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• VCZHU123

  Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words

  Elaborations

  • discussing the range of strokes and the construction of characters, and applying this understanding to differentiate between similar character forms, such as 日(sun) and 目(eye)
  • copying characters with attention to the location, direction and order of strokes
  • learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵
  • identifying components and their various forms in different locations within characters, for example, 人 、 从 、 合; 心 、 情 、 思
  • learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’
  • recognising key morphemes in word groups, for example, 白天、白雪、小白兔
  • identifying meanings of each syllable such as in xuéshēng, xuéxiào of Chinese words encountered

  VCZHU123 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCADAP019

  Use simple technical and expressive skills when presenting dance that communicates ideas to an audience

  Elaborations

  • presenting a learned sequence of movements to the class, teachers or parents, for example, a sequence the class has developed in response to a stimulus such as an image or a story
  • communicating ideas and feelings to an audience, for example, by stamping heavily or tip-toeing lightly, or using movement qualities such as slow, controlled sinking
  • using questions to explore how ideas are interpreted and presented in performance, for example, how were ideas communicated in their dance, or how would they describe the theme or ideas other students are communicating in their dance?
  • using expressive skills to engage the audience, for example, looking out to the audience and using facial expressions

  VCADAP019 | The Arts | Dance | Foundation Level | Present and Perform

• VCADAR024

  identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge

  Elaborations

  • identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
  • recognising that dance can show that people have different feelings about the world based on their experiences
  • using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
  • recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

  VCADAR024 | The Arts | Dance | Levels 1 and 2 | Respond and Interpret

• VCAMAM002

  Experience media technologies to capture images and sounds for a story

  Elaborations

  • supported through a variety of learning experience that encourage them to explore different ways of using media artworks, for example taking samples of images, sounds they react to, integrating sounds and images of significant objects to represent their likes, reactions to the world around them
  • exposed to the use of a digital camera to capture still or moving images, for example, using switch, clapping to activate and deactivate a camera, assisting to capture, viewing and reacting to images created using the effects of a camera application such as photo booth
  • experiencing computer software being used to create a photo story about them

  VCAMAM002 | The Arts | Media Arts | Level A | Media Arts Practices

• VCAMUE017

  Explore sound and silence and ways of using their voices, movement and instruments to express ideas

  Elaborations

  • exploring ways of producing sound using their voices, body percussion, acoustic and electronic/digital instruments and objects individually and in groups, for example, responding to questions such as how can voices and instruments create long/short/loud/soft sounds?
  • practising matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
  • improvising movement to represent rhythmic patterns in songs they are learning
  • creating long/short/loud/soft sounds with their voices or instruments
  • experimenting with ways of using graphic notation to represent different qualities of sounds in music they are improvising, for example, high/low, long/short

  VCAMUE017 | The Arts | Music | Foundation Level | Explore and Express Ideas

• VCAMUM026

  Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms

  Elaborations

  • practising singing and playing a range of music from different cultures, including cultures within their local community
  • experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo or adding introductions, accompaniment patterns or movement
  • exploring given rhythm and pitch patterns, structures or timbres to improvise and create music and record the resulting compositions, for example, manually or with technology, using a combination of graphic and conventional notation
  • practising reading traditional and invented notation in music as they rehearse and perform
  • researching information to guide decisions about how the music should be performed, for example, why was this music written, who were the original performers, how can performers communicate the composer’s ideas?

  VCAMUM026 | The Arts | Music | Levels 3 and 4 | Music Practices

• VCAVAR016

  Respond to visual artworks expressing what they like and dislike

  Elaborations

  • demonstrating acceptable audience behaviour viewing artworks
  • experiencing guided discussions to explore, identify and express the basic features of their own and others’ art works, identifying the main materials used, what features they like best and characteristics of their art works
  • experience art in their lives and communities, for example, assisting to create a class diary of ‘art experiences’ and recording visual artworks and their purpose, link to sustain and communicate cultural knowledge, matching artworks to their location and/ or who like what
  • exploring and learning how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others
  • experiencing and identifying the role of artist and audience

  VCAVAR016 | The Arts | Visual Arts | Level D | Respond and Interpret

• VCDEC164

  Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences

  Elaborations

  • mapping their own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • reflecting on the experience of learning and using German, considering how it might add a further dimension to own sense of identity
  • discussing how they would represent Australia in a cultural forum, for example, what they would wear or take along to an International Students Day function held in Austria
  • discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler; Schüler und Schülerinnen; SchülerInnen

  VCDEC164 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEU165

  Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation

  Elaborations

  • exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
  • recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
  • applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work

  VCDEU165 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDTDI005

  Collect and sort familiar data, and with assistance use digital systems to represent the findings as images

  Elaborations

  • experimenting with devices to capture and record data such as taking a photo (image data) and recording the results from a structured data-sorting activity
  • assisting to sort objects and events in structured shared experiences based on teacher-defined characteristics and using digital systems to represent the findings
  • sorting data by size and displaying the objects from tallest to smallest
  • assisting to sort data through structured learning experiences, for example sorting classroom objects into categories based on them being ‘the same’
  • using software to select images and sounds to represent the findings of sorted data

  VCDTDI005 | Technologies | Digital Technologies | Level B | Data and Information

• VCELC011

  Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity

  Elaborations

  • monitoring own development as a Greek speaker and exploring the relationship between identity, culture and language in relation to learning and using Greek
  • recognising and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
  • participating in Greek cultural experiences, such as eating at a Greek restaurant, going to a concert or attending a function, and reflecting on cultural similarities and differences in own language and behaviours
  • reflecting on gestures and language choices used by speakers of Greek and considering when and how to use these in own communication, for example, shaking head in agreement, use of hands to emphasise points made in conversation

  VCELC011 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCELC180

  Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours

  Elaborations

  • reflecting on learning and using Greek, and communication misunderstandings and breakdowns, discussing repair and recovery strategies and insights gained
  • reflecting on gestures, intonation patterns and facial expressions that are different in Greek, and recognising how some could be adopted in other contexts and situations
  • exchanging correspondence online/digitally with peers in Greek-speaking communities and reflecting on differences and similarities in language use and conventions and cultural nuances
  • reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with Greek speakers, for example, keeping a record of required modifications for intercultural experiences
  • sharing responsibility for modifying language and behaviours through providing feedback to other learners

  VCELC180 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC027

  Interact with Greek speakers and resources, recognising that intercultural communication involves shared responsibility for communication

  Elaborations

  • interacting with Greek speakers, for example, with students from a sister-school, reflecting on how language choices might be interpreted by Greek speakers and making adjustments to convey intended meaning
  • sharing Greek language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication
  • reflecting, such as in discussions, blogs and journals, on incidents and repair strategies in the course of learning and using Modern Greek, for example, when encountering misunderstandings in communication
  • examining reactions to different perceptions and expectations around similar and different cultural practices in the Australian and Greek contexts, for example, the concept of personal space, or head tilting to indicate ‘no’

  VCELC027 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELU034

  Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication

  Elaborations

  • examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect, for example, understanding concepts such as το φιλότιμο, η τιμή
  • considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
  • appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

  VCELU034 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELU187

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs

  Elaborations

  • collecting examples of Greek in the local landscape, for example, in particular parts of the city such as marketplaces, exhibitions or cultural events, and discussing the influence and significance of Greek language and culture on the sustainability of communities in Australia today
  • reflecting on the impact of Greek migration on many other languages and cultures, for example, by conducting a classroom project on Greek ideas which have shaped and influenced the world
  • recognising the importance of learning and using different languages to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across Greek-speaking communities

  VCELU187 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELY186

  Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

  Elaborations

  • using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
  • making connections between the text and students’ own experiences, and between information in print and images
  • finding key information in a text
  • making inferences about characters’ feelings and motives
  • building knowledge about the topic of the text and learning new vocabulary before and during reading
  • making predictions from the cover, from illustrations and at points in the text before reading on
  • retelling the events or key information in the text orally, in writing and/or through digital or arts media

  VCELY186 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCESC151

  Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events

  Elaborations

  • producing songs, raps, short scripted plays or video clips based on modelled examples of these genres to perform to younger children who are learning Spanish
  • creating individual or collaborative poetry, experimenting with rhyme and rhythm, for example, a shape or acrostic poem or jingle, riddle or rap
  • creating, performing and recording/filming own texts such as a commercial for a new product, a photo story, a cartoon, or a poster for an imagined event
  • representing key events in imagined scenarios, using formats such as digital storyboards, cartoon maker, talking books or memes, using different voices, captions or word bubbles to capture different moods or feelings

  VCESC151 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCESU198

  Understand and describe ways in which language and culture are interrelated and influence each other

  Elaborations

  • participating in guided discussion and reflection on the nature and role of culture and its relationship with language, noting any shifts in own attitudes, values or understandings about culture, identity and diversity as a consequence of learning and using Spanish
  • developing language for thinking and talking about cultural representation and expression, for example, perspectives, values, images, stereotypes, inclusion and exclusion
  • examining how a concept such as humour is conveyed in Spanish in ways that reflect lifestyles, values or traditions, and discussing how this may be perceived by non-native Spanish speakers
  • exploring language and communicative behaviours associated with particular Spanish-speaking regions or geographic locations to understand how factors such as geography, climate and economic situation shape language practices

  VCESU198 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCESU144

  Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, papito, hermanito), and the importance of religion reflected in the use of names with religious associations (Rosario, Mercedes, Pilar)
  • learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? Why do you think people…?

  VCESU144 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture