Search results - Victorian Curriculum (2024)

VCEALL603

Use basic qualifiers and quantifiers to express a range of meaning

Elaborations

using basic qualifiers to express degrees of meaning, such as ‘very’, ‘a little’
using a small range of quantifiers to express amounts, such as ‘some’, ‘all’

VCEALL232

Use basic descriptive words

Elaborations

writing simple adjectives and adverbs as single words or part of short phrases, for example ‘tall tree’, ‘run fast’
using simple adjectives and adverbs to express personal opinions or responses, such as ‘nice’, ‘little bit’

VCEALL074

Use some common noun–verb and adjective–noun combinations

Elaborations

writing simple adjectives and verbs as single words or part of short phrases, for example ‘tall tree’, ‘He runs’
using simple adjectives to express personal opinions or responses, such as ‘nice’, ‘little bit’

VCEALC007

Participate in simple and familiar songs, rhymes and chants

Elaborations

reciting familiar rhymes, songs with actions or lists of words such as days of the week or colours of the rainbow
rehearsing formulas or short exchanges based on models, such as ‘Hello, what is your name?’, ‘My name is… What is your name?’, ‘Pleased to meet you’
role-playing popular stories or songs, for example ‘Little pig, little pig, let me in’

English | English as an Additional Language (EAL): Structure

The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

Pathways

The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

Overview material | English as an Additional Language (EAL)

VCECD013

Discuss the role and significance of conscience and reasoning in ethical decision-making

Elaborations

defining conscience and discussing examples where conscience could influence reasoning and decision-making, such as when faced with an opportunity to gain by doing the wrong thing, with little likelihood of getting caught, for example acknowledging the use of someone else’s ideas, tampering with evidence or data, or accessing internet content without paying

VCECD013 | Capabilities | Ethical Capability | Levels 5 and 6 | Decision Making and Actions

VCEALL023

Demonstrate variable placement of common adjectives to describe or add emphasis

Elaborations

combining an adjective with a noun to create simple noun groups, with varying accuracy, such as ‘big truck’, ‘car blue’
using a small range of common adverbs, such as ‘slowly’, ‘very’
combining some common adverbs with verbs to describe action, with varying accuracy, for example ‘walk slowly’, ‘sing good’
using common adverbs to vary intensity, for example ‘very hot’, ‘little bit funny’

Languages | Auslan: Structure

Sequences of learning

The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

There are two possible learning sequences:

F–10 sequencefor students who begin to learn the language in primary...

Overview material | Auslan

VCASFU014

Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features

Elaborations

categorising noun signs into those for people, animals, places or things
understanding that proper nouns can have a sign name or be fingerspelled
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
recognising that there is no verb ‘to be’ in Auslan
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example,
CALL-_him
See Also
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I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
noticing that Auslan has more flexibility in word order than English
distinguishing between clauses that are statements and those that are questions
knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)
MAN WALK SLOW
DS(point):man-walks-slowly
CA:man-swinging-arms-nonchalantly

VCASFU140

Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

Elaborations

categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-_him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
noticing that Auslan has more flexibility in word order than in English
distinguishing between clauses that are statements and those that are questions

VCASFC152

Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

Elaborations

participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

VCDEU119

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

Elaborations

exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal or using danke when refusing an offer
noticing expressions and terms that are used in Australian contexts, such as for foods, animals, sports and activities, for example, ‘sausage roll’, ‘Vegemite’, ‘joey’, ‘possum’, ‘Little Athletics’
understanding that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective

VCASFU230

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

Elaborations

categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
recognising that expanding a noun into a noun group enriches meaning
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
exploring different semantic types of verbs in a text, for example by showing how:
- doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
- sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
contributing examples of signs that tell:
- when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
- where a verb happens (PRO3 RUN FAR or COME HERE)
- how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-_him
I called him.
See Also
The 10 Largest Flying Birds in The World By Wingspan - Fact Animal
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

VCASFU104

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

Elaborations

categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
contributing examples of signs that tell:
- when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
- where a verb happens (PRO3 RUN FAR or COME HERE)
- how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-_him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
distinguishing between clauses that are statements and those that are questions
distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
MAN WALK SLOW
DS(point):man-walks-slowly
CA:man-swinging-arms-nonchalantly

VCESU157

Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

Elaborations

noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
indicating frequency using adverbs, for example, siempre, a veces, nunca
noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!

VCASFU196

Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

Elaborations

researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/FS:HOH, DEAF^WORLD/DEAF^COMMUNITY, HUMAM^RIGHT
interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, FS:PC, SELFIE

VCASFU070

Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

Elaborations

researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT
interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE

VCTRC006

Listen to, view and participate in readings of stories, rhymes or action songs, and respond through singing, drawing, gesture and action

Elaborations

participating in shared readings of Turkish versions of familiar stories, such as Kırmızı Başlıklı Kız (Little Red Riding Hood) or Aç Tırtıl (The Very Hungry Caterpillar), Çirkin Ördek Yavrusu (The Ugly Duckling), Kül Kedisi (Cinderella) Pinokyo (Pinocchio), comparing with English versions and re-enacting favourite elements with puppets, props or actions
responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions
viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
performing rhymes, tongue twisters, poems and songs that use repetition, gestures, mime and finger puppet play to support language development, for example, Ben bir küçük insanım, Hem aklım var hem canım … Portakalı Soydum, O piti piti karamela sepeti!
building vocabulary skills and developing appreciation of language by participating in shared readings of simple stories that use repetition and recycling of phrases or actions, such as Cin Ali, Keloğlan
performing marching songs, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
viewing children’s TV programs, such as Sevimli Dostlar, Pepe, Biz İkimiz, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments

VCTRC059

Translate and interpret short texts from Turkish into English and vice versa, comparing versions and considering how to explain elements that involve cultural knowledge or understanding

Elaborations

identifying language associated with cultural categories such as aile hayatı, kıyafetler or batıl inançlar encountered when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation
paraphrasing words or expressions that require cultural knowledge of events such as bayram or personal celebrations, such as sünnet and kına gecesi, noting the dangers of literal translation, for example, çay, kahve alır mısın? instead of çay, kahve içer misin?
translating short excerpts of folktales, stories, songs or plays into English, demonstrating how cultural elements cannot be translated literally, for example, the opening rhymes of Bir varmış, bir yokmuş; vocabulary such as Evvel zaman içinde, kalbur saman içinde, pireler berber, develer tellâl iken ben anamın beşiğini tıngır mıngır sallar iken; or the closing ryhmes of stories such as Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara
comparing translations of fairytales such as Snow White, Little Red Riding Hood and Cinderella into Turkish, noticing challenges related to the use of tenses, such as -miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural elements
comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by digital or electronic translators, discussing reasons for variations and discrepancies
interpreting for a guest speaker to their class or wider school community, explaining cultural references and reflecting on their significance in terms of effective intercultural communication
identifying and interpreting examples of colloquialisms, slang and idioms typically used by young people, such as fırça çekmek, tuzlu, kafa ütülemek, cebi delik

VCASFC145

Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

Elaborations

asking each other about their daily routines, interests or pastimes, for example:
PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
How do you get to school?
PRO2 REGULAR GO-TO-BED WHAT TIME?
What time do you go to bed?
WEEKEND OR HOLIDAYS, WHAT D-O?
What do you do in your free time?
recounting personal experiences using specific time-related signs and conjunctions, such as BEFORE, AFTER, LONG-TIME-AGO, for example:
LONG-TIME-AGO PRO1 FLY NEW ZEALAND
A long time ago I went on a plane to New Zealand.
recounting classroom events using some indicating, plain and depicting verbs
describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example:
PRO1 WORK LITTLE, LATER WORK-REALLY HARD
I worked on it a little bit, then later I worked really hard on it.
PRO1 SWIM-_fast SWIM-_slow
I swam really fast till I got tired and slowed down.
expressing preferences in relation to people, places or things, for example:
PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
I like that one, and that one, but that one is the best book.
interacting with members of the Deaf community to share details of their personal worlds
identifying significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example:
PRINCIPAL YOU-KNOW LONG-HAIR GLASSES?
You know the principal? She has long hair and wears glasses.
POSS1 BROTHER OLD++ TALL REAL FUNNY
My brother is older; he’s tall and really funny.