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• VCZHC098

  Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action

  Elaborations

  • corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人？你喜欢学习汉语吗？
  • sharing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了，只有零下五度，还下雪，只能在家呆着
  • sharing opinions about school or family life, including 我的学校，我的老师，我的好朋友， 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育, 我除了踢足球以外，还打板球。我觉得运动很有意思
  • reading promotional material on topics such as healthy eating, and creating similar texts in Chinese to convey the meaning to Chinese readers, for example, 每天吃五份蔬菜，两份水果
  • identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静， 可回收物/不可回收物，关闭手机

  VCZHC098 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC196

  Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences

  Elaborations

  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • creating posters (for example, about a local city or popular site) to convey information to Chinese peers, using pictures, maps and data to support text
  • presenting information in alternative formats to suit the purpose and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理
  • selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression
  • obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
  • presenting information on topics of interest related to the natural world, human history and endeavour, geography, or the built environment, using visual supports such as tables, charts, calendars and maps
  • analysing what information is needed to research a topic, employing Chinese search engines to access diverse sources of information online and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC196 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU223

  Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use

  Elaborations

  • reading texts in traditional characters on familiar topics and inferring meaning of key characters
  • predicting the meaning of texts in traditional characters encountered in everyday contexts by relating the character’s simplified version, for example, 匾 in a tourist site
  • discussing the influences on their own Chinese language use (for example, from TV, family or Chinese school) and how their language use compares to that of their parents and other Chinese speakers
  • analysing how new words and concepts are developed and incorporated into daily use, for example, in contemporary media such as TV dramas, music and film
  • exploring samples of classical texts such as 《论语》 and recognising the impact of classical Chinese on contemporary written language, for example, the use of 岂， 于
  • listing famous quotes from traditional literature, such as famous lines from poems, and using these in their own writing
  • identifying examples of 成语 in writing by students of Chinese, discussing the effect of this usage and then identifying any errors made, such as in the sentence 我要休息一下，要不然有个三长两短就不好了

  VCZHU223 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFU230

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
  • recognising that expanding a noun into a noun group enriches meaning
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
  • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

  VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU139

  Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts

  Elaborations

  • specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La regla está en el estuche
  • using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
  • using question words to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
  • using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente
  • linking ideas using conjunctions such as y, o and pero
  • noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
  • using possessive adjectives in singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros
  • using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
  • using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
  • identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
  • using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)
  • using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
  • building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English

  VCESU139 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRC037

  Interact using descriptive and expressive language to share ideas, relate experiences and express feelings such as concern or sympathy

  Elaborations

  • interacting via different modes of communication to exchange personal information and opinions, express views, agree or disagree, for example, Excuse-moi, Sophie, mais…à mon avis, je pense que…bien sûr…, d’accord…, au contraire…
  • using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support the exchange of ideas and information, for example, Ah oui? c’est vrai? c’est intéressant…dis-moi…
  • comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos
  • identifying and describing key friends or family members, using simple descriptive and expressive language, for example, C’est mon frère — il est sympa! C’est ma tante Lilianne — je l’adore! C’est mon grand-père — il est très vieux
  • apologising and expressing concern or sympathy to friends and family members, for example, Pardon, excuse-moi; je suis désolé; fais bien attention! mon pauvre ami…

  VCFRC037 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCITC030

  Compare experiences, noticing how these are influenced by language and culture and how readily they may be expressed in Italian

  Elaborations

  • reflecting on cultural differences between everyday life in Italy and Australia, for example, asking how their school day would change if they went to primary school in Italy or what they would find interesting about sharing a lunch with an Italian family, and why; and considering what they would tell a visiting Italian child about how their own family celebrates Christmas, and explaining their choices
  • noticing the influence of important events such as religious celebrations on childhood experiences (for example, le lezioni settimanali di catechismo, la Prima Comunione, andare alla Scuola Media) and connecting these to their own experiences
  • recognising similarities in the Italian and Australian schooling systems (for example, la maestra, l’aula, il cortile), and differences (for example, il bidello, la mensa, il giardino, le scale), and noticing that the Italian school day is different for cultural reasons
  • noticing similarities between Australian and Italian cultures in major celebrations like Christmas (l’albero di Natale) and Easter (l’uovo di cioccolata), as well as differences, for example, the presence of il presepe at Christmas, and the presence of la sorpresa dentro all’uovo di cioccolata at Easter
  • noticing how their own language use influences expectations about Italian language use, such as seeing word order as ‘back to front’, for example, la macchina rossa = the red car
  • discussing distinctive social and cultural practices such as celebrations, for example, Santo Stefano, Ferragosto, Carnevale or Pasquetta
  • considering messages in Italian children’s stories and making comparisons with own experiences, for example, Is that the same or different for me? What would I do or say in that particular situation?
  • considering own and others’ cultural assumptions about home, school and leisure, and how these may be different in an Italian context

  VCITC030 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCAMAR045

  Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts

  Elaborations

  • explaining how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
  • reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
  • comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
  • deconstructing a film or television work that includes representation of Aboriginal and Torres Strait Islander peoples to analyse and evaluate the representation of traditional beliefs and values within contemporary cultures

  VCAMAR045 | The Arts | Media Arts | Levels 9 and 10 | Respond and Interpret

• VCESC129

  Participate in everyday classroom exchanges such as responding to simple questions, asking permission, requesting help, asking how to say or write something, asking for repetition and complimenting others

  Elaborations

  • responding to simple questions, for example, by describing the weather and the day’s schedule, using modelled language such as ¡Qué calor hace! Hoy tenemos español y música
  • asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?
  • making and responding to requests (¿Me prestas…?, Permiso…, Habla más alto, cerrad vuestros libros; pásame las tijeras, ¿dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación...en tu tableta), and asking for rephrasing or repetition, for example, Repita, por favor…
  • negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo

