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• VCMNA053

  Recognise number name, numerals and quantities, initially up to five and beyond

  Elaborations

  • responding to key vocabulary and questions about ‘how many’
  • using one-to-one matching of number words, sign or augmentative and alternative communication (AAC) representation for objects to five
  • matching numerals to the correct number of items initially to five using number games, software, cards and everyday situations

  VCMNA053 | Mathematics | Level D | Number and Algebra | Number and place value

• VCNRU098

  Recognise and use vocabulary and grammatical elements to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order
  • indicating quantity using plural forms
  • using negative expressions
  • using the present tense
  • using common verbs to describe simple actions
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCNRU098 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCNRU118

  Understand how the language being studied has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the language has been influenced by migration
  • examining how technology has influenced the language being studied
  • discussing how changes to the language reflect changes in some cultural practices and attitudes
  • exploring the impact of globalisation on the language, such as the increased use of English words

  VCNRU118 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAC026

  Produce texts such as descriptions and signs in both the language and English for the school community

  Elaborations

  • preparing descriptions in both the language and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

  VCRAC026 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCRAU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognise the countries and regions where the language is spoken
  • noticing similarities and differences between lifestyles and language use
  • exploring different cultural practices and related language use through games
  • recognising words that reflect aspects of culture
  • noticing that particular Australian-English terms and expressions may have no equivalent in the language, for example, 'footy' or 'lamington'

  VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCSIS040

  Use both general terms and simple, scientific vocabulary to begin to describe their activities and observations

  Elaborations

  • working in a small group (with teacher support) using photos and real objects to describe what they have done and what they have found out
  • communicating ideas using images, key words, alternative and augmentative communication systems and answering ‘yes’ or ‘no’ questions related to their findings

  VCSIS040 | Science | Level D | Science Inquiry Skills | Communicating

• VCSSU125

  Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions may be represented by balanced chemical equations

  Elaborations

  • investigating how chemical reactions result in the production of a range of useful substances, for example, fuels, metals and pharmaceuticals
  • using word or symbol equations to represent chemical reactions
  • investigating the effect of a range of factors, for example, temperature and catalysts, on the rate of chemical reactions

  VCSSU125 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCZHC120

  Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English

  Elaborations

  • sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time
  • comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

  VCZHC120 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC168

  Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English

  Elaborations

  • observing others involved in interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation
  • using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpreting meanings in texts and interactions

  VCZHC168 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU046

  Understand that Chinese is characterised by diversity in spoken and written forms

  Elaborations

  • knowing that Putonghua is the standard spoken language used in China and the main Chinese language taught in other areas of the world
  • understanding that there are simplified and traditional Chinese characters, and exploring examples of both forms to identify differences, for example, 门 and 門
  • exploring how the Chinese language has changed in response to modern life, such as the inclusion of English terms in everyday language; recognising ‘borrowed words’/借词 in Chinese from English (for example, 咖啡、 澳大利亚), and in English from Chinese (for example, tofu), and discussing how and why these types of words are introduced
  • noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of English in a Chinese pop song), and discussing the reason for the ‘code-switching’
  • examining the role of myths, legends and 成语 in contemporary language use (for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事) and discussing their intended meaning, and the cultural importance of employing classical language in contemporary contexts

  VCZHU046 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCADAE017

  Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas

  Elaborations

  • exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
  • exploring movement possibilities in response to stimulus such as words, stories, objects or images
  • using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
  • using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
  • using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

  VCADAE017 | The Arts | Dance | Foundation Level | Explore and Express Ideas

• VCARU134

  Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose

  Elaborations

  • reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour
  • understanding that Arabic as a language has a standard form called اللغة العربية الفصحى , which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi and Gulf regional dialects
  • understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

  VCARU134 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCARU165

  Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts

  Elaborations

  • understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end
  • understanding that the marks used in the Arabic script such as التنوين؛ الشدة ؛المدة influence pronunciation and meaning in words and sentences, for example, أمل /آمال؛ دعوة/دعوى
  • using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
  • applying spacing rules between words and using their knowledge of writing conventions to expand on ideas when writing short texts
  • making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas by enhancing text cohesion and expression

  VCARU165 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELC122

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω
  • asking how to say or write a word or expression, for example, Πώς το λένε;
  • praising and encouraging peers, for example, Μπράβο σου, Ωραία, Προσπάθησε, Έλα, Πάλι!
  • using words, phrases or interjections which can be used in conversation, for example, Α καλά, έτσι μπράβο, Ποπό! Ωραία! Όπα!

  VCELC122 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELU033

  Understand how the Greek language has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
  • examining how technology has influenced the Greek language, for example, σκανάρω, το μπλογκ, σερφάρω
  • discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό
  • exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

  VCELU033 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRC011

  Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures

  Elaborations

  • making simple statements about themselves, including where they come from, their age and appearance, for example, je suis australien et italien, j’habite à Darwin, je suis fils unique, je suis petit et mince
  • identifying languages they speak or are familiar with, for example, je parle vietnamien, anglais et français, comparing ways of interacting in familiar situations in different languages
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people

  VCFRC011 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHIC004

  Locate specific phrases and points of information in simple texts such as charts, lists, stories and songs, and use the information to complete guided oral and written tasks

  Elaborations

  • listening for specific information in stories, rhymes or songs, such as लाला जी ने केला खाया; एक कौआ प्यासा था; चूहा और शेर, using intonation, gestures and facial expressions to help understanding
  • recognising simple written words in familiar contexts, such as labels, captions and story titles
  • participating in shared readings of Big Book stories about familiar events or contexts, for example, पंचतन्त्र की कहानियाँ, using pictures, punctuation, intonation and contextual clues to predict meaning, and recording words associated with main characters and events
  • identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing, clicking or dragging

  VCHIC004 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC137

  Notice how ways of communicating and behaving reflect identity and relationships

  Elaborations

  • using digital resources to create a self-profile such as an avatar or montage to exchange with a potential Japanese friend, selecting key words and simple expressions from word banks and modelled statements that capture their sense of themselves, and comparing their choices and how they think about their identity
  • sharing ideas about their family cultures, creating visual or digital representations of their families, friendship groups and communities, and listing key terms and expressions associated with each group
  • noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region

  VCJAC137 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting