Search results - Victorian Curriculum (2024)

Result list

• VCASFU142

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU142 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU016

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU016 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCGGC062

  Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far

  Elaborations

  • using information from a range of sources, such as fieldwork observations and representation of features and places in photographs, satellite images and rock art, to answer ‘what’, ‘how’ and ‘why’ questions
  • sorting transport and telecommunications technologies by time to draw conclusions about why patterns of visits to places have changed
  • investigating and reporting findings to show the influence of distance and accessibility on the use of places now and over at least one generation
  • describing the direction and location (near and far, above and below, beside and opposite) of familiar places
  • writing or talking about their connection to places using appropriate directional and locational terms, including north and south

  VCGGC062 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCGGK153

  Issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands

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  Elaborations

  • evaluating relationships between gross domestic product (GDP) per capita over time and trends in measures of wellbeing in the selected country or region

  VCGGK153 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCGGK077

  Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents

  Elaborations

  • using geographical tools, such as a globe, a wall map or electronic atlas, to identify the major countries of Africa and South America and their relative locations
  • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America
  • researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America
  • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America

  VCGGK077 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCASFU106

  Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages

  Elaborations

  • exploring different ways to show the same concept, for example though a picture, a spoken word, a sign, a home sign or a gesture
  • exploring similarities and differences in the two main Auslan dialects, the northern dialect used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • noticing the variation in ‘handedness’ between signers in relation to signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite
  • considering adaptations to language use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example choice of vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs

  VCASFU106 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • 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 historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCEALA273

  Respond to familiar and new content in texts

  Elaborations

  • engaging with texts about ideas and events from different places, times and cultures
  • making connections between texts and personal experience, such as identifying events that are familiar or new
  • expressing a personal response to cultural ideas in texts

  VCEALA273 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA304

  Employ a range of strategies to understand new or unknown words

  Elaborations

  • referring to written resources such as bilingual dictionaries, charts or own spelling lists
  • recording a vocabulary list that includes English, home language and other details such as an image or phonetic pronunciation
  • writing notes in home language about meaning and pronunciation when encountering new words in texts

  VCEALA304 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALL285

  Use knowledge of base words to read new forms

  Elaborations

  • attempting to read new forms of familiar words, and self-correcting using knowledge of base words and common morphemes, such as ‘walk, walked, walks’

  VCEALL285 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL077

  Write new words with an initial letter or several letters

  Elaborations

  • representing words by their initial letter (such as ‘b’ for ‘book’) or by their beginning and ending sounds (such as ‘bk’ for ‘book’)
  • writing strings of letters that approximate the pronunciation of words, such as ‘scol’ for ‘school’, ‘fes’ for ‘face’

  VCEALL077 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• Geography: Levels 3 and 4 achievement standards

  By the end of Level 4, students identify and describe spatial characteristics, and the characteristics of places and environments at a range of scales. They identify and explain interconnections and identify and describe locations, including Australia’s neighbouring countries and Africa and South America.

  Level description | The Humanities | Geography | Levels 3 and 4

• VCLVU151

  Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use

  Elaborations

  • using the language in performances at school and wider public community events
  • building language resources, for example, by creating posters and/or language/cultural displays, and by working with the community language team to create new games and songs in the language
  • noticing that new words can be formed from within the language itself, rather than through borrowing words from other languages

  VCLVU151 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language building

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

• Languages | Korean: Learning in Korean

  Korean language learning

  Korean is spoken by around 80 million people in the Korean Peninsula and worldwide. With the rapidly growing popularity of and interest in Korean culture across the world, the number of people learning Korean is also growing fast in many countries in Asia, Oceania, the...

  Overview material | Korean

• Languages | Spanish: Learning in Spanish

  Spanish language learning

  Spanish is a language spoken by approximately 500 million people across the world. Spanish evolved from Latin on the Iberian Peninsula in around the ninth century, and spread from Spain to the Caribbean and to North, Central and South America as a result of the expeditions...

  Overview material | Spanish

• VCDSCD063

  Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability

  Elaborations

  • using specific criteria for success for evaluating designed solutions
  • evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
  • evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
  • evaluating projects for their long-term application, functionality and impact
  • reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects

  VCDSCD063 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Evaluating

• VCEALA224

  Rely on memorisation and/or home language to retrieve new words and structures

  Elaborations

  • relying on simple or formulaic English expressions such as ‘Yes, teacher’ or ‘Hello, my name is…

  VCEALA224 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA659

  Access new words from bilingual dictionaries or word lists

  Elaborations

  • consulting resources such as bilingual dictionaries, charts, word lists, online tools or peers and the teacher to find new words, or to check spelling and meaning
  • recording new words from texts or interactions in a vocabulary list that includes English, home language and other details such as meaning or phonetic pronunciation

  VCEALA659 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALA193

  Respond to and engage with an increasing range of texts about familiar and new content

  Elaborations

  • showing understanding of simple fiction and non-fiction texts
  • expressing a simple personal opinion about a text, for example ‘I like it’, ‘It’s interesting’

  VCEALA193 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

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