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• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDEC110

  Share with peers and family what they know in German, identifying different words and expressions, moving between languages depending on the audience

  Elaborations

  • distinguishing between German and English in spoken and written form (Ist das Deutsch oder Englisch?), considering factors such as pronunciation, capitalisation of nouns, and the use of cursive script in some texts for children
  • comparing greetings and terms for numbers, family members and familiar objects in German, English and other known/common languages, and noting similarities
  • comparing the words on bilingual signs around the school, such as Spielplatz/playground, Schulkantine/tuckshop
  • interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers
  • teaching a family member some German, for example, greetings, how to play a German game or sing a German song

  VCDEC110 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDTDI027

  Examine how whole numbers are used as the basis for representing all types of data in digital systems

  Elaborations

  • recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s
  • explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics
  • recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11
  • representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary
  • exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms
  • representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0

  VCDTDI027 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC004

  Locate and use key points of information, such as main ideas, specific details and general descriptions from a range of spoken, written, visual, digital or multimodal texts

  Elaborations

  • reading, viewing or listening to texts, such as a map, song, poster, email or interactive game and responding to questions, for example, Πού είναι η Σαντορίνη; Τι χρώμα είναι τα ρούχα;
  • obtaining information on a range of topics, such as the life of a student in Greece or Cyprus, for example, Πώς τον/την λένε; Πόσων χρονών είναι;
  • identifying main ideas and key points of information in texts and using the information in new ways, for example, reading about an annual event in Greece or Cyprus and producing a program
  • identifying key and commonly used expressions in texts and using them in own texts, for example, Απίστευτο! Σπουδαίο! Φοβερό! Τέλειο!
  • gathering and collating information from sources such as class surveys, and presenting findings to others in digital formats, for example, posters, wall charts, profiles or timelines

  VCELC004 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELC147

  Share experiences of learning and using Greek, in person or online, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students in Greece or Cyprus online, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at a Greek restaurant and being able to read some of the menu
  • considering whether learning and using Greek impacts on their sense of identity either in or out of the classroom

  VCELC147 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCELC105

  Participate with teacher and peers in class routines and activities, such as following instructions and taking turns

  Elaborations

  • following classroom instructions, for example, σήκω, σηκωθείτε, έλα, ελάτε, ελάτε μέσα, καθίστε, Έλα εδώ, Πήγαινε έξω, Κλείσε την πόρτα, Σβήσε το φως
  • participating in routine exchanges, such as opening and closing lessons, Καλημέρα παιδιά, Χαίρετε κυρία, naming the day of the week, Σήμερα είναι Δευτέρα, responding to the class roll, εδώ, λείπει, παρών, παρούσα and moving between activities, for example, Ελάτε, Καθίστε στη μοκέτα/στο χαλί
  • taking turns in games and action songs using repetitive language Σειρά σου, Έλα Άννα and songs such as ‘Περνά περνά η μέλισσα, Η μικρή Ελένη, Γύρω γύρω όλοι’, ‘Beat the champ’, ‘Buzz’

  VCELC105 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELU119

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCESC134

  Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings

  Elaborations

  • comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy your lunch’
  • matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
  • using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word
  • playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

  VCESC134 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCESU123

  Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day

  Elaborations

  • understanding that different forms of language are used with different people, for example, appropriate pronouns and forms of address such as tú, vos, doctor García, Doña Aura
  • understanding that language use varies according to context and situation, for example, language used when interacting with peers during playground games is different to that used with teachers in class (Hola, ¿qué tal?; Buenos días señora García, ¿cómo está?)
  • understanding that language exchanges in Spanish such as greetings vary according to the time of day or the occasion, for example, Buenas tardes, Buenas noches, Felicidades. Feliz Año Nuevo
  • identifying social relationships between people observed interacting in Spanish-language materials such as video clips or cartoons

  VCESU123 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESU122

  Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories

  Elaborations

  • understanding that texts can be spoken, written, visual or acted out and that they can be very short (¡alto!) or much longer, for example, a song or story
  • observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
  • understanding that texts have a purpose, for example, timetables indicate what happens when (guía de horarios), recounts describe past events (Había una vez) and greeting cards convey feelings (Te amo/Te quiero)
  • comparing familiar texts in Spanish and English, such as counting games or street signs, identifying elements in the Spanish texts that look or sound different

  VCESU122 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDC086

  Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment

  Elaborations

  • exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken
  • describing and comparing aspects of personal world such as home and family, teachers and school, interests and friends, for example, teman saya baik hati dan setia
  • recounting significant or special events and comparing these to similar events for Indonesian teenagers, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions, for example, saya lebih suka bermain bola basket daripada sepak bola, saya paling suka sejarah karena menarik
  • participating in class activities such as games (sepak takraw/bola basket) using Indonesian to interact, for example, giliran saya, ke kiri/kanan, saya menang

  VCIDC086 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDC038

  Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers, Anak itu tinggal di kampung…
  • reading, viewing and listening to texts to research information about concepts related to other learning areas such as the Arts, Humanities and Science
  • identifying and comparing perspectives about information in spoken and written texts , for example, Apakah informasi ini benar?, Informasi ini dari mana?, Siapa yang menulis teks ini?, Berapa orang setuju?

  VCIDC038 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDC107

  Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools

  Elaborations

  • conveying information to an Indonesian audience to describe aspects of Australian culture such as the physical environment, celebrations and cuisine, or to explain expressions such as ‘the bush’ or ‘fair go’
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or board game, instructions on keeping a pet/animal, or fashion tips
  • presenting a report on an issue, recent event or public figure, using graphics to support meaning, for example, Film terbaru….; Olimpiade…; Gunung api meletus lagi
  • conveying information about topics of personal interest such as in health, technology or the arts, and aspects of Indonesian culture such as jamu, agama, sihir or pencak silat, by producing displays or (multimedia) presentations with commentary, subtitles or captions, for example, Menurut informasi ini…

  VCIDC107 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC071

  Engage in language learning tasks and experiences through discussion, justifying opinions and reflecting on own language learning

  Elaborations

  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement or giving encouragement/praise or critique, for example, Giliran saya, Saya setuju, Memang, ide bagus
  • participating in discussions using language to express opinions, for example, Kamu merasa bagaimana?, dibandingkan, di satu pihak…di lain pihak, Saya tidak heran karena…, perspektif saya berubah, dari segi lain…
  • discussing language and language learning using metalanguage, for example, kata dasar, kata kerja, bentuk pasif, akronim, singkatan

  VCIDC071 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC079

  Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations

  Elaborations

  • participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto
  • exchanging a purchased item, for example, Mi dispiace, ma non funziona bene, c’è un difetto … Vorrei cambiarlo/a
  • negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?

  VCITC079 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC050

  Share aspects of own identity such as appearance, character, background, family, preferences and experiences, including own role as a learner of Italian, and consider how these aspects contribute to identity formation

  Elaborations

  • connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an Italian restaurant and being able to read some of the signs and/or the menu
  • connecting various experiences and reflecting on self in interaction with others and how each person is perceived by others, for example, Sono fiero perché … Gli italiani in Australia amano.. Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto …. Sono sorpreso di scoprire...

  VCITC050 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCKOC193

  Use interactional language to elicit, offer, negotiate, report, and reflect and elaborate on opinions and ideas

  Elaborations

  • participating in class discussion by:
    • expressing own opinion such as agreement or disagreement with others, for example, 저는 민수가 맞다고 생각해요; 저는 정답이4번이라고 생각했어요
    • eliciting and reflecting on others’ opinions, for example, 왜 그렇게 생각해요?; 어떻게 그렇게 되었어요?; 정말 그럴까요?; 아,그렇군요
  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement, giving encouragement/praise or critique, for example, 내차례예요; 누가 먼저 하는 거예요?; 그건 아닌 것 같아요; 잘 할 수 있을 거예요
  • discussing language and language learning using metalanguage, for example, 단어, 명사, 동사, 줄임말, 높임말/경어, 문장

  VCKOC193 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC156

  Listen to, view and read texts for specific information drawn from a range of sources relating to social and cultural worlds in different times, places and communities, and to different learning areas

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as weather, types of activities for young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요; 언제 만나요? 내일 두 시에 만나요
  • reading, viewing and listening to texts to collect information about concepts related to other learning areas such as the arts, humanities and science
  • identifying and comparing perspectives represented in spoken and written informative texts, for example, 누가 썼어요/말했어요? ...이/가 맞는 것 같아요? 왜 맞아요?

  VCKOC156 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing