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• Korean - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of particles, conjunctive suffixes (clausal connectives) and complex phrasal and sentential structures. Their vocabulary range expands to abstract words and some specialised vocabulary. With an increasing knowledge and control of language...

  Level description | Languages | Korean | F–10 Sequence

• Mathematics: Level 5 achievement standards

  Number and Algebra

  Students solve simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain...

  Level description | Mathematics | Level 5

• Mathematics Version 2.0: Foundation Level description

  In Foundation, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches to the...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 9 achievement standards

  By the end of Level 9, students recognise and use rational and irrational numbers to solve problems.

  Students extend and apply the exponent laws with positive integers and the zero exponent to variables. They expand binomial products and factorise monic quadratic expressions. They...

  Level description | Mathematics | Mathematics Version 2.0 | Level 9

• Mathematics Version 2.0: Level 1 description

  In Level 1, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• Mathematics Version 2.0: Level 3 description

  In Level 3, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

  Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible....

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• Roman Alphabet Languages - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use the language to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds of the language accurately and use stress to create fluency in sentences. Students use and respond to open-ended questions...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10

• Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language to interact and exchange ideas, experiences and interests with teachers, peers and others. When interacting, they ask questions, respond to questions and clarify their answers. Students give opinions, make comparisons and state preferences. They...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8

• VCIDU081

  Analyse complex noun and verb forms, and recognise when and how to use object-focus construction

  Elaborations

  • describing people and things using, for example:
    • compound nouns (sayur-mayur, merah darah)
    • acronyms (puskesmas) and abbreviations (SMU, hp)
    • indicators of groups or plurals (kaum, para, kalian)
    • terms of address (Kak, Dik, Mas, Mbak, bang) and particles (diminutive Si and honorific Sang)
    • classifiers (buah, helai, potong, ikat)
  • expressing possession using word order, for example, siswa pertukaran, kartu telepon
  • describing the qualities of people and things using, for example:
    • adjectives using me-/me-kan (menarik, menakjubkan, mengesankan)
    • adjectives using the prefix pe- (to describe enduring attributes of behaviour or character: pemalu, pendiam, pemarah, pemalas)
    • comparatives (kurang, tidak begitu, agak, se-) and superlatives (ter-)
  • referring to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an (pendidikan, pelajaran, pertandingan, pengetahuan), ke-an (kebersihan, kesehatan, kedatangan, kecantikan)
  • indicating action using, for example:
    • transitive verbs, me- verb system (-kan or -i suffix) in subject- and object-focus form (with di- prefix)
    • duplication of verbs (duduk-duduk, jalan-jalan, lihat-lihat)
    • adverbs as modifiers (kurang, cukup, cuma, agak, hanya, makin…makin, baik…maupun…)
  • recognising syntactic differences between subject- and object-focus construction, for example, Dia menjual minuman itu di toko-toko, Minuman itu dijual di toko-toko
  • referring to the past, present and future, and relating events in time using adverbs, for example, dulu, yang lalu, yang akan datang, dua minggu lagi
  • contrasting ideas using conjunctions, for example, sehingga, sementara, sedangkan, sambil, oleh karena itu, andaikata, jika, bila
  • indicating register using colloquial (for example, nggak, gimana, kok, deh, lho/lo) and formal language, for example, yang terhormat, sekian
  • expressing opinions, for example, yang saya rasa, saya lebih suka, lebih…dibandingkan…, pertama-tama…sekarang…
  • influencing others by persuading using superlatives (paling…, ter-), encouraging (cobalah, mari, ayo) and advising (sebaiknya, seharusnya, mesti)
  • evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
  • expressing imagination by using imagery (angin bertiup kencang, bunga-bunga berwarna-warni), metaphor (adalah; burung bernyanyi di pohon) and simile (Matanya seperti bintang kejora, Kata-katanya bagai air mengalir)
  • using idiomatic language, for example, idioms (masuk angin, panjang tangan) and proverbs (Datang sahabat, pulang saudara; Tak kenal maka tak saying; Ada gula ada semut)
  • maintaining interaction using rhetorical devices (for example, betul?, bukan?) and verbal fillers such as kalah saya tidak salah, omong-omong, begini…
  • expressing emphasis, for example, bukan main [adjective] nya

  VCIDU081 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU193

  Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

  Elaborations

  • extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
  • using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
  • expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
  • using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
  • describing events across time (past, present and future), choosing appropriate tenses
  • developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
  • describing people and things using:
    • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
    • acronyms, for example, MERCOSUR, EEUU, UE, ONU
    • diminutives, for example, gatito, mesita, negrito
  • persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
  • exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
  • using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
  • using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

  VCESU193 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M7N01

  describe the relationship between perfect square numbers and square roots, and use squares of numbers and square roots of perfect square numbers to solve problems

  Elaborations

  • investigating squares of natural numbers from one to 20, and connecting them to visual representations such as dots arranged in a square pattern
  • using the square and square root notation, and the distributive property and area diagrams, to calculate the squares of two-digit numbers; for example, 432=40+32=402+2×40×3+32=1600+240+9=1849
  • determining between which 2 consecutive natural numbers the square root of a given number lies; for example, 43 is between the square numbers 36 and 49 so 43 is between 36 and 49 and therefore between 6 and 7
  • generating a list of perfect square numbers and describing any emerging patterns, for example, the last digit of perfect square numbers, or the difference between consecutive square numbers, and recognising the constant second difference
  • using the relationship between perfect square numbers and their square roots to determine the perimeter of a square tiled floor using square tiles; for example, an area of floor with 144 square tiles has a perimeter of 48 tile lengths

  VC2M7N01 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCARC026

  Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects

  Elaborations

  • creating subtitles, captions or commentaries for texts such as a brochure, slideshow presentation or video clip that informs the school community of aspects of different Arabic-speaking cultures
  • producing texts in print or multimodal format in both Arabic and English relating to community events, such as a poster or advertisement to promote a concert, advertise an interview with a celebrity on a community radio station, or provide details of a debate on sustainability issues
  • designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English
  • creating a short film of Arabic-language social interactions among different speakers of Arabic, providing English explanations of elements that may be different in different parts of the Arabic-speaking world and which may be unfamiliar to Australian viewers
  • considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘the outback’, and representing ideas and meanings bilingually
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations, the Melbourne Cup

  VCARC026 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC023

  Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences

  Elaborations

  • responding to ideas presented in various texts, such as poems, films, songs or video clips, by expressing personal opinions, for example,

    الشعر جميل ؛ القصيدة مؤثرة؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية تعبّر عن الصداقة

  • stating and explaining personal preferences about characters, attitudes and events in texts, using expressions such as

    أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ يحاول الفيلم تشجيع الشباب على الدراسة وهذا ممتاز

  • analysing how people, places and experiences are described in imaginative texts, and comparing how key messages and beliefs are communicated in a variety of texts, such as fables
  • exchanging opinions about typical features and expressive elements of contemporary songs, films or video clips from the Arabic-speaking world and comparing them equivalent texts in English-speaking contexts
  • identifying emotional aspects of texts and analysing elements of language that convey emotions and values
  • reading texts such as biographies and critically reflecting on others’ experiences and relating them to their own
  • analysing and evaluating lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects
  • discussing how social issues, for example, relationships, wealth and poverty and change, and values, such as honesty, are portrayed in imaginative texts such as films, songs and poems

  VCARC023 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC177

  Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes

  Elaborations

  • creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in modern society
  • creating imaginative texts in print, digital or online formats, such as short stories, video clips or plays, and building characters, themes and settings to entertain a specific audience, such as younger learners of Arabic
  • composing and presenting imaginative poems and songs that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

    الأعياد الوطنية؛ عيد المعلم؛ العيد الوطني الأسترالي ؛ عيد شهداء الأنزاك

  • creating reflective and critical texts such as diaries, blogs and articles to express own opinions on imaginative texts such as films, stories or poems, using expressions such as

    يا إلهي كم كان الفيلم مملّاً؛ دور الأم في الفيلم كان قاسياً جداً؛ لم أستمتع بقراءة القصة أبداً؛ لقد كانت أحداثها غير منطقية؛ قافية القصيدة جيدة لكنّ تعابيرها متكررة

  VCARC177 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC141

  Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences

  Elaborations

  • presenting information or ideas in multimodal texts for a particular audience, such as a virtual tour of the school or neighbourhood for a sister school in an Arabic-speaking community overseas
  • creating a performance or interactive display to inform younger children about the benefits of maintaining Arabic language
  • conveying information relating to significant people, places or events in Arabic-speaking communities through different text types, such as a poster for a concert, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest
  • preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,

    ولدت في العراق وأتيت إلى أستراليا وعمري خمس سنوات؛ أنا مولود في أستراليا وعيد ميلادي في شهر مارس؛ ولدت في شهر أيلول؛ أحتفل بعيد ميلادي في ديسمبر؛ عيد زواج أبي وأمي في شهر آب

  • presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), compare statistics or ideas (Venn diagram), or highlight frequency (graphs)

    الرياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وعدم الإختلاط بالعائلة؛ السمنة والكسل

  VCARC141 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEU187

  Understand that language and culture are interrelated and that they shape and are shaped by each other

  Elaborations

  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using German
  • reflecting on how learning German has impacted on own assumptions about German language, culture or identity and on awareness of own communicative and cultural behaviours and of how these may be interpreted by others, for example, Früher dachte ich, dass die Schweizer … Jetzt verstehe ich, dass …
  • analysing how language use and culture reflect and shape relationships, practices and attitudes, such as expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi)

  VCDEU187 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELC026

  Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of Greek-speaking students, posting items of interest, comments and questions in Greek and English
  • creating a storyboard outline which brings familiar English-speaking characters to Greek-speaking worlds and contexts, such as Harry Potter as your tour guide in Athens or Nicosia
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά
  • creating bilingual captions for tourist attractions in Greece, Cyprus or Australia to explain their significance and cultural references, for example, bush, beach, το Αιγαίο, Πέτρα του Ρωμιού, Άγιον Όρος
  • creating bilingual texts to give information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in Greek with footnotes in English about the ingredients

  VCELC026 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCESC168

  Respond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented

  Elaborations

  • presenting own version of an imaginary event or familiar story, for example, by removing the sound from a television show and replacing it with own invented dialogue or commentary
  • exchanging and comparing personal preferences in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino… No estoy de acuerdo con…
  • comparing how key messages and beliefs are communicated across cultures through the creative arts, for example, in Australian texts such as creation and Dreaming stories, and in texts from Spanish-speaking communities, such as fables, myths and legends (La leyenda de la quinoa, La leyenda de la llorona)
  • responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour
  • exchanging opinions about typical features of and expression in traditional and contemporary stories, films or video clips from the Spanish-speaking world

  VCESC168 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating