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• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C1 description

  The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• Korean - F–10 Sequence: Levels 7 and 8 description

  Students use a range of grammatical forms and structures to convey more complex relationships between ideas and events, developing awareness of how language structures and features build up textural features. They use descriptive and expressive language including onomatopoeic and mimetic words...

  Level description | Languages | Korean | F–10 Sequence

• Mathematics: Level 1 description

  In Level 1, students use mathematical symbols and language as well as materials and drawings in their mathematical explorations of daily life.

  Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect...

  Level description | Mathematics

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence...

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

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

  Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence

• Turkish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example,

  Level description | Languages | Turkish | F–10 Sequence | Levels 3 and 4

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

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

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

  By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听不懂...

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

• VCASFC217

  Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences

  Elaborations

  • exchanging greetings, wishes, thanks and apologies, adjusting language to suit the situation, for example:
    HOW-ARE-YOU? SEE LATER, GOOD-LUCK, THANKS, SORRY INTERRUPT
  • describing and comparing people and objects using SASS depicting signs, for example:
    POSS1 MATH TEACHER TALL DS:long-wavy-hair
    My maths teacher has long wavy hair.
    SCHOOL UNIFORM HAVE DS:long-thin-tie
    The school uniform has a long thin tie.
  • comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK.
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE WATERMELON. DON’T-LIKE ORANGE
    I like watermelon; I don’t like oranges.
    ART MUSIC? RATHER ART
    I prefer art to music.
  • introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example:
    HAVE ONE SISTER ONE BROTHER
    I have a brother and a sister.
    THAT BABY HER SISTER
    That baby is her sister.
  • asking and responding to questions about a familiar topic, such as a shared school experience, for example:
    PRO2 LIKE AUSLAN?
    Do you like Auslan?
    PRO2, SUBJECT WHAT STUDY WHAT?
    And you, what subjects do you study?
    SCHOOL LIKE YOU?
    Do you like school?

  VCASFC217 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC076

  Research, interpret and evaluate information presented from different perspectives in relation to youth-related interests, identifying how culture and context affect how information is presented

  Elaborations

  • identifying different perspectives on selected social issues featured on television, radio or online forums, using the material as stimulus for debates or presentations, for example, जनसँख्या; भेदभाव; बेरोज़गारी, वैश्वीकरण, मानव अधिकार
  • comparing information published in different media on topical issues or well-known personalities in order to demonstrate the relationship between texts and cultural contexts, for example, by analysing language used in commentaries on क्रिकेट or reflections on Bhagat Singh, Subhash Chandra Bose, Rabindranath Tagore
  • conducting face-to-face or online interviews or surveys with peers, family or community members to compare experiences such as migration to Australia, living ‘across’ cultures or relationships with technology
  • critically analysing texts such as blogs, letters or newspaper announcements, distinguishing between facts and opinions, and identifying author intent, for example, by reading and discussing letters by Jawahar Lal Nehru, पिता के पत्र पुत्री के नाम
  • comparing representations in texts such as advertisements for mobile phones, beauty products or fast food in Hindi and English, considering why particular language or images have been selected
  • listening to interviews with celebrities from fields such as entertainment, sport or politics, identifying expressions or cultural references that convey a sense of culture or context

  VCHIC076 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCNRU101

  Understand that the language being studied continues both to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that the language is a language of a particular country and is also spoken in language-speaking communities
  • exploring and discussing the influence of the language on English using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages
  • recognising loan words from English that are used in the language and other words used in the language that have been borrowed from other languages and discussing why these words have been borrowed

  VCNRU101 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC154

  Consider how their ways of communicating and responding to each other shape and reflect their sense of identity

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they identify with, such as friends, family, sporting, interest and community groups
  • creating a profile to capture their sense of self, for example through creating an avatar or montage, using key signs, fingerspelled letters or simple Auslan expressions in a digital file to identify significant characteristics, traits or experiences
  • comparing their own and each other’s ways of communicating, identifying elements that reflect cultural differences or influences of other languages
  • identifying markers of identity that may be important across all cultures and communities, for example, family membership, environment, language background, age or gender

  VCASFC154 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity

• VCEBE010

  Make decisions, identify appropriate actions by considering the advantages and disadvantages, and form conclusions concerning an economics or business issue or event

  Elaborations

  • weighing up options involved in a decision, for example, purchasing a phone by comparing the advantages and disadvantages of each available option
  • making an individual purchasing decision based on an analysis of the trade-offs involved
  • identifying the effect of consumers purchasing items from a range of sources on local businesses, for example, ‘What is the effect on the local shopping centre if consumers purchase more goods online rather than in local shops?’
  • taking action to share their findings with audiences beyond the classroom, such as presenting at a school assembly, writing a letter to the editor of the local newspaper or their local member of parliament

  VCEBE010 | The Humanities | Economics and Business | Levels 5 and 6 | Economic and Business Reasoning and Interpretation

• VCELA483

  Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people

  Elaborations

  • identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
  • identifying the use of first person (I, we) and second person pronouns (you) to distance or involve the audience, for example in a speech made to a local cultural community
  • identifying references to shared assumptions
  • identifying appeals to shared cultural knowledge, values and beliefs
  • reflecting on experiences of when language includes, distances or marginalises others
  • creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

  VCELA483 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCELU167

  Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as digital/online diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

  Elaborations

  • describing the main features of familiar text types, for example, cartoon, digital story/DVD, storyboard, online news report, and identifying features such as sequencing
  • observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe, for example, an invitation to a party or a greeting card
  • identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
  • identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience

  VCELU167 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHHK095

  The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated

  Elaborations

  • investigate migration programs to Australian since World War II
  • comparing push and pull factors that have contributed to people migrating to Australia, for example, economic migrants and political refugees
  • exploring individual narratives using primary sources, for example, letters, documents and historical objects, interviewing and recording an oral history, dramatising the journey and circumstances of arrival based on the sources
  • describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
  • connecting stories of migration to students’ own family histories (where appropriate)

  VCHHK095 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCICCB014

  Examine how various cultural groups are represented, by whom they are represented, and comment on the purpose and effect of these representations

  Elaborations

  • using journal entries to collate, identify and critically explore generalisations and stereotypes from media sources, including television, radio and social media
  • examining the concepts of generalisations and stereotypes through a range of different representations of cultural groups, for example, positive and negative representations of Australians or by examining Australian tourism campaigns across different decades
  • analysing media coverage of a current issue and exploring the way different groups are represented
  • removing, rewriting, replacing or changing the racial identifiers in a short newspaper article, letter to the editor or political cartoon, and reflecting on ways that representations of stereotypes can be challenged

  VCICCB014 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• VCKOU187

  Explore how language use varies according to context, purpose and audience and to the mode of delivery and the relationship between participants

  Elaborations

  • identifying linguistic/textual features used in different types of text, for example, different degrees of formality and flexibility expressed in conversations, speeches, letters, emails and electronic text messages
  • recognising how language use, such as the level of politeness, reflects the intention of the speaker or author and impacts on the further development of relationships, for example, switching from a polite style to an intimate style (저를 좋아해요?; 나 좋아해?)
  • comparing language structures in Korean and English and how these are used to create affinity or distance, for example, the use of 반말 or colloquial language
  • comparing elements of communication such as body language, the use of personal space and silence in different cultural contexts and exchanges

  VCKOU187 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCLAE019

  Read aloud, recite or perform Latin texts to entertain others, using strategies such as phrasing, voice inflection and metrical effects to convey meaning and emotion

  Elaborations

  • reading aloud, as Romans were accustomed to do, extracts from different genres of Latin literature, such as oratory, history, drama or poetry, with appropriate expression, phrasing, stress, rhythm and tone to convey meaning, for example, selections from the epigrams of Martial, or the letters of Pliny
  • reciting or presenting extracts from Latin texts to the class or school community, using expression and movement to illustrate meaning and to entertain, for example, part of one of Cicero’s speeches or excerpts from Virgil’s Aeneid
  • performing in theatrical presentations of Latin poetry or plays, such as the poetry of Ovid or Virgil, extracts from the plays of Plautus

  VCLAE019 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts