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• Languages | Arabic: Learning in Arabic

  Arabic language learning

  Arabic is spoken by approximately 280 million people in 22 countries over several continents. It is the official language of the Arab world, which includes countries of the Middle East, North Africa and the Gulf region, and is one of the official languages of the United...

  Overview material | Arabic

• Languages | Indonesian: Learning in Indonesian

  Indonesian language learning

  Indonesian is a standardised language that is the official language of government, education, business and the media. It has been and continues to be shaped (for example, in terms of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly...

  Overview material | Indonesian

• Modern Greek - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings...

  Level description | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

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

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8

• VCARC142

  Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making connections with own experiences and feelings

  Elaborations

  • listening to and viewing imaginative texts in print, digital and multimodal formats, such as cartoons, folk tales and fables, and sharing opinions or feelings about ideas, events and experiences, using expressions such as

    سندباد رجل شجاع؛ علي بابا حرامي ظريف؛ لا أحب قصة علاء الدين والمصباح السحري؛ القصة مملة وغير معقولة؛ القصة فيها خرافات كثيرة؛ قصة المصباح السحري مثيرة لكنها غير واقعية

  • responding to questions about characters in different types of imaginative texts, such as films or cartoons, by listing words or expressions associated with the character’s personality and explaining how they can or cannot relate to them, for example,

    شخصية الولد في الفيلم مثل شخصيتي؛ هو يحب اللعب وأنا كذلك؛ لقد سافر وهو صغير وأنا أيضاً اتيت إلى أستراليا وأنا صغير؛ البنت في الكارتون تحب الثياب الملونة مثلي ولكنها مشاغبة وأنا هادئة وأسمع كلام أمي

  • comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games, using expressions such as

    اللّاعب الأول أقوى من اللّاعب الثاني؛ هذه اللعبة أصعب من اللعبة الأخرى؛ أفضل شخصية في القصة هي صديقة عبير لأنها أكثر واحدة تحب سناء وتساعدها؛ أحب شخصية عندي هي سمير لأنّه مضحك

  • discussing key messages and cultural elements in imaginative texts, such as the moral of a story/fable, an idea or value in a song, or the qualities or behaviour of a character

  VCARC142 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCARC140

  Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds

  Elaborations

  • identifying and classifying information in texts such as advertisements, conversations, brochures and announcements, and sharing the information with others in a different format, for example, presenting a chart of favourite television programs or computer games

    البرنامج التلفزيوني المفضل هو ...؛ أفضل برنامج ...؛ أحب برنامج ...؛ لعبتي الإلكترونية المفضلة هي ...؛ أفضل الألعاب الإلكترونية الحسابية

  • reading texts and extracting key points relating to a range of topics, for example, social activities for young people in the local community, and discussing information with peers, using expressions such as

    الطقس هذه الأيام بارد جدّاً؛ الصيف هذا العام سيكون حارّاً؛ قلة الأمطار هذه السنة

    الشباب يحبون رياضة كمال الأجسام ويذهبون إلى االنادي الرياضي؛تحبّ البنات رقص الزومبا؛ هل تحبين الرقص أيضًا؟

  • reading, viewing and listening to a variety of texts to collect and organise information about an Arabic cultural event or celebration, such as الأعياد الوطنية أو الدينية, in a digital display for the class or school community
  • identifying and comparing perspectives on cultural aspects of lifestyles in different Arabic-speaking communities as represented in spoken and written texts, for example,

    الجريدة المحلية كتبت أنّ الأغاني الجديدة مملة؛ ولكن الجميع يحبها

  VCARC140 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCARC006

  Participate in imaginative experience by listening to, viewing and reading texts, such as songs, cartoons, folk tales and other stories, and sharing opinions, ideas and responses relating to characters, settings and events

  Elaborations

  • participating in shared reading of imaginative texts, sharing opinions and responding to questions
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters
  • listening to, reading and viewing a range of texts in print, digital and oral formats, and participating in guided discussion, for example, by responding to questions about characters, ideas and events
  • discussing imaginative texts and making short statements about aspects such as characters, settings or events
  • listening to and viewing imaginative texts such as folk tales and fables and sharing opinions or feelings about them using expressions such as

    أحبّ قصة علاء الدين لأنها مسلية؛ قصة علاء الدين مملّة لأنها قديمة

  • describing characters, events or contexts in different types of imaginative texts such as films and cartoons, and listing words or expressions associated with a character’s personality and explaining how they can relate to them, for example,

    أنا أحبّ دور الولد في الفيلم لأنّه شقيّ مثلي؛ البنت غيورة جداً؛ الأب في الفيلم حنون مثل أبي

  • comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games using expressions such as

    البنت في القصة أفضل من أخيها لأنها صادقة ولا تكذب؛ عادل صديق مخلص أكثر من سمير

  VCARC006 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC093

  Develop communication and interaction skills such as asking and responding to simple questions and statements and following protocols for participation in Auslan classes and engaging with the Deaf community

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • exchanging greetings with peers and teachers and stating the day and date
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN++?
    Can I?
    
  • gaining someone’s attention, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • keeping appropriate signing space between themselves and others
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC093 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC055

  Initiate and sustain interactions to share ideas and interests, report on experiences, offer opinions and connect with events in their school and local community

  Elaborations

  • exchanging opinions about topics such as food, sport, lifestyles, health, music or travel
  • participating in videoconferencing to compare and contrast aspects of their school experience, for example by communicating online with deaf students from different schools in another state/territory
  • discussing the relationship between events in their school or local community and interest groups they identify with by conducting an in-class survey
  • describing aspects of their school, community, home or social lives, for example:
    SCHOOL DS(5CLAW):located-at DS(C):l-shape…
    The school is located here, and then there’s a large L-shaped building on the right.
    WEEKEND, I VISIT HEARING FRIEND WE2 WATCH MOVIE OR DS:2-people-walk SHOPS OR SOMETIMES STAY HOME DS:press-console
    On the weekends, my hearing friend and I like to go to the movies or the shops, but sometimes we just play video games.
    
  • offering opinions about issues under consideration in their class or school community, such as their school policy on social media use
  • developing narrative and expressive skills by exchanging accounts of personally significant influences, experiences or milestones, identifying common experiences, such as describing their favourite holiday or their personal hero
  • comparing their experience of involvement in the Deaf community, and sharing their views on the importance of this experience in their lives by describing their relationships with deaf people outside of school

  VCASFC055 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC001

  Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences

  Elaborations

  • exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Danke! Alles Gute zum Geburtstag! Frohe Ostern! Guten Appetit!
  • introducing and describing self, others and possessions, for example, Ich heiße … und du? Das ist …, sie ist nett.; Ich bin … Jahre alt und meine Augen sind braun.; Ich wohne in … .; Ich komme aus … .; Das ist mein Vater/meine Freundin/mein Handy.
  • interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
  • expressing likes, dislikes and preferences, for example, Ich mag Rot; Meine Lieblingsband heißt … .; Ich lese gern.; Ich esse gern Pizza, aber ich esse lieber Nudeln.
  • expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
  • exchanging information about daily routine, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto.; Wann stehst du auf? Um sechs Uhr.
  • sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional preferences

  VCDEC001 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU138

  Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements

  Elaborations

  • playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  • learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  • recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  • extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  • understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
  • noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  • applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  • understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

  VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGRCU013

  Recognise that the language of the ancient Greeks provides insights into their daily lives, ideas, feelings and attitudes

  Elaborations

  • investigating connections between language and significant cultural attitudes, for example, discussing how the terms ἐκκλησία, βουλή, πρυτάνεις, ψήφισμα and the expressions τὶς ἀγορεύειν βούλεται and ἔδοξε τῇ βουλῇ καὶ τῷ δήμῳ relate to the concept of citizenship in ancient Athens
  • understanding the factors, such as language, religion and culture, that unified the Ἕλληνες (Greeks) and set them apart from the βάρβαροι (non-Greeks)
  • exploring and discussing language use that reflects the social structure of the πόλις of Athens, encompassing both city and countryside, for example, citizen classes, metics, slaves, women
  • exploring and discussing references in texts to social structure in Sparta, including the Spartans, perioikoi and helots
  • comparing and contrasting references in texts to family life, social practices and education in Athens and Sparta
  • understanding the importance of religion in ancient Greek society, and its links to festivals and ceremonies, for example, by examining references in texts to worship of the Olympian gods and local heroes, the panhellenic festivals of the Olympic and Pythian Games, or the dramatic performances of the Dionysia in Athens
  • comparing language that reflects the status of men, youths, women and girls in domestic affairs and public life in ancient Athens and Sparta, such as the significance of the terms ἀνδρεία, κύριος, κηδεμών, παρθένος
  • exploring the colloquial language that ancient Greeks used for greetings, or answering questions about daily life, such as χαῖρε/χαίρετε, πῶς ἔχεις/ἔχετε; τὶ ἔστιν;

  VCGRCU013 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Role of language and culture

• VCHIC055

  Initiate and sustain a range of spoken, written and online interactions, for example, exchanging views or experiences, offering opinions and making connections across different areas of interest

  Elaborations

  • initiating and sustaining conversations with peers and adults on topics of mutual interest such as sport, games, music, for example, यू ट्यूब पर मैंने हनी सिंह का नया गाना देखा। मुझे वह बहुत पसंद आया। तुमने देखा क्या?
  • using face-to-face, written and online forms of communication to compare experiences and offer opinions on concepts such as family, education, friendship, interests and travel, for example, तुम्हारी भारत यात्रा कैसी रही?; तुम कौन कौन से स्थान पर घूमने गए?
  • using descriptive and expressive language to encourage feedback and to express empathy or indicate agreement, for example, बड़े दुःख की बात है; मुझे आप से सहानुभूति हैl आप बिलकुल सही कह रहे हैं। मैं आप से सौ प्रतिशत सहमत हूँ l
  • participating in informal conversations and more structured discussions to share and compare attitudes to social and cultural issues, for example, स्वस्थ जीवनशैली; पारिवारिक रिश्ते; संयुक्त परिवार या एकल परिवार; बहुसांस्कृतिक समाज
  • developing narrative and descriptive skills by exchanging accounts of significant events, influences or milestones, for example, पिछले साल मैं अपने माता पिता के साथ राष्ट्रीय संग्रहालय देखने गया और वहाँ स्वदेशी कलाकृतिओं को देख कर बहुत प्रभावित हुआ l कल एक कवि सम्मेलन का सफल मंचन करने के लिए मेरी काफ़ी सराहना की गई।

  VCHIC055 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC060

  Interpret and compare representations of values, characters and events from a range of traditional and contemporary imaginative texts

  Elaborations

  • comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends
  • analysing cultural styles of humour in comedies or cartoons, for example, by comparing Hindi jokes about family relationships, such as mother-in-law/daughter-in-law and husband/wife jokes पति- पत्नी इत्यादि के चुटकुले, with humour around similar relationships in Australian English
  • identifying characters in fables and legends that embody particular qualities, values or defects that have come to represent recognisable character traits in everyday speech, for example, referring to a playful or naughty child as Krishna or Kahnaiyya, or to a late-sleeper as Kumbakaran
  • considering whether values and aspirations expressed in historical texts such as letters written during the freedom struggles in India might have relevance to their own lives
  • comparing style, creative effects and cultural values reflected in popular Hindi and Australian music by listening to music stations, reading print or online music magazines, classifying song titles or viewing clips from Bollywood films
  • comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing different living traditions present in Australia, including cultural and artistic expression associated with Aboriginal and Torres Strait Islander people
  • providing a live commentary to a dance performance, interpreting movements, commenting on the significance of costume and interpreting messages conveyed through the performance

  VCHIC060 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCJAC024

  Listen to, read and view a range of imaginative texts in multimodal formats, such as anime, manga or J-pop, describe settings, identify key ideas and events, give opinions and analyse cultural content

  Elaborations

  • engaging with a range of contemporary Japanese texts, including songs, memes, manga, television programs, YouTube video clips or subtitled film excerpts, identifying and interpreting cultural elements such as values, for example, せんぱい and こうはい
  • comparing ideas and values represented in Japanese folk stories with similar Western folk stories/fables, for example, comparing いっすんぼうしand ‘Cinderella’
  • reviewing a video clip, anime or film excerpt popular with Japanese students of the same age, identifying aspects that they enjoyed or disliked, for example, おもしろかったです。だから、また見(み)たいです。おもしろかったです。でも、ながかったです。
  • adapting an imaginative text such as a story or computer game, for example, by resequencing events, adding a new element or changing the location or era
  • identifying and describing characters, settings and events and identifying key ideas or themes in texts that they have particularly enjoyed, giving reasons for their choice
  • selecting favourite elements of performance texts, for example, humour in manzai skits, and comparing them with humorous texts popular among their Australian peer group
  • comparing expression and imagery typical of contemporary Japanese and Australian music, for example, by comparing video clips of popular songs or television song contests in Japan and Australia

  VCJAC024 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOC173

  Taking action in collaborative tasks, activities and experiences which involve negotiation, making arrangements, problem-solving and shared transactions

  Elaborations

  • expressing preferences for plans, comparing and contrasting alternatives (for example, 사물놀이를 할 거예요. 그런데 꽹과리가 없어요. 어떻게 해요? …; 저는 금요일에 소풍 가는 것이 더좋아요, 금요일에 못 가면 … )
  • making plans and decisions with others, for example, arranging a birthday party or class excursion (소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 할 줄 알아요. 그러면 한 번 해 보세요), agreeing or disagreeing with others’ opinions or suggestions, for example, 좋은 생각이에요, 글쎄요, 별로 …, 그 생각에 동의해요/동의하지 않아요
  • responding to invitations by accepting, declining, andgiving excuses, for example, 네, 참석하겠어요; 미안하지만 바빠서 못 가겠어요
  • participating in transactions and negotiations such as purchasing food, clothing, souvenirs or transport (for example, 이 모자가 얼마예요? 조금 작아요. 더 큰 모자를 보여주세요.) and maintaining the interaction (for example, 기념품이 너무 비싸요. 너무 비싸면 조금 싼 것을 사세요)
  • planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a Korean restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours, for example, 한국 식당에 갈까요?; 이 식당에서 뭐가 제일맛있어요?; 순두부 찌개와 불고기가 맜있어요; 뭐 드릴까요? 순두부 찌개 하나 주세요; 맛있었어요? 네, 아주 맛있었어요. 그렇지만 조금 매웠어요
  • asking for, giving and following directions to real or virtual locations (for example, 병원에 어떻게 가요?;쭉/곧장/왼쪽/오른쪽으로 가세요; 버스를 타고 세 정거장을 가세요; 서울역에서 갈아타세요) using electronic information devices, apps, street maps or directories
  • seeking and offering opinions in collaborative decision-making in class activities such as playing (electronic) games, for example, playing 윷놀이 (어떻게 할까요? 말을 세 칸 움직여요/옮겨요)

  VCKOC173 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M8P01

  recognise that complementary events have a combined probability of one; use this relationship to calculate probabilities in applied contexts

  Elaborations

  • understanding that knowing the probability of an event allows the probability of its complement to be found, including for those events that are not equally likely, such as getting a specific novelty toy in a supermarket promotion
  • using the relationship that for a single event A, Pr(A) + Pr(not A) = 1; for example, if the probability that it rains on a particular day is 80%, the probability that it does not rain on that day is 20%, or the probability of not getting a 6 on a single roll of a fair dice is $1-\frac{1}{6}=\frac{5}{6}$
  • using the sum of probabilities to solve problems, such as the probability of starting a game by throwing a 5 or 6 on a dice is $\frac{1}{3}$ and probability of not throwing a 5 or 6 is $\frac{2}{3}$

  VC2M8P01 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability