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• VCMNA253

  Extend and apply the laws and properties of arithmetic to algebraic terms and expressions

  Elaborations

  • identifying order of operations in contextualised problems, preserving the order by inserting brackets in numerical expressions, then recognising how order is preserved by convention
  • moving fluently between algebraic and word representations as descriptions of the same situation

  VCMNA253 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• VCMNA139

  Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes

  Elaborations

  • finding and describing simple rules in words to solve problems
  • using simple function machines to represent and apply a process or the inverse process, such as increase or decrease the value of a number by a specified amount

  VCMNA139 | Mathematics | Level 3 | Number and Algebra | Patterns and algebra

• VCNRC009

  Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels or captions in the language being studied for common objects in the classroom
  • compiling and displaying illustrated picture or digital dictionaries
  • matching words in English and the language, for example, name tags, by playing games such as memory or snap

  VCNRC009 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCNRU067

  Recognise that the language being studied has evolved, that changes have occurred through the ages, and consider factors that have influenced this change

  Elaborations

  • understanding that there may be different forms of the written language being studied, used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times

  VCNRU067 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCNRU032

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions
  • examining culturally appropriate phrases for different purposes
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCNRU032 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• VCPSCSE066

  Name emotions shown by self and match these emotions to familiar events or experiences

  Elaborations

  • using words, signs or symbols to name emotions of self or others
  • responding to the emotions of others and indicating the immediate and present causes of other’s emotional reactions
  • matching emotion to a recent familiar event or experience

  VCPSCSE066 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Recognition and expression of emotions

• VCSSU025

  Objects can move in different ways

  Elaborations

  • developing a basic understanding of how things move, for example, push and pull, drop or throw, battery power
  • using words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’, ‘pull’

  VCSSU025 | Science | Level C | Science Understanding | Physical sciences

• VCSSU021

  Objects and parts of the world around us have names and particular characteristics

  Elaborations

  • beginning to categorise some familiar substances, for example, cup (plastic), animal (furry), bird (feathered)
  • recognising and beginning to use alternative and augmentative communication or words that describe an object and the characteristics of substances, for example, hard, soft, fast, slow

  VCSSU021 | Science | Level C | Science Understanding | Science as a human endeavour

• VCZHC103

  Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning

  Elaborations

  • translating intended meaning of an interaction by avoiding literal (word-for-word) translations (for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪里哪里！) and recognising that meaning may be implied rather than stated explicitly, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
  • comparing word choices for public signs across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • considering the uses of different measure words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing several Chinese translations of the same recipe

  VCZHC103 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU171

  Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

  Elaborations

  • using knowledge of components to select a character from options when inputting Chinese in a digital text
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 (情感、情趣、情形) and 性（性能、性别、性格）
  • discriminating between the functions of morphemes with related meanings, for example, 餐，饭; 做，作
  • exploring influences on word formation, for example, the school subject ‘Language’ is called 语文 in China not 汉语 or 中文

  VCZHU171 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCEALA011

  Use simple strategies to respond to conversation breakdown

  Elaborations

  • attempting to repeat, re-pronounce or self-correct key words when prompted by the listener
  • using simple formulaic expressions to ask for clarification, for example ‘Please say again’, ‘What is that?’
  • listening to and using speaker’s key words when asking for clarification, for example ‘What “sibling”?’
  • using appropriate social conventions such as ‘please’ and ‘thank you’ when making requests

  VCEALA011 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL020

  Use a small range of grammatical patterns

  Elaborations

  • expressing simple statements, questions and commands using common words in order, supported by intonation, for example ‘She go’, ‘My book?’, ‘Give me’
  • generalising some grammatical patterns to new contexts, though with some inaccuracies, such as ‘to the farm’, ‘to the Australia’
  • using patterns to create new forms of words, though with some overgeneralisation, such as ‘played’, ‘eated’, ‘goed’

  VCEALL020 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL073

  Write sentences or phrases that reflect own oral structures

  Elaborations

  • writing simple strings of words that approximate sentences, such as ‘Go to school’, ‘Go home’, ‘Come from’
  • using the most common coordinating conjunctions (‘and’, ‘but’) to connect clauses, sometimes writing run-on sentences, such as ‘At school teacher teach us and we work and we play’
  • writing with some errors in word order, such as ‘I saw a car blue’

  VCEALL073 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCESU142

  Recognise that languages change with use over time and according to context

  Elaborations

  • discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use
  • finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

  VCESU142 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCGGK010

  Experience local area dreaming stories and country/places

  Elaborations

  • exposed to place and word/s used by Aboriginal/ Torres Strait Islander peoples to describe for local area place/s
  • experiencing a multimodal retelling of a dreaming story
  • exposed to the sensory elements of country, for example sound, touch, sight
  • reacting to sensory elements of a significant feature of a countries/ place for example cold hard rock, cool water from a pool

  VCGGK010 | The Humanities | Geography | Level A | Geographical Knowledge | Places and our connections to them

• VCIDC059

  Translate and analyse a range of texts, comparing language choices and exploring differences in meanings

  Elaborations

  • translating texts, identifying culture-specific vocabulary (for example, peci, kebaya) and expressions (for example, makan angin, pulang kampung), discussing the translation process (such as possible reasons for equivalence/non-equivalence), and choosing ‘best fit’ words or omitting words
  • comparing interpretations of texts such as advertisements, songs or film extracts, noticing similarities and differences, and reflecting on why interpretations may vary

  VCIDC059 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC009

  Share with others what they can express in Italian, and explain how meanings are similar or different

  Elaborations

  • identifying when Italian or English is being used in the classroom
  • comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys
  • explaining to others the meanings of particular words and when they are used, for example, ciao
  • demonstrating and explaining specific gestures used in Italian

  VCITC009 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCITC011

  Begin noticing what is ‘new’ or ‘interesting’ in Italian language and culture and recognising similarities and differences between Italian and Australian cultural practices and related language use

  Elaborations

  • viewing images of home, school and neighbourhood in Italy and Australia, and choosing from word lists to express reactions
  • noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
  • noticing similarities and differences in language use in Italian and English
  • expressing reactions to using Italian, for example, ‘I like it when …’ or ‘That word sounds like …’

  VCITC011 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC117

  Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts

  Elaborations

  • performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day
  • creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning
  • writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment
  • creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

  VCJAC117 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating