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• VCELY127

  Copy and write letters, symbols and numbers

  Elaborations

  • using letters (including letter-like symbols) when 'writing'
  • using a tripod grip to hold and handle writing implements
  • developing finger strength and endurance by holding and handling small objects and materials

  VCELY127 | Curriculum content | English | Level D | Writing | Literacy

• VCELA085

  Know that symbols, words and images can communicate needs

  Elaborations

  • making choices through alternative and augmentative communication, sign, symbol and image selection
  • using language to make requests, greet people, convey basic information about themselves and others
  • using image and sentence strip to communicate a need for example I want… to assist in requesting an object
  • using symbols to label an image

  VCELA085 | Curriculum content | English | Level C | Writing | Language

• VCELY082

  Recognise that images, words and symbols convey meaning

  Elaborations

  • identifying and labelling pictorial representations of familiar objects, events and activities
  • identifying some personally significant words, symbols and images

  VCELY082 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCFRU125

  Understand the symbolic nature of language in local and global contexts

  Elaborations

  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, le tricolore, la Marseillaise, le fleur de lys, the Dreamtime, Aboriginal and Australian flags
  • considering how language marks respect, values and attitudes, and includes and excludes, for example, the language of law and medicine, the (changing) gendered nature of some professional titles in French (un médecin, un chef, une professeure), and access to community information for second language speakers
  • reflecting on the power of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar French words; being locked out of conversations, or being a newcomer or an outsider in a social group

  VCFRU125 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHHC071

  Describe the significance of Australian celebrations, symbols and emblems

  Elaborations

  • generating questions about the diversity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia
  • posing questions about explorers, for example, 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?'
  • identifying the meaning of celebrations from different perspectives, for example, Australia Day for Aboriginal and Torres Strait Islander peoples compared with other cultural groups

  VCHHC071 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical significance

• VCJAU138

  Understand that hiragana symbols can be combined to represent words

  Elaborations

  • recognising that there are 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o)
  • understanding the system of basic Japanese sound combinations, that is, a vowel can be attached to most consonants to produce a kana
  • understanding that vowel length can differentiate words in Japanese, for example, ‘e’ (え) for a picture and ‘ee’ (ええ) for ‘yeah’
  • recognising the concept of the minimum unit of rhythm in Japanese (‘foot’ or フット) and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word ごち・そう・さま
  • demonstrating understanding of the differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー

  VCJAU138 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCDTDI014

  Recognise and explore patterns in data and represent data as pictures, symbols and diagrams

  Elaborations

  • sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
  • making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
  • experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
  • exploring patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21
  • learning about how data are represented by changing pixel density (resolution) in a photograph and noting the change in file size to successfully email to a friend

  VCDTDI014 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCEALC055

  Copy well-known symbols, words, phrases or short texts

  Elaborations

  • tracing or copying letters, words and sentences written by the teacher
  • copying out a short text jointly constructed by the class
  • copying and completing short, formulaic sentences to describe familiar images, such as ‘This is a …’
  • making corrections to own writing when copying text

  VCEALC055 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Communication

• VCEALC214

  Use drawings, symbols, strings of letters and some words in own written work

  Elaborations

  • writing familiar words and strings of letters that approximate the pronunciation of words
  • using drawings as a basis for oral explanations or captioning using simple writing

  VCEALC214 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCELA106

  Investigate different forms of texts and the relationship between symbols, images and objects

  Elaborations

  • making meaning from familiar environmental texts, for example a stop or exit sign
  • recognising that texts can be used to outline a series of actions or schedule, for example, a routine, sequence, daily timetable

  VCELA106 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELY125

  Use symbols, letters and words to create a simple statement about an idea or event

  Elaborations

  • creating a drawing and simple statement (of own ‘writing’) about an event
  • participating in the construction of class texts by selecting images and suggesting simple sentences to accompany the image

  VCELY125 | Curriculum content | English | Level D | Writing | Literacy

• VCKOU037

  Understand the symbolic nature and power of language in local and global contexts

  Elaborations

  • understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies social discrimination or replacing it with alternatives or newly created vocabulary
  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags
  • exploring and discussing how and why new products and practices from other cultures are adopted, typically with terminology in the language/s associated
  • collecting and discussing examples of language impacting on society and culture, drawing on other learning areas such as history, social studies and the arts

  VCKOU037 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCLVU141

  Learn the different sounds of the language and link these to written symbols and conventions

  Elaborations

  • noticing and distinguishing sounds of the language and matching these with written symbols
  • recognising when the language is being spoken and distinguishing sounds of the language from English sounds and other known languages
  • experimenting with sound patterns in song, noticing how words and expressions can be separated into syllables to fit different tunes and rhythms
  • reading texts aloud to strengthen their familiarity with sound–symbol relationships, experiment with rhyme and alliteration and with written representations of these features
  • recognising and imitating intonation patterns associated with statements and questions, and understanding how these are distinguished in writing
  • learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters
  • noticing the shared alphabetic base of the language, English and other languages, with some differences
  • learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages
  • associating written forms of morphemes, words and phrases with spoken forms of the language

  VCLVU141 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCAMAR038

  Analyse how technical and symbolic elements are used in media artworks to create representations influenced by genre and the values and viewpoints of particular audiences

  Elaborations

  • analysing stereotypes, looking at what features have either been omitted or exaggerated in a media artwork
  • investigating the use of character types in fictional representations in comedies, to see how selected features allow for quick communication
  • deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
  • analysing a still image on the basis of photographic composition, image effects, and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples

  VCAMAR038 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VCARU034

  Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
  • identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
  • discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
  • exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

  VCARU034 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDTDI011

  Collect, sort, and recognise, with assistance, different types of patterns in data, and use digital systems to represent data as pictures, symbols and diagrams

  Elaborations

  • collecting, sorting and displaying data in a personally meaningful way, for example collecting leaves, sorting them into groups based on size, shape or colour and using a drawing program to represent the findings
  • sorting like objects based on a given classification, for example group shoes based on colour or size and presenting the findings
  • examining and continuing a simple repeated pattern with given objects, movement or sounds
  • using common software to present ideas creatively, for example creating a slideshow, poster, drawing or image about a wishful holiday destination

  VCDTDI011 | Technologies | Digital Technologies | Level D | Data and Information

• VCDTDI008

  Collect, sort and recognise simple patterns in data, and assist with the use of digital systems to represent data as pictures and symbols

  Elaborations

  • pairing identical objects from a small collection
  • copying a pattern associated with a familiar activity, for example repeating a movement pattern
  • matching, sorting and organising objects in practical situations
  • sorting objects and events based on easily identified characteristics and using digital systems to represent data, for example sorting objects based on colour or shape and creating a digital drawing
  • assisting to collect and sort data in a structured situation, for example questioning friends about their favourite animal or football team and selecting an image of the most popular response
  • assisting in using common software to present data creatively such as a slideshow, movie or sounds

  VCDTDI008 | Technologies | Digital Technologies | Level C | Data and Information

• VCEALC763

  Understand most symbols and changes of font style and how they contribute to or change the meanings in a text

  Elaborations

  • identifying changes in font style (such as italic and bold) or symbols or icons and explaining their function
  • recognising navigational features such as menu items or links on a website

  VCEALC763 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCELA001

  Encounter various forms of texts and respond to sounds, text, symbols, images or objects in their environment

  Elaborations

  • experiencing various text forms and communication related to the environment or activity
  • experiencing texts and forms of communication being labelled, e.g. this is a fairy story, hello what did you want to say? Oh I think Amy wants a turn etc.
  • reacting to different forms of communication by familiar people, for example a smile, a wave
  • reacting to change in the environment associated with a text type, e.g. turns head or looks towards a multimodal text, images, sound, word such as their name

  VCELA001 | Curriculum content | English | Level A | Reading and Viewing | Language