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• VCARU014

  Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning

  Elaborations

  • understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions
  • understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an item
  • recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning
  • identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and the signature of an email and a letter, a description in a recount and in a diary entry
  • identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips
  • comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning
  • describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something
  • analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

  VCARU014 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC170

  Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

  Elaborations

  • comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version
  • commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language or images in terms of cultural associations
  • translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring meaning from one language to another
  • assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
  • selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado

  VCESC170 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC112

  Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • recognising symbols, words and phrases in written Spanish such as titles, labels and captions
  • participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information
  • demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging
  • responding to questions about participants and objects that elicit details such as size, colour, quantity or place, for example, ¿De qué color es la casa…? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?

  VCESC112 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCESU156

  Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing conventions such as question and exclamation marks

  Elaborations

  • recognising how pitch, stress and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos!
  • recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words
  • reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
  • recognising variations in forms of spoken Spanish associated with particular regions, such as the pronunciation of j in Ecuador compared with northern Spain
  • applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México
  • understanding the function of accents and learning to insert these into their own work electronically
  • understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically
  • using correct writing conventions such as inverted question and exclamation marks at the start of sentences, for example, ¿qué tal?; ¡cuidado!; ¡qué onda!

  VCESU156 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCFRC062

  Translate and interpret texts, compare own translation to classmates’, and consider why there might be differences in interpretation and how language reflects elements of culture

  Elaborations

  • interpreting phrases and expressions that do not translate literally (for example, à tout à l’heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural communication
  • translating written expressions associated with politeness and social protocols in French (for example, responding to requests or thanks, or signing postcards or birthday cards: je vous en prie, Madame; amitiés; je t’embrasse très fort…) and comparing with typical expressions in similar messages in English
  • using and evaluating translation resources such as electronic translators and print and digital dictionaries, including monolingual French dictionaries, using prompt questions such as: Does this represent the exact meaning? What other ways could this be interpreted?
  • collecting examples of faux amis (for example, assister à, demander, un médecin, extra, sympathique) and of inaccurate translations of public signs or notices
  • becoming increasingly aware of the fact that some words and expressions cannot be translated and are used in their original form in other languages (for example, ‘nuance’, ‘chic’, ‘silhouette’), and considering the impact of word borrowing on the style and effect of communication

  VCFRC062 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC116

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with the translation of popular French expressions or idioms (for example, être bien dans sa peau; ne pas être dans son assiette; revenons à nos moutons), and explaining the potential for misunderstanding
  • experimenting with various resources to assist in translation, including bilingual and monolingual dictionaries, electronic translators, encyclopaedias and other reference materials, for example, by comparing translations, back-translating and swapping useful references
  • analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
  • finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing sources of information that would help French learners understand or appreciate the context of use
  • viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)

  VCFRC116 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC087

  Make plans and obtain goods or services in real or simulated situations, through corresponding and transacting with others using modelled texts

  Elaborations

  • participating in scenarios such as being lost and asking for and giving directions (for example, Dari sini jalan ke timur sampai perempatan) or assistance, for example, Permisi Pak, boleh saya bertanya di mana…
  • negotiating and making decisions about goods and services such as transport, ordering goods such as food and drink (for example, Mau beli bakso? Mau menonton film atau bermain sepak bola nanti sore?), or purchasing goods, for example, bisa kurang, Wah! terlalu mahal, saya rugi
  • giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja
  • exchanging details such as time, place, activity and participants when organising events, using texts such as phone conversations, emails, text messages, notes and letters, for example, mau berbelanja di mal dengan saya?

  VCIDC087 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC104

  Translate phrases and short texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meanings

  Elaborations

  • translating short texts, recognising when literal translation is or is not possible (for example, in idiomatic expressions such as In bocca al lupo!), and discussing reasons for equivalence or non-equivalence
  • making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries
  • describing the local environment, lifestyle and events, considering what will require explanation, elaboration or illustration to be understood by an Italian audience, for example, BBQ, suburb, distances
  • identifying Italian–English cognates (for example, dizionario/dictionary, farmacia/pharmacy, intelligente/intelligent, mercato/market) and using them to predict meaning
  • developing awareness of Italian–English ‘false friends’ and reflect upon how they assist or inhibit meaning, for example, parenti = relatives (not parents), libreria = bookstore (not library), crudo = uncooked (not crude), bravo = good (not brave)

  VCITC104 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC112

  Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding
  • recognising simple kanji, hiragana or words in familiar contexts such as labels and titles
  • demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
  • listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
  • listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different types of food

  VCJAC112 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLAU007

  Understand the phonological and orthographic systems of Latin, including the restored pronunciation and the written alphabet

  Elaborations

  • recognising that the written alphabet used by the Romans is the basis for the modern English alphabet, although some letters are pronounced differently, for example, u/v; i, c and g
  • mimicking or copying the restored pronunciation of Latin words, individually or with peers
  • matching script to sound, using the restored pronunciation, for example, single consonants, long and short vowels, vowels before final m, diphthongs, h and aspirated h, consonant combinations/clusters as in ingens, magnus, urbs
  • distinguishing i as a vowel and as a consonant, for example, intrat; ianua
  • using the spoken stress of Latin, and dramatic expression appropriate to the tone and purpose of a text
  • acknowledging the absence of punctuation in Latin in comparison with English, for example, by working with a sentence spelt out with no pauses between words
  • recognising conventions of punctuation used by editors of Latin texts to assist comprehension

  VCLAU007 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VC2M5N01

  interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line

  Elaborations

  • making models of decimals including tenths, hundredths and thousandths by subdividing materials or grids, and explaining the multiplicative relationship between consecutive places; for example, explaining that thousandths are 10 times smaller than hundredths, or writing numbers into a place value chart to compare and order them
  • renaming decimals to assist with mental computation; for example, when asked to solve 0.6 ÷ 10 they rename 6 tenths as 60 hundredths and say, ‘If I divide 60 hundredths by 10, I get 6 hundredths’ and write 0.6 ÷ 10 = 0.06
  • using a number line or number track to represent and locate decimals with varying numbers of decimal places and numbers greater than one and justifying the placement; for example, 2.335 is halfway between 2.33 and 2.34, that is, 2.33 < 2.335 < 2.34, and 5.283 is between 5.28 and 5.29 but closer to 5.28
  • interpreting and comparing the digits in decimal measures, for example, the length or mass of animals or plants, such as a baby echidna weighing 1.78 kilograms and a platypus weighing 1.708 kilograms
  • interpreting plans or diagrams showing length measures as decimals, placing the numbers into a decimal place value chart to connect the digits to their value

  VC2M5N01 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M8N04

  use the 4 operations with integers and with rational numbers, choosing and using efficient mental and written strategies, and digital tools where appropriate, and making estimates for these computations

  Elaborations

  • using patterns to assist in establishing the rules for the multiplication and division of integers
  • applying and explaining efficient strategies such as using the commutative or associative property for regrouping, partitioning, place value, patterning, multiplication or division facts to solve problems involving positive and negative integers, fractions and decimals
  • recognising the effect of sign in the multiplication of integers, for example, (-1)4=1 and (-1)5=-1

  VC2M8N04 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VCZHC178

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing different views

  Elaborations

  • participate in online discussions and other exchanges to raise awareness of topical issues, for example, 作文大赛《谈谈健康饮食》
  • using social media to communicate with peers in a range of locations in order to inform them about social initiatives in Australia, such as 清扫澳洲日, 地球一小时, and inviting contributions of others to initiate similar events in their regions
  • volunteering their time in a project that supports other members of the local community (for example, organising a concert to perform at an aged-care facility; providing tutoring in English for older members of the Chinese-speaking community), discussing experiences and persuading peers and others to contribute
  • collaborating to make decisions about fashion, purchases, visual appeal, celebrity endorsement and product reliability to determine value for money in relation to own purchases and shopping habits (for example, 虽然这件衣服是名牌，但是质量不太好)
  • investigating services provided to the local community, including social welfare and support services, and considering ways to assist such organisations in promoting and delivering their services
  • designing a campaign to promote and persuade people to join a community organisation, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！

  VCZHC178 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC135

  Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English

  Elaborations

  • differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
  • designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
  • recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
  • comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation
  • developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation
  • explaining in English features of gestures used in Chinese, for example, hand gestures for numbers
  • comparing versions of a common text across languages and identifying issues in conveying meaning, for example, how to render 小心轻放 into English

  VCZHC135 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHC137

  Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts

  Elaborations

  • identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority
  • deciding how best to address and refer to others (for example, addressing an older stranger as 姐姐 or 阿姨 in Chinese) and considering how that person would be addressed in English
  • identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school
  • considering their linguistic and cultural skills as Chinese and as Australians and how these contribute to their overall sense of identity
  • comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these
  • noticing differences in cultural practices and the protocol for certain events, such as 我去表哥家要先叫人，大姨好，大姨夫好；如果他们要留我吃饭，我要先问妈妈可不可以；如果阿姨叫我多吃一点, 我不能吃太多，最好得客气客气
  • participating in cultural events (for example, watching a China–Australia soccer match, performing a Chinese song to the school community, or celebrating Anzac Day) and reflecting on own reactions

  VCZHC137 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCZHC194

  Participate in planning individual and group action to contribute to school and local community, making choices from available options

  Elaborations

  • participating in conversations in imagined scenarios involving purchasing items, asking questions about availability and range of goods (for example, 你有没有红色的？/ 你有什么颜色的？) and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖, 我要买这件
  • negotiating with peers on colour, size, quantity and other aspects of goods and services, and making decisions based on collective opinions, for example, 我喜欢那个…你喜欢… 所以，我们应该…
  • completing transactions by confirming price (for example, 多少钱？五块吧) and exchanging money, recognising Chinese currency
  • creating posters or fliers to promote cultural events to the local Chinese community and the community at large, such as 悉尼艺术节，XXX音乐剧
  • producing Chinese language versions of school promotional materials to assist the Chinese community to engage with school activities, for example, a school fete, principal’s tour, sister school visit

  VCZHC194 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC084

  Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences

  Elaborations

  • locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
  • identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 in a table column
  • reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • presenting information in alternative formats to suit different purposes 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

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC001

  Interact with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes

  Elaborations

  • exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes señor Rodríguez, ¿cómo está usted?, ¡Buenas noches señoras y señores!, Hola¿qué tal Pedro? Adiós señora, que le vaya bien ¡Hasta luego amigos!
  • describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
  • using present tense high-frequency verbs such as ser, estar, tener, llamarse and vivir to introduce self and others and to describe and share aspects of personal worlds, for example, Me llamo David y vivo con mi padre. Mi amigo es divertido, vive en un apartamento elegante. Mi hermana tiene 24 años y está casada
  • recounting significant or special events and comparing these to similar events for Spanish-speaking teenagers, for example, cumpleaños, vacaciones, celebraciones especiales, eventos deportivos
  • expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy aburrido ...

  VCESC001 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU017

  Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia

  Elaborations

  • recognising that Spanish is an important world language spoken in a range of varieties dialects, and variable accents across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a map of the world
  • understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures have an important presence
  • recognising language variation across the Spanish-speaking world in terms of pronunciation, for example, the different pronunciation of the syllables ce and ci (gracias Cecilia)
  • exploring language variation in relation to vocabulary, for example, ‘a computer’ is un ordenador in Spain and una computadora in Latin America; ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, omnibus in Peru, camión in Mexico and guagua in Cuba
  • recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several countries in Latin America compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
  • recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
  • recognising that many Spanish speakers also speak one or more regional and/or local languages, for example, Catalan or Basque

  VCESU017 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCESU179

  Investigate the nature and extent of Spanish language use in both Australian and global contexts

  Elaborations

  • recognising that Spanish is an important world language spoken in a range of varieties, accents and grammatical variations across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a world map
  • understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States and the Philippines where the Spanish language and cultures have an important presence
  • exploring language variation in relation to vocabulary, for example, ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba
  • recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several Latin American countries compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
  • recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
  • recognising that many speakers of Spanish also speak one or more regional and/or local languages, such as Catalan or Basque; and researching the extent and impact of Spanish-language networks, associations and activities in different Australian communities, for example, creating a database classifying activities, events, exchange and media organisations, Spanish-speaking films on SBS, advertisements for travel to Spanish-speaking countries, and Spanish language classes

  VCESU179 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change