpreting concepts learnt in other learning areas to help Chinese-speaking peers understand course content
  • providing further explanation of concepts that are not immediately clear to second language learners of Chinese, for example, contrasting the concept of ‘culture’ in English with Chinese 文化 (which also includes the meaning of ‘literacy’) and starting to understand other 文化 in comparative terms

  VCZHC233 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC085

  Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases

  Elaborations

  • watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
  • performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
  • comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
  • creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC168

  Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English

  Elaborations

  • observing others involved in interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation
  • using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpreting meanings in texts and interactions

  VCZHC168 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC223

  Express imaginative ideas and visual thinking through the use of familiar modelled signs, mime, gestures, drawing and visual supports, with a focus on emotions, appearance and actions

  Elaborations

  • participating in games and imaginative activities that involve representation of the appearance, characteristics and relationships between different people, animals or objects
  • working collaboratively to create and present signed skits or poems to entertain younger learners
  • re-enacting short stories or wordless animations that include two characters and their interactions through the use of constructed action
  • reinterpreting creative texts for specific effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to create and enact a short scenario about an imaginary character and a particular object, using SASS, entity and handling depicting signs and constructed action
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’:
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    

  VCASFC223 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCAMAR039

  Identify specific features and purposes of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore viewpoints and enrich their media arts making

  Elaborations

  • surveying the history of television programming in both public and private sectors, commenting on the differences between contemporary and historical examples.
  • comparing a media artwork such as an animation from a sole producer and an international organization, commenting on differences in style
  • analysing the role of media artworks and media artists in transmitting cultural information to create awareness of contemporary issues, including those of Aboriginal and Torres Strait Islander media artists
  • conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiences, for example, games players, social media users, television viewers
  • evaluating how the meanings of media artworks can vary for different audiences and in different contexts for example, the different meanings of media artworks produced for live concerts compared to those produced for viewing online.

  VCAMAR039 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VCDEC159

  Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts

  Elaborations

  • conducting a mock interview with a character from a text such as a short story or episode from a television series, or with a music or movie star, about their experience
  • reviewing a film, computer game, novel or performance for a radio segment or to recommend to a friend
  • comparing Australian and German-language examples of a particular genre for cultural and stylistic differences, for example, iconic television series such as Gute Zeiten, schlechte Zeiten and ‘Home and Away’
  • creating a persuasive text promoting a new television show, book, film or song for a targeted audience, for example, a poster, book or CD cover or social media post for German-speaking peers
  • listening to or viewing digital and other texts, such as songs, raps, or film and video clips, noticing ideas, comparing aspects that may be similar or different across cultures, and making connections with own experiences

  VCDEC159 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDTCD040

  Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints

  Elaborations

  • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
  • investigating types of environmental constraints on solutions, for example reducing energy consumption and on-screen output of solutions
  • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
  • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of development

  VCDTCD040 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions