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Result list

• VCVIC163

  Create and present a range of texts, including multimodal and digital texts, involving imagined places, events, people and experiences, to entertain others

  Elaborations

  • creating texts such as a diary entry to reflect on an event in a story or film, or an interview with an imaginary character in a story or film
  • performing scenes that illustrate aspects of the personality and attitudes of characters from a variety of written and visual imaginative texts
  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts such as a folk tale, short story, drama or film
  • performing a dramatisation of a creative text, for example, imagining themselves as characters in a poem, song or painting and creating a scenario and dialogue
  • adapting stories or films to new settings and contexts, imagining how characters might behave and react differently in different contexts and times
  • creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, tết Nguyên đán, tết Trung thu, Australia Day, Anzac Day, Harmony Day
  • creating and performing simple raps, songs, skits or poems, using own imagination or relating own and others’ experiences

  VCVIC163 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCVIC180

  Create a range of imaginative texts in different formats, including multimodal and digital formats, for a range of audiences, contexts and purposes

  Elaborations

  • composing reviews in response to artworks, songs, films or stories, discussing themes, characters and language use
  • creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese communities
  • creating a range of texts, such as stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences, for example, children, peers, parents, teachers and social or interest groups
  • writing scripts and performing role-plays or plays that reflect own perspectives on Vietnamese values and practices, such as own view of traditional filial piety and value of education in the modern context
  • composing own imaginative texts, such as animated stories, games or short films, with different settings, characters and events, using a range of devices for effect, and reflecting on values and practices across cultures
  • creating own imaginative texts, such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness

  VCVIC180 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC182

  Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences

  Elaborations

  • creating programs for Vietnamese cultural events, including footnotes in English to explain key words, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng
  • creating a range of bilingual texts, such as advertisements, announcements and recipes, for different audiences and contexts, and discussing ways of expressing concepts in each language
  • creating bilingual ‘survival guides’ on language and etiquette in the form of brochures or slideshow presentation for visitors to Vietnam or Australia, and providing advice for specific scenarios, for example, at the airport, hotel, supermarket, restaurant or tourist attraction
  • creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
  • translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
  • adapting classic Australian stories for young Vietnamese readers, and explaining language and setting choices

  VCVIC182 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC011

  Reflect on own biography, including family origins, traditions and beliefs, considering how it impacts on identity and shapes intercultural communication

  Elaborations

  • mapping their own linguistic and cultural profiles, for example, by creating a timeline or web profile to highlight formative elements such as family languages, traditions and beliefs, key relationships and intercultural experiences
  • identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example, một kỳ nghỉ, một cuộc thi tài, bạn tôi, gia đình tôi, một đội/nhóm
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese, for example, using the correct personal pronouns to address elderly people (thưa ông/bà/bác/chú/cô/dì), and shaking or not shaking hands depending on gender and age
  • comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

  VCVIC011 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCVIC145

  Engage with imaginative texts, including digital and multimodal, by identifying and describing key elements such as themes, settings, characters and events

  Elaborations

  • identifying and describing key elements of an imaginative text, such as settings, characters and events, by asking and responding to questions such as ở đâu? khi nào? ai? làm gì? như thế nào? tại sao?, or by producing a profile of a character or a timeline of events
  • reading or viewing imaginative texts in print, digital or multimodal forms, such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, the story’s ending or the writer’s message
  • illustrating an extract of text by selecting images, for example, a picture, colour, symbol or emoticon, to express the content, mood or key message of the text
  • participating in imaginative exchanges such as a role-play between characters from a story

  VCVIC145 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCVIC127

  Present information relating to familiar contexts in modelled spoken, written and visual texts in different modes, including digital and multimodal

  Elaborations

  • gathering information from a range of sources and reporting it in a different mode, for example, captioned photographs, drawings and posters sharing information orally about routines and interests, for example, giving a short speech about their daily life at home or their favourite songs or movies
  • presenting information about familiar topics using modelled language, such as a recount of a recent school excursion or a set of instructions on pet care
  • conveying information about school and community events in written and multimodal texts, such as annotated posters or digital storyboards, through scaffolding and guidance
  • reporting information to others, for example, presenting the results of a class survey on likes and dislikes in relation to food and drink or leisure activities through a picture graph with annotations (Nhiều bạn trong lớp mình thích ăn phở. Có 12 bạn thích ăn chả giò. Có vài bạn thích chơi quần vợt)

  VCVIC127 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCVIC150

  Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication

  Elaborations

  • discussing how having a Vietnamese background influences who they are and how they interact and behave in different contexts
  • identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese-speaking contexts
  • identifying key influences on their sense of identity, such as their family origins, traditions and beliefs and significant events, for example, Ra ngoài đường con phải lễ phép để người ta đừng cười ba mẹ không biết dạy con. Người lịch sự/có văn hóa/có giáo dục không bao giờ chửi thề hay nói bậy
  • exploring how they communicate with one another, their teachers and families, noticing whether they see themselves differently in different contexts, for example, Khi nói chuyện ở nhà tôi cảm thấy mình là người Việt. Khi nói chuyện ở trường tôi cảm thấy mình là người Úc

  VCVIC150 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCVIU012

  Recognise the features of the Vietnamese sound and writing system, including tones and tone markers, and explore Vietnamese pronunciation and spelling rules

  Elaborations

  • exploring the Vietnamese alphabet, identifying letters that have no equivalent in the English alphabet, such as ă, â, ê, ô, ơ, ư and đ, and vice versa (f, w, z)
  • reading, listening to and reproducing Vietnamese words with different tone markers, recognising that Vietnamese is a tonal language, and understanding that pitch changes affect the meaning of a word, for example, ma (‘ghost’), mà (‘but’/‘that’), má (‘mother’), mả (‘grave’), mã (‘horse’), mạ (‘rice seedling’)
  • listening to, reading and reproducing Vietnamese words with the same monophthongs or diphthongs, for example, đi thi, bà già, mai, nai, vài bài, developing awareness of sound–letter relationships to establish concepts of Vietnamese spelling rules
  • identifying words with the same syllables, including monophthongs, diphthongs and triphthongs, for example, nho nhỏ, đo đỏ, ngày nay, máy may, người người cười tươi, when listening to songs and reading poems
  • differentiating between consonant blends that are pronounced similarly such as ch and tr, d and gi, s and x, for example, che chở versus cây tre; hung dữ versus giữ nhà; cá sấu versus xấu quá
  • understanding and applying spelling rules for special cases such as the initial consonant k and consonant clusters kh, gh, ngh can go with the vowels i, e, ê only, for example, kể, khi, nghỉ, ghe, nghe, nghề, and rules relating to middle tone markers dấu hỏi and dấu ngã for Vietnamese alliterations (ngang, sắc, hỏi and huyền, ngã, nặng), such as in mát mẻ, vui vẻ; bẽ bàng, hờ hững
  • applying Vietnamese spelling rules, including adding or changing initial consonants, vowels or tone markers, to form new words, for example, đi thi, bà già, hai tai, mười người, ba và bà, no nê, thủ thỉ, nho nhỏ, nho đỏ, gió to, tươi cười
  • identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video

  VCVIU012 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC211

  Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources

  Elaborations

  • viewing reports on news and current affairs programs to develop an overview of events and discuss the responses of individuals and groups to issues and events such as a threat to public health or safety, environmental pollution, or rapid urbanisation
  • listening to and viewing texts such as celebrity interviews, news reports and documentaries on tourist hot spots, and obtaining the gist by focusing on familiar, anticipated items in a flow of words, for example, names of people and places, time and date, attitude and opinions
  • listening to and viewing interactions and noting the different opinions and ideas of different participants, focusing on key words and non-verbal cues to identify feelings
  • using dictionaries and other resources to interpret key words, for example, identifying the likely meaning of 七夕 in the sentence 农历七月七日是七夕
  • identifying important ideas and interpreting implied meanings in texts, recognising possible bias when judging the value of information
  • using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others
  • presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

  VCZHC211 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC105

  Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts

  Elaborations

  • sharing information about their membership of diverse groups and exploring how this is expressed in Chinese, for example, 我和他是同学，我们都在这个学校学习。我的姐姐是澳大利亚国家队的运动员
  • interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
  • identifying how different opinions and perspectives are expressed and how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
  • interacting with teachers and peers and reflecting on how to respond, for example, what to do when they don’t comprehend words used or meanings expressed by other participants
  • identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking: How do I interpret participants’ real meaning? Are they just being polite or are their words genuine?
  • reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately and effectively? How can I seem interested when I am not?
  • reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and support?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • considering the role of voice, pitch and pace to encourage involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要；我可能 versus 我会
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHC105 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU218

  Compare features of speech of speakers from diverse regions to standard Chinese including pronunciation and prosody (for example, intonation and stress)

  Elaborations

  • developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ when listening to interactions between speakers in diverse contexts
  • comparing their pronunciation and word choices when speaking in Chinese to peers and other Chinese speakers
  • experimenting with rhythm, pace, tone, stress and other paralinguistic cues, and developing strategies to address aspects of their own spoken Chinese that may impede effective communication with others

  VCZHU218 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU202

  Explain the phonological and tonal features of Chinese, including variations in tone, stress and phrasing in diverse settings

  Elaborations

  • recognising the value of Pinyin romanisation to assist in distinguishing and analysing differences in spoken Chinese, to generate digital texts and to develop understanding of sound–symbol correspondences in characters
  • identifying subtle differences in pronunciation in spoken Chinese, including variations in regional accents, especially in speakers of other dialects, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, ‘lan’ and ‘nan’
  • developing tone discrimination and exploring the impact of tone choice, including tone sandhi, on the meanings expressed in speech, for example, ‘mǎi’ and ‘mài’, ‘bùqù’ and ‘búqù’

  VCZHU202 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU173

  Identify structure and organisation of different texts, including expositions, procedural texts and recounts, and use these in their own speech and writing

  Elaborations

  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
  • comparing the ways in which similar ideas and concepts are presented in different genres, discussing the impact of genre choice on text structure and language use (for example, in imaginative and evaluative texts), and determining how language choices achieve the desired effect
  • exploring the traditional structure of persuasive texts in Chinese, such as 总起-分述-总结, and discussing its effectiveness
  • reading samples of formal texts, such as news articles, official letters and informative reports, and identifying how the language use compares to their own everyday speech

  VCZHU173 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDTCD030

  Define problems in terms of data and functional requirements, drawing on previously solved problems to identify similarities

  Elaborations

  • checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities, such as user age and special requirements, between an existing game and a new game to be created
  • investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens encourage users to respond more intuitively than keyboards, or the consistent placement of symbols in games to speed up users' responses
  • using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
  • describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include

  VCDTCD030 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCFRC099

  Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated

  Elaborations

  • creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions
  • creating bilingual texts for the school or local community (for example, posters, library displays or contributions to online forums), considering how to represent meaning for different audiences
  • creating bilingual texts for specific audiences, for example, rhymes, stories or songs for younger learners of French, invitations to a class event, or posters for a performance
  • using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives
  • designing and maintaining a bilingual website with a sister-school or contact group of English learners in a French-speaking community, making choices about when to use French or English depending on the context, topic and nature of the interaction

  VCFRC099 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VC2M2N01

  recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines

  Elaborations

  • recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered
  • recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers
  • reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)
  • collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers

  VC2M2N01 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M1N01

  recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

  Elaborations

  • reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar, for example, 16, 60, 61 and 66
  • using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging them on an empty number line
  • using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99, or colour-coding the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones
  • recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols (for example, through kanji numbers in Japanese and characters in Chinese) and that there are alternative numeration systems (for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration)

  VC2M1N01 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCASFU229

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space to show participants in a process

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • comparing and contrasting Auslan and English pronouns, in particular noticing that Auslan pronouns don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • discussing the functions of different pointing signs, such as pronouns, determiners, locatives
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something

  VCASFU229 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M2M01

  measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary

  Elaborations

  • choosing suitable informal units to measure the length of a range of objects, and justifying their choice of a longer unit to measure things that are long (such as the width of a room) and a shorter unit to measure shorter things or when more accuracy is needed
  • comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results; writing an explanation of their measurement process, including using smaller units to be more accurate; and justifying the result
  • using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; and explaining why the informal units chosen need to be the same mass
  • recognising that the same informal unit needs to be used when measuring (for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different) and discussing why a smaller-sized informal unit may result in a larger number of units compared to a larger-sized informal unit
  • investigating Aboriginal and/or Torres Strait Islander Peoples’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects, for example, in the manufacturing of nets for a particular purpose
  • investigating and comparing measurable attributes that are interpreted by Aboriginal and/or Torres Strait Islander Peoples to understand animal behaviour, such as the length, width and depth of animal tracks

  VC2M2M01 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement