Search results

Result list

• VCMNA020

  Explore the concept of ‘none’, ‘one’ and ‘more’

  Elaborations

  • recognising a change in a collection’s size within the context of familiar, everyday objects, for example a group of cars, toys, lollies, fruit, vegetables, coins, books, materials or tools
  • demonstrating an understanding of one by selecting, giving or taking one object
  • responding to questions about group composition (for example ‘Which group has more?’ ‘Which group has none?’) verbally or by indicating through augmentative and alternative communication, actions or eye gaze

  VCMNA020 | Mathematics | Level B | Number and Algebra | Number and place value

• VC2M3P02

  conduct repeated chance experiments; identify and describe possible outcomes, record the results, and recognise and discuss the variation

  Elaborations

  • identifying the possible outcomes of a chance experiment, creating a tally chart to record results, carrying out a few trials and tallying the results for each trial, and then responding to the questions ‘How did your results vary for each trial?’ and ‘How do the results vary across the class?’
  • conducting repeated trials of chance experiments such as tossing a coin, throwing a dice, drawing a coloured or numbered ball from a bag, or using a coloured spinner with equal partitions, and identifying the variation in the number of heads/fives/reds between trials

  VC2M3P02 | Mathematics | Mathematics Version 2.0 | Level 3 | Probability

• VCASFC127

  Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

  Elaborations

  • using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
  • asking and answering questions that require an affirmative or negative response, for example:
    WANT PLAY HIDE-AND-SEEK?
    Do you want to play hide and seek?
    PRO2 ALIGHT?
    Are you alright?
    
  • asking and answering simple questions about family, friends and pets, such as:
    PRO2 BIRD HAVE PRO2?
    Do you have a bird?
    PRO1 DON’T-HAVE
    I don’t have one.
    SISTER-BROTHER HOW MANY?
    How many brothers and sisters do you have?
    2 BROTHER 1 SISTER
    Two brothers and one sister.
    
  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
    PRO3 HAVE DS:curly-hair
    He has curly hair.
    THAT HORSE BIG
    The horse is big.
    
  • expressing likes and dislikes using simple statements such as:
    PRO1 LIKE SCHOOL
    I like school.
    FLOWER DON’T-LIKE
    I don’t like flowers.
    PRO1 HATE APPLES
    I hate apples.
    
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
    
  • expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
  • making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
  • referring to family members and classmates by fingerspelling a name or using a sign name
  • describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ

  VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC079

  Create imaginative texts involving moods and effects designed to engage different audiences

  Elaborations

  • creating characters to role-play imagined encounters in possible intercultural contexts suggested by resources such as news reports or feature articles, (for example, au métro — jour de grève, à la douane — papiers perdus)
  • composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, (for example, les chants d’amours, les virelangues, les récits de guerre, le rap, le rock)
  • creating performances or poems that reflect on significant French or Australian celebrations or historical events (for example, le 1er mai, National Sorry Day, le 11 novembre, Anzac Day)

  VCFRC079 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARU152

  Explore the origins of Arabic and how it has been influenced by and influences other languages

  Elaborations

  • recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ب؛ج؛د is based on the Aramaic alphabet
  • understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب , and regional languages such as Persian, Turkish and Kurdish, for example, بوظة؛ دولاب؛ دولمة؛ بسطرمة؛
  • exploring the meaning of famous names of people and places and reflecting on their origin and on naming systems, such as

    بابل؛ بحرين؛ سوريا؛ بيت لحم؛ موصل؛ لبنان؛ أور؛ بيروت ؛

  • investigating the influence of Arabic on other languages such as Berber, Kurdish, Amharic, Tigrinya, Persian, Pashto, Urdu, Punjabi, Portuguese, Sindhi, Tagalog, Turkish, Spanish, Hindi, Swahili, Somali, Malay and Indonesian, for example, the Arabic word for ‘book’كتاب is used in most of the languages listed
  • identifying languages that were derived from Arabic, for example, Maltese and Nubi

  VCARU152 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFC147

  Respond to questions, directions and requests, using non-manual features and simple questions and statements to ask for help, to indicate understanding or agreement and to negotiate turn-taking

  Elaborations

  • responding to classroom instructions such as
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me
    Look to the front.
    
  • attracting attention or asking for help, repetition or clarification, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PLEASE AGAIN SIGN
    Please sign that again.
    PLEASE EXPLAIN-_{to self} AGAIN
    Please explain that again.
    WHAT MEAN?
    What do you mean?
    PRO2 MEAN…?
    Do you mean …?
    
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • using back-channels, for example, head nodding to indicate understanding, or raised eyebrows or head shaking to indicate lack of understanding
  • gaining the attention of a group or an individual, for example by flashing classroom lights, waving or multiple tapping or tapping or pointing to alert third parties
  • maintaining eye contact when communicating

  VCASFC147 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC091

  Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences

  Elaborations

  • exchanging greetings, thanks and apologies, for example, HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
  • using formulaic language to express wishes for particular occasions or events, for example, HAPPY BIRTHDAY, GOOD-LUCK
  • making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE TV
    I like TV.
    DON’T-LIKE DRAWING
    I don’t like drawing.
  • introducing self and family and explaining relationships using possessive pronouns, for example:
    POSS1 NAME X, PRO1 12-YEARS-OLD
    My name is X, and I’m 12 years old.
    PRO3 POSS1 BROTHER
    He’s my brother.
  • asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:
    PAST WEEKEND, YOU GO WHERE?
    Where did you go last weekend?
    FAMILY PRO1 GO PLAY SOCCER
    My family and I went to play soccer.
  • referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:
    POSS1 SISTER TALL SKINNY HAVE BLACK HAIR
    My sister is tall and thin and has black hair.
  • describing what they are doing in class activities using plain verbs, for example, PRO1 WRITE, PRO1 READ

  VCASFC091 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCGGK118

  The differences in at least one landform in Australia compared to other places and the geomorphic processes involved

  Elaborations

  • undertaking fieldwork at a site such as the 12 Apostles and using secondary sources to compare wave action and weathering with a similar landform, such as Raukar - Limestone Sea Stacks of Gotland in Sweden
  • comparing weathering processes acting on rock masses in one location with another in Australia or elsewhere, considering differences in climate, rock type, rock structure and erosion

  VCGGK118 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCZHU175

  Explore the significance of tradition in 名人名言 and 经典, and contemporary influences on language use

  Elaborations

  • reading traditional-form texts on familiar topics and inferring meanings of key characters
  • comprehending texts in traditional characters encountered in everyday contexts by drawing a connection with the character’s simplified version, for example, 匾 used at a tourist site

  VCZHU175 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC150

  Engage with different types of imaginative texts, identifying favourite elements, characters and events and responding through modelled signing, actions and drawing

  Elaborations

  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events
  • participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • engaging with different kinds of Deaf expression such as handshape poems or art, indicating their response using lexical signs such as:
    LIKE THAT
    I like that one.
    DON’T LIKE
    I don’t like it.
    PRO1 HATE THAT
    I hate that.
    
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • retelling favourite elements of a signed story using modelled signing
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

  VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• 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

• VCASFC235

  Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

  Elaborations

  • explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
    IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
    If there were a deaf teacher in the class as well, then all the students would be equal.
  • debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
    SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
    I think sport is great because it encourages people to go out and meet others.
    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
    I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
  • participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    STILL GO-AHEAD
    Go ahead …
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
  • communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
  • adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques

  VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC037

  Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others

  Elaborations

  • comparing personal experiences and opinions and expressing agreement or disagreement in a respectful manner, for example:
    AGREE YES or PRO1 AGREE
    Yes, I agree.
    PRO1 KNOW WHAT MEAN, BUT…
    I know what you mean, but …
    DOUBT
    I’m not sure
    AGREE-NOT
    I don’t agree …
    
  • using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups
  • discussing school experiences or events, for example:
    THEATRE GOOD, LONG-_really
    I liked the theatre performance but it was soo long.
    SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
    What did you think about the swimming carnival?
    
  • using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their peers or teacher
  • participating in online exchanges such as vlogs with deaf Auslan users in other contexts to discuss topics of shared interest, such as peer pressure or family expectations
  • exchanging views with their peers to identify values that they hold as important, for example, caring for the environment or providing support resources for the deaf community such as subtitles on TV/movies

  VCASFC037 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC164

  Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

  Elaborations

  • working collaboratively to plan a performance or presentation for a younger class, for example on aspects of Deaf culture or Auslan
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as:
    PRO1 HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it.
    PRO1 DON’T-WANT DRAW, PRO1 WANT TAKE-PHOTO++
    I don’t want to do the drawing; I’d rather take photos.
    
  • negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using language such as:
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT
    Do you think we should do this first and when that’s done, next
    THAT FIRST IMPORTANT THAT SECOND
    That’s more important than this.
    
  • organising activities such as excursions or talent shows, using expressions related to place, time and numbers, for example:
    THAT THEATRE WHEN WHAT DAY?
    What date is the show?
    HOW-MANY PEOPLE WILL DS:many-move?
    How many people will be there?
    
  • playing games that involve detailed information exchange, such as ‘Guess Who?’, asking for and supplying descriptions, for example:
    POINT HAVE GLASSES?
    Does yours have glasses?
    DON’T-HAVE
    No.
  • allocating responsibilities for the completion of shared tasks, such as following a recipe or building a model
  • carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game, or a food shopping game

  VCASFC164 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCFRU030

  Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts

  Elaborations

  • creating an alphabet bank, collecting words that begin with each letter, for example, H: l’hiver, l’homme, l’hôtel; M: mai, mardi, le mouchoir; P: le pain, Papa, le poisson
  • recognising and practising the most common vowel sounds, such as ou (vous, jour), oi (toi, voiture), on (bonbon, mon), ai (aimer, j’ai), ain (train, demain) and eau (chȃteau, beau)
  • observing differences in pronunciation of word endings shared with English such as -tion and -ent, for example, attention, situation, commencement, accident
  • understanding that some letters blend to make single sounds (such as -ille, -eau or qu-), that some final consonants in French words are usually silent (for example, le rat, le tapis, vert, chez) and some are usually pronounced (for example, chic, actif)

  VCFRU030 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCFRC002

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? Non, j’ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

  VCFRC002 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC109

  Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community

  Elaborations

  • recounting classroom events using indicating, plain and depicting verbs, for example:
    MONDAY PRO1-_plural DS:many-people-go-to SPORT DAY. PRO1 ENJOY
    We all went to a sports day on Monday. I enjoyed it.
  • describing the appearance of people, objects and places using SASS depicting signs and spatial location
  • recounting personal experiences using specific time-related signs and conjunctions, such as:
    LAST HOLIDAYS PRO1 CAMP
    Last holidays I went camping.
  • describing activities they have completed using some verb modifications to show manner, for example:
    PRO1 WRITE-_carelessly
    I wrote it very quickly.
  • interacting with members of the Deaf community to share details of their personal world
  • describing relationships between themselves and members of their school community, for example:
    PRO3 POSS1 BEST FRIEND
    She’s my best friend.
    M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER
    Mrs Smith is my science teacher.
  • recounting events involving more than one person using constructed action
  • describing events that they have experienced and how they made them feel, for example:
    MONDAY DEAF PERSON VISIT SCHOOL PRO1 EXCITED MEET
    On Monday a Deaf visitor came to school. I was excited to meet them.
    MOVIE SCARY BUT PRO1 LIKE
    The movie was scary but I liked it.
  • comparing attributes or characteristics of classmates or classroom objects, for example:
    S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO COUNTRY STAY++ TWO WEEK
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    

  VCASFC109 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC021

  Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding

  Elaborations

  • asking for repetition and clarification, for example:
    WHAT?
    What was that?
    PLEASE AGAIN SIGN
    Please sign that again.
    WHAT MEAN?
    What do you mean?
    
  • responding to instructions when completing work or preparing for class
  • adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter
  • using appropriate protocols when gaining the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing and using language such as EXCUSE or SORRY INTERRUPT or QUICK INTERRUPT when interrupting a conversation
  • responding appropriately to impromptu or more formal class and school announcements, such as assembly procedures
  • indicating understanding, for example:
    RIGHT-YEAH
    Aaah, right.
    
  • clarifying points of information, for example by asking:
    PRO2 MEAN…?
    Do you mean …?
    THAT RIGHT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using eye contact and clear signing with peers, teachers, visitors and community members
  • using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations
  • understanding how to walk between signers engaged in conversation without interrupting
  • developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • understanding and producing phrases to encourage and praise each other, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC021 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising