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LucasMoffitt/VicOutcomesMerged.json

Created October 1, 2023 16:46
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VicOutcomesMerged.json
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[
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC001",
"ContentDescription": "Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes",
"Elaboration": "greeting the teacher and peers, and introducing themselves, family and friends, using formulaic expressions and appropriate body language, for example,<p dir=\"rtl\" lang=\"ar\">مرحبا؛ صباح الخير؛ كيف حالكَ/حالكِ؟؛ بخير شكراً</p><p dir=\"rtl\" lang=\"ar\">إسمي عادل؛ أنا مريم</p><p dir=\"rtl\" lang=\"ar\">هذا صديقي علي؛ هذه صديقتي ريم؛ هذا أبي وهذه أمي ؛ اسم أخي رامي؛ عمري ست سنوات؛ عمر أخي سنة</p>",
"Ordering": 6999
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC001",
"ContentDescription": "Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes",
"Elaboration": "exchanging information about a range of topics, such as family, friends, routines, school and leisure activities, for example,<p dir=\"rtl\" lang=\"ar\">أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة</p><p dir=\"rtl\" lang=\"ar\">أستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد التلفاز؛ أكمل فروض المدرسة؛ أرتب سريري؛ أنظف غرفتي؛ ألعب كرة القدم؛ أذهب إلى المسبح</p><p dir=\"rtl\" lang=\"ar\">بعد المدرسة ألعب كرة القدم؛ في الساعة الثامنة أذهب إلى النوم</p><p dir=\"rtl\" lang=\"ar\">يوم السبت ألعب التنس مع أبي؛ في عطلة نهاية الأسبوع أذهب مع عائلتي إلى المطعم؛ أحضر حصة الموسيقى يوم الجمعة؛ أشعر بالسعادة في حصة الموسيقى؛ أحب العزف على البيانو كثيراً؛ أتعلم اللغة العربية يوم السبت صباحاً</p>",
"Ordering": 7000
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC001",
"ContentDescription": "Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes",
"Elaboration": "asking about and expressing likes and dislikes using simple language such as<p dir=\"rtl\" lang=\"ar\">من تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدّي كثيرا؛ لا أحب الرياضة في المدرسة</p>",
"Ordering": 7001
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC001",
"ContentDescription": "Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes",
"Elaboration": "asking and answering questions about personal experiences in relation to self, peers, friends and family members, for example,<p dir=\"rtl\" lang=\"ar\">أين ولدت؟ أي لغة تتكلم في البيت؟ ماذا يعمل أبوك؟ أين تذهب يوم السبت؟ من هي صديقتك؟ لماذا تحب جدتك؟ ماذا تفعل بعد المدرسة؟ أي رياضة تلعب؟</p><p dir=\"rtl\" lang=\"ar\">ولدت في العراق؛ أتكلم العربية في البيت؛ أحب الحلوى كثيراً؛ أحب أبي وأمي جداً؛ أبي يعمل في المستشفى؛ أمي طبيبة؛ أخي يدرس في المدرسة؛ أختي في الجامعة؛ يوم السبت أذهب إلى بيت جدّي؛ يوم الأحد اذهب إلى المطعم</p>",
"Ordering": 7002
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC001",
"ContentDescription": "Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes",
"Elaboration": "exchanging correspondence such as notes, invitations or birthday cards in print or digital form, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب أن تأتي إلى حفل عيد ميلادي؟ سمير، أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً</p><p dir=\"rtl\" lang=\"ar\">عيد ميلاد سعيد؛ كل عام وأنت بخير؛ أتمنى لك عيداً سعيداً</p>",
"Ordering": 7003
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC001",
"ContentDescription": "Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes",
"Elaboration": "sharing experiences with family and friends in a variety of ways, for example, by recounting events such as special celebrations in conversations and through social media<p dir=\"rtl\" lang=\"ar\">ذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة الركبي ممتعة؛ كانت الرحلة المدرسية إلى حديقة الحيوان مملّة</p>",
"Ordering": 7004
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC002",
"ContentDescription": "Participate in collaborative planning, decision making and shared transactions, using different modes of communication",
"Elaboration": "making decisions about roles, using simple expressions such as<p dir=\"rtl\" lang=\"ar\">ماذا عن دور الأب؟ أنت لا تقدر ان تكتب كل القصة؛ أنا اكتب النصف الأول وأنت النصف الآخر؛ ليكن دوري المشتري وأنت دورك البائع؛ هل تحب أن تكون البائع؟</p>",
"Ordering": 7005
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC002",
"ContentDescription": "Participate in collaborative planning, decision making and shared transactions, using different modes of communication",
"Elaboration": "planning, rehearsing and presenting a group activity for class or school relating to a familiar situation or event such as Mother’s Day, using expressions such as<p dir=\"rtl\" lang=\"ar\">اليوم سوف نقدم لكم عرضاً عن عيد الأم؛ شكراً لاستماعكم؛ أنا كامل وهذه لينا وهذا محمود؛ نرجو أن تستمتعوا بالعرض.</p>",
"Ordering": 7006
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC002",
"ContentDescription": "Participate in collaborative planning, decision making and shared transactions, using different modes of communication",
"Elaboration": "making collaborative decisions and arrangements using expressions of counting, sequencing and organising ideas, for example,<p dir=\"rtl\" lang=\"ar\">أولاً نختار أفراد الفريق؛ ثانيا نوزع الأدوار؛ ثالثاً نعرض الأفكار؛ أخيراً نقوم بدورنا</p><p dir=\"rtl\" lang=\"ar\">في البداية أنا سوف أجمع الصور؛ وأنت تبحث عن المعلومات في الإنترنت وفي النهاية سنجمعها</p>",
"Ordering": 7007
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC002",
"ContentDescription": "Participate in collaborative planning, decision making and shared transactions, using different modes of communication",
"Elaboration": "participating in transactions by asking for and providing information such as price, and requesting goods and services, for example,<p dir=\"rtl\" lang=\"ar\">ما سعر ...؟ بكم هذه اللعبة؟ ما سعر كيلو البرتقال؟ بكم كيس الخبز؟ كيس الخبز بدولار ونصف؛ سعر كيلو التفاح ثلاثة دولارات</p><p dir=\"rtl\" lang=\"ar\">أحتاج مساعدة من فضلك؛ هل تستطيع أن تساعدني؟ أبحث عن خوذة لقيادة الدراجة أين أجدها؟ هل عندكم الفيلم الكارتوني الجديد؟</p>",
"Ordering": 7008
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC003",
"ContentDescription": "Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help",
"Elaboration": "participating in everyday classroom routines such as roll call, taking turns, giving and following classroom instructions, and asking questions and responding to the teacher and peers, for example,<p dir=\"rtl\" lang=\"ar\">نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟ ممكن أن أقول شيئاً؟</p><p dir=\"rtl\" lang=\"ar\">أكتب التاريخ هنا؛ أرسم خطاً على الورقة؛ أكتب العنوان فوق؛ إغلق الباب؛ إجلس في مكانك؛ إفتح الدفتر؛</p><p dir=\"rtl\" lang=\"ar\">ضع الحقيبة على الأرض؛ إرفع يدك؛ إنتظر دورك متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟</p>",
"Ordering": 7009
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC003",
"ContentDescription": "Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help",
"Elaboration": "making polite requests such as attracting attention and asking for help in classroom situations, requesting repetition, asking for and providing clarification, asking permission and responding appropriately, for example,<p dir=\"rtl\" lang=\"ar\">ممكن أن أتكلم؟ عندي فكرة رائعة!</p><p dir=\"rtl\" lang=\"ar\">ممكن أن تعيدي السؤال؟ لم أفهم السؤال؟ من فضلك أعد السؤال. ما معنى ...؟</p><p dir=\"rtl\" lang=\"ar\">أين أضع الصورة؟ أين أكتب الجملة التالية؟ ماذا تقصد؟ أقصد ضع الصورة تحت الكتابة. أكتب الجملة بجانب الصورة</p><p dir=\"rtl\" lang=\"ar\">هل يمكنني الذهاب إلى الحمام؟ هل يمكنني أن آخذ الكتاب ؟ شكراً يا معلمة! مع السلامة؛ إلى اللقاء</p>",
"Ordering": 7010
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC003",
"ContentDescription": "Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help",
"Elaboration": "responding to the teacher’s questions, taking turns, praising and encouraging peers, and using formulaic expressions and interjections, for example,<p dir=\"rtl\" lang=\"ar\">لماذا تأخرت عن المدرسة؟ نمت كثيرا؛ أمي تأخرت في البيت؛ توقفت سيارة أبي في الطريق؛ أخي سبب لنا التأخير</p>",
"Ordering": 7011
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC003",
"ContentDescription": "Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help",
"Elaboration": "contributing to classroom activities, such as by developing classroom rules, expressing opinions on procedures and tasks, and giving advice and sharing ideas with peers, for example,<p dir=\"rtl\" lang=\"ar\">إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ إذهب إلى الحمام في الفرصة؛ أكمل كل دروسك في الصف؛ كن مؤدباً؛ لطيفاً؛ هادئاً؛ عادلاً؛ ودوداً؛ كوني هادئة؛ لطيفة؛ صادقة</p><p dir=\"rtl\" lang=\"ar\">هذا الواجب صعب؛ الإمتحان طويل؛ ما عندي وقت؛ لم تصحح المعلمة إمتحان الإملاء بعد؛ الأفضل أن نوضّح العنوان؛ هذا الخط أفضل من الآخر؛ أقترح استعمال الألوان في الرسم</p>",
"Ordering": 7012
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "listening to and viewing texts such as stories, songs, notices or video clips and identifying key points of information, using intonation and visual cues such as gestures and facial expressions to assist understanding",
"Ordering": 7013
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "identifying letters, words and phrases in written Arabic, for example, titles, labels and captions",
"Ordering": 7014
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "participating in shared reading of print and digital texts such as short stories or other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information",
"Ordering": 7015
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "locating and sequencing information used to describe people and events, for example,<p dir=\"rtl\" lang=\"ar\">البنت تدرس؛ الولد يساعد أمه؛ الأب ينظف الحديقة؛ في الصباح أمي تحضر الفطور؛ في المساء أبي ينظف السيارة</p>",
"Ordering": 7016
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "responding to questions that elicit details such as colour, quantity and place about participants and objects, for example,<p dir=\"rtl\" lang=\"ar\">ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر</p><p dir=\"rtl\" lang=\"ar\">كم عدد الأقلام؟ كم كتابا يوجد هنا؟ يوجد أربعة كتب</p><p dir=\"rtl\" lang=\"ar\">أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة</p>",
"Ordering": 7017
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "classifying and categorising information gained from others, such as favourite foods and places to visit, for example,<p dir=\"rtl\" lang=\"ar\">سالم يحب التبولة؛ عادل يحب الدجاج؛ سعاد تفضل الخضار؛ علي يحب كرة القدم؛ ماجد يفضل السباحة؛ رامي يفضل العزف على الغيتار</p><p dir=\"rtl\" lang=\"ar\">تحب البنات الموسيقى بينما الأولاد يحبون الرياضة</p>",
"Ordering": 7018
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "listening to short spoken texts with unfamiliar language, and identifying specific details, for example, the name and number on a recorded voice message<p dir=\"rtl\" lang=\"ar\">مرحباً</p><p dir=\"rtl\" lang=\"ar\">إسمي سهام</p><p dir=\"rtl\" lang=\"ar\">اود التكلم مع سامر بخصوص الإمتحان</p><p dir=\"rtl\" lang=\"ar\">أرجو الإتصال بي على الرقم 0456566777</p>",
"Ordering": 7019
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC004",
"ContentDescription": "Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways",
"Elaboration": "gathering information about other peers’ activities through conducting interviews about weekend activities and selecting specific information to use in a short report",
"Ordering": 7020
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC005",
"ContentDescription": "Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests",
"Elaboration": "describing personal possessions and classroom items using simple sentences, for example,<p dir=\"rtl\" lang=\"ar\">حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد يجلس معي</p>",
"Ordering": 7021
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC005",
"ContentDescription": "Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests",
"Elaboration": "reporting on information gathered from peers using simple structures such as<p dir=\"rtl\" lang=\"ar\">وليد لا يحب الرياضيات ولا القراءة؛ عند فادية أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات</p>",
"Ordering": 7022
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC005",
"ContentDescription": "Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests",
"Elaboration": "contributing to a class photo story, such as by writing or reading aloud captions to own photos and other aspects of personal information, for example,<p dir=\"rtl\" lang=\"ar\">هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ على حقيