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• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC180

  Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others

  Elaborations

  • substantiating their position with examples from texts, quotes or statistical data and by using 成语 or 谚语, for example, 养不教，父之过, 父母当然要对孩子的教育负责
  • presenting opinions using strategies suited to audience/readers’ expectations, such as 欲扬先抑 (to criticise before praising)
  • evaluating the credibility of sources by analysing accuracy of evidence, references to other sources, and appropriate use of formal language
  • designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making

  VCZHC180 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHU126

  Recognise diversity in expressions and gestures used in everyday social interaction across cultures

  Elaborations

  • observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
  • understanding that gestures can enhance communication but might be interpreted differently by different people
  • learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好
  • comparing language use among family members (for example, with parents and siblings), and recognising different languages(e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文，跟哥哥说英文

  VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• The Humanities | Geography: Learning in Geography

  Concepts

  The Geography curriculum identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject to identify...

  Overview material | Geography

• Auslan - First Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4

• Auslan - Second Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace unknown signs to support continued interaction, such as

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8

• German - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment to seek clarification and advice, assist others,...

  Level description | Languages | German | F–10 Sequence | Levels 9 and 10

• German - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

  Level description | Languages | German | 7–10 Sequence | Levels 9 and 10

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

  Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मन...

  Level description | Languages | Hindi | F–10 Sequence

• Korean - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...

  Level description | Languages | Korean | F–10 Sequence | Foundation to Level 2

• Science | Science: Rationale and Aims

  Rationale

  Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world by exploring the unknown, investigating...

  Overview material | Science

• The Humanities | History: Structure

  History is organised by two strands: Historical Concepts and Skills and Historical Knowledge.

  Historical Concepts and Skills are fundamental to the discipline of history and provide a structure for the development of historical understanding. 

  Sub-strands
  Chronology
  Historical...

  Overview material | History

• Turkish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

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

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• Vietnamese - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. They make shared decisions and arrangements, organise...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6

• Vietnamese - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident. They apply appropriate sentence structures, using nouns, adjectives, verbs, conjunctions and writing conventions to express opinions (for example, Tôi thích học tiếng Việt để nói chuyện với ông bà

  Level description | Languages | Vietnamese | F–10 Sequence

• Korean - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...

  Level description | Languages | Korean | 7–10 Sequence | Levels 7 and 8

• VCASFC064

  Explore the relationship between identity, community and visual ways of being and the nature and significance of relationship between people, culture and place/space

  Elaborations

  • creating and comparing individual biographies, including elements such as family origins, traditions, beliefs, experiences, and considering how these influence their sense of identity
  • identifying elements of visual awareness in deaf people, such as good observation skills of body language and alertness to hazards in the environment while walking/driving and signing
  • describing how the concept of Deafhood applies to them and to others by evaluating texts and media portrayals of deaf identity
  • discussing visual ways of transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • exploring how Deaf cultures around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics
  • discussing when and how they learnt Auslan and how this contributed to their sense of identity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles
  • considering how accounts by different deaf visitors to the classroom of their lives, work, education, interests and experience reflect a sense of identity and relationship with Auslan and Deaf culture
  • identifying ways in which members of the Deaf community demonstrate responsibility for relationships within the community and between it and the wider ‘hearing’ society, for example, describing past learning from deaf adults or other deaf peers about navigating relationships
  • investigating and explaining connections between rules, culture and community, identifying how these are demonstrated in Deaf culture through visual ways of being and using language, for example, exploring the values and beliefs which influence observable behaviours and social rules
  • suggesting how reciprocity works in relation to community members sharing responsibility for each other’s wellbeing, comparing examples of how they themselves negotiate relationships with each other and look out for each other
  • exploring the concept of ‘Deaf gain’ and providing examples of how wider society may ‘gain’ from the Deaf community, for example the benefits of captioning for groups such as elderly people or newly arrived migrants
  • describing how the Deaf community maintains Deaf places and keeps them relevant to new generations, for example by acknowledging Deaf pioneers in the naming of places and identifying historical links with places
  • discussing with elders how patterns of ownership and management of Deaf spaces and places impact on the Deaf community
  • describing their experience of moving between English and Auslan, comparing how this feels and considering changes in their sense of identity when communicating in either language
  • sharing their understandings of Deafhood and Deaf gain with Deaf elders and comparing these the elders’ views on these concepts

  VCASFC064 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC118

  Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces

  Elaborations

  • using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
  • identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity
  • investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning
  • discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture
  • identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes
  • using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing
  • engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses
  • using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information
  • documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
  • responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family
  • exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants
  • discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community

  VCASFC118 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCTRU064

  Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • recognising and using reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi (reflexive), Maçtan sonra arkadaşı ile buluştu (reciprocal), Dün kuaförde saçını kestirdi (causative), Bugün işten kovuldu (passive)
  • using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor
  • learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun, -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • learning to use more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, rağmen, yani, -e göre
  • using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan
  • using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? Ne kadar uzun olsun? Yaklaşık otuz santim
  • using compound and complex sentences, for example, Ayşe telefonda konuşur ve bilgisayarda oyun oynar, Ama Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
  • recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
  • developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
  • learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak

  VCTRU064 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language