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• VCRAU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language in a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCRAU031 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOC007

  Create and perform a range of texts that express imagined experiences or events

  Elaborations

  • composing and participating in dialogues and imagined interactions, explaining the relationships between characters and contexts in a short drama or skit, rap or poem, for example, 여우야, 여우야, 뭐 하니? / 여우님, 여우님, 뭐 해요?
  • creating stories in different modes such as a video clips or digital photo stories based on imaginary characters, places and events
  • creating texts to entertain others, for example, a comic strip or Big Book for younger students, a role-play or imagined exchanges to present to parents, or a poem for an online newsletter or magazine
  • designing texts for real or imagined special occasions and imaginative games, such as greeting cards (for example, using 환영합니다, 축하합니다, 초대합니다), or board/electronic games (for example, using ideas from 윷놀이)

  VCKOC007 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC153

  Create bilingual versions of texts such as English captioned recordings of Auslan phrases

  Elaborations

  • creating captions in English for short recorded signed phrases
  • creating bilingual texts for the classroom or school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in each language for different audiences
  • developing a simple handshape dictionary
  • creating cards for use by younger children that include pictures, labels and signs, such as a transport-themed card game

  VCASFC153 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC143

  Create and perform imaginative texts such as stories, skits or rap, using familiar language

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger Greek language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly relayed story, for example, a story based on one of the gods of Olympus, Aesop’s fables, or a fairytale such as Τα τρία γουρουνάκια ...

  VCELC143 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCNRC041

  Create and perform imaginative texts such as stories, skits or rap, using familiar language

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly told story

  VCNRC041 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

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

  At this level, students express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They create and perform more complex...

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

• VCIDC009

  Create captions, labels and statements for the immediate learning environment in both Indonesian and English

  Elaborations

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

  VCIDC009 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCITC084

  Create a range of imaginative texts, considering how to represent ideas, characters and events

  Elaborations

  • creating stories with various settings, characters and events, using, for example, video, cartoon, games
  • creating texts to entertain others by expressing ideas such as romance, danger and excitement, for example, Sei bella come il sole! Attenti! Mamma mia! Acqua azzurra, acqua Chiara. Sei matto!
  • creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla donna. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …

  VCITC084 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCNRC009

  Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels or captions in the language being studied for common objects in the classroom
  • compiling and displaying illustrated picture or digital dictionaries
  • matching words in English and the language, for example, name tags, by playing games such as memory or snap

  VCNRC009 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• VCELC111

  Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC128

  Participate in guided group activities such as signing games and simple tasks using repeated language structures, facial expressions and gestures

  Elaborations

  • participating in games or songs that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market and I bought … The wheels on the bus …
  • following instructions by locating or moving classroom objects in activities, for example, hiding a marker pen somewhere in the classroom, describing where and then signing from mild to exaggerated ‘cold to hot’ as the student tries to find it
  • using appropriate signs and NMFs when taking turns in games such as 'Go Fish'
  • participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number
  • using question signs and affirmative and negative answers when swapping or ‘buying’ objects

  VCASFC128 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC011

  Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games

  Elaborations

  • comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • discussing changes or adaptations they have to make to their communicative style when interacting with non-signers

  VCASFC011 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCASFC092

  Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures

  Elaborations

  • participating in games or activities that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought …
  • following instructions by locating or moving classroom objects in activities that involve concepts such as space, place and memory, such as by hiding a marker pen and playing ‘hot/cold’ to find the pen
  • participating in activities that involve exchanging or classifying objects and attributes such as by shapes, colours and amounts
  • using questions and affirmative and negative answers when participating in role-plays that involve transactions such as ordering food at the tuckshop
  • participating in barrier games and other information-gap activities
  • working together in collaborative tasks such as craft or cooking activities
  • attracting attention or asking for clarification or help to complete a task, for example:
    WHAT MEAN?
    What do you mean?
    PLEASE AGAIN SIGN
    Please sign that again.
    

  VCASFC092 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC105

  Recognise and respond to instructions and questions about activities, games and classroom routines, and make polite requests

  Elaborations

  • responding with actions/gestures to questions such as Wo ist … ? and instructions such as Bitte aufstehen, (Klasse 1)! Hände auf den Kopf! Alle zusammen! Achtung!
  • recognising and responding to simple questions, using supporting intonation and gestures, for example, Wer/Was ist das? Das ist … ? Ist das … ? Nein, das ist ...
  • using German for everyday routines such as roll call (Hier bin ich) or naming the day of the week (Es ist Montag)
  • following simple directions supported by gestures to locate items in the classroom or playground, for example, links, rechts, auf dem Boden, hinter Peter, unter dem Tisch
  • responding to and making polite requests, for example, Ich möchte … , bitte. Bitte schön!

  VCDEC105 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELC104

  Participate in guided activities and simple exchanges, such as songs, rhymes, and games, using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια, Το δαχτυλίδι
  • performing actions when singing songs and chants
  • making simple transactions using modelled language such as Μια μπανάνα παρακαλώ, ορίστε, ευχαριστώ, παρακαλώ, for example, in role-playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCELC104 | Languages | Modern Greek | 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

• VCHIC002

  Participate in guided activities, such as songs, games, simple tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning

  Elaborations

  • participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting with alliteration and rhyme, for example, मछली जल की रानी है; लकड़ी की काठी; चंदा मामा दूर के; नानी तेरी मोरनी को; रे मामा रे मामा रे
  • participating in traditional and contemporary games such as खो-खो, पिट्ठू, गिल्ली-डंडा, कबड्डी that involve repetitive phrases and behaviours, for example, भागो; जल्दी करो; गेंद पकड़ो; बहुत अच्छे; शाबाश!
  • using appropriate phrases and expressions when taking turns in games such as साँप और सीढ़ी; कैरम बोर्ड, for example, तुम्हारी बारी; अब मैं पासा फेंकता हूँ; गोटियाँ चलो।
  • responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory
  • participating in activities that involve competing and guessing, matching or choosing objects, using modelled questions and responses and phrases such as मैं जीत गया; तुम हार गए; बाहर फेंको; अब कौन ढूँढेगा; चलो दौड़ लगाते हैं; बेईमानी मत करो
  • swapping items or describing and classifying objects and attributes such as shapes, colours and numbers, for example, तुम्हें कौन सा रंग चाहिए? अगर तुम मुझे लाल कंचे दो तो मैं तुम्हें नीले कंचे दे दूँगा।

  VCHIC002 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCHPEM037

  Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments

  Elaborations

  • copying simple physical movement patterns
  • beginning to learn to ride a tricycle or bike with training wheels
  • learning the skills needed to perform basic games
  • demonstrating safety rules when participating in structured physical activities
  • participating in games that require students to be aware of personal safety and game boundaries

  VCHPEM037 | Health and Physical Education | Level C | Movement and Physical Activity | Moving the body