  VCESC129 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC131

  Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images

  Elaborations

  • creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, for example, recetas favoritas, animales, la naturaleza, “los conquistadores”
  • presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition
  • planning and giving short presentations in Spanish on topics such as holidays or favourite computer games, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Mis videojuegos favoritos son Minecraft y Candy Crush. Mis vacaciones en la nieve: este es mi muñeco de nieve

  VCESC131 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESC134

  Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings

  Elaborations

  • comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy your lunch’
  • matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
  • using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word
  • playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

  VCESC134 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC057

  Interact in classroom activities and discussions through asking and responding to open-ended questions, offering opinions and explaining positions

  Elaborations

  • initiating and extending conversations and discussion, for example, by using connectives such as puis, et après, ensuite and alors que…
  • inviting people into conversations (for example, et toi, qu’est-ce que tu dis?), and using expressions such as n’est-ce pas? and non-verbal strategies such as wait time or facial expressions to signify interest or attention
  • using simple and compound sentences to structure arguments and to explain or justify a position, for example, D’abord… et puis… en plus… finalement; ce qui est intéressant c’est que…; ce que je trouve…

  VCFRC057 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC109

  Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things

  Elaborations

  • greeting and farewelling others at different times of the day and in different contexts, using appropriate forms of address, for example, ¡Hola amigos! ¡Buenos días profesora! ¡Buenas tardes abuela! ¡Hasta mañana tía!
  • introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase de español; Este es mi papá, Esta es mi mamá; Mi perro es blanco y grande. Tengo una bicicleta verde
  • using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo
  • using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!
  • using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!

  VCESC109 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRU015

  Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom

  Elaborations

  • noticing that different kinds of language are used in different situations and with different people, for example, exchanges between children and parents (Un bisou, Papa! Je t’aime, ma puce!) and exchanges between children and unfamiliar adults (Bonjour, Madame, comment ça va?)
  • understanding that language varies according to context and situation, for example, language used for play with friends (vas-y! bravo! cours! à moi!) is less formal than language used with teachers (Pardon, Monsieur Falcon; je suis désolé; je m’excuse...)
  • understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire
  • understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese

  VCFRU015 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHHC122

  Analyse and evaluate the broad patterns of change over the period 1750–present

  Elaborations

  • using data from immigration records and processing it using ICT to identify historical trends over time
  • explaining the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) and the emergence and nature of significant economic, social and political ideas in the period, including nationalism
  • analysing the extent of European imperial expansion and different responses, including in the Asian region
  • evaluating the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
  • evaluating continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
  • analysing the major movements for rights and freedom in the world and evaluating the achievement of independence by former colonies
  • explaining the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War
  • explaining developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

  VCHHC122 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCITC063

  Convey ideas and opinions by creating spoken, written and multimodal texts

  Elaborations

  • creating spoken, written and multimodal texts to inform others about local places, events, activities, recommended places to visit and activities to do with family and friends, for example, Vi consigliamo di visitare … Vi invitiamo a fare il giro della città
  • designing persuasive texts such as posters and brochures (for example, to advocate for sustainable water use for example, La doccia non deve durare più di tre minuti), or creating a report on the best games or apps to buy
  • experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! Oggi non ho voglia di andare a scuola. Il documentario parla di …tratta il tema di/si tratta di …

  VCITC063 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC101

  Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources

  Elaborations

  • describing a person, place, object or event in their local environment using [article + subject + verb + adjective], including negative expressions, for example, è/non è simpatico/cattivo; di legno/di ceramica; è interessante/difficile
  • comparing aspects of daily life across cultures, for example, fare la passeggiata, eating habits, school life and routines and presenting results in class in oral presentations or written descriptive texts
  • surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi … la maggior parte …; il 15 per cento; due su venti…)
  • collecting, collating and presenting data in Italian using online survey software

  VCITC101 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC007

  Participate in shared reading/viewing of short imaginative texts and respond by drawing, miming, performing and other forms of expression

  Elaborations

  • participating in shared reading of books and digital texts, and deciphering the meaning of a story using illustrations, sounds and animation
  • making predictions about characters and plot from the cover and illustrations, and at various points in the text before reading on
  • illustrating a shared class big book, for example, È un uccello. È verde. L’uccello vola. La farfalla è gialla. La rana è verde. La zebra è bianca e nera
  • sharing feelings about a book/video clip by participating in simple ‘reviews’, writing their names under one of the following statements: Mi piace; Mi piace molto; Non mi piace
  • taking on the persona of a character through play
  • reciting and performing chants, rhymes and songs, adding music and actions to support meaning of their own performances, for example, the farfallina counting rhyme: Farfallina bella bianca, vola vola e mai si stanca, vola vola sempre in su, farfallina non c’è più; resti fuori proprio tu

  VCITC007 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCITU112

  Analyse and understand the dynamic nature of the Italian language, and of languages in general

  Elaborations

  • exploring the influence of technological change on the Italian language, such as:
    
    • the borrowing and adapting of technical terms, for example, cliccare, il mouse, la password, chattare
      
    • observing the changes to language when used in abbreviated forms in multimedia communications, for example, 6 = sei, x = per, + = più, - = meno, TVTB = ti voglio tanto bene, ke = che
      
    • understanding the influence of other cultures on Italian, for example, the use of borrowed words such as il make-up, il bebé, un tailleur, il wurstel, il krapfen
      
    • recognising that Italian is used in diverse communities and that it changes in response to local cultural contexts

  VCITU112 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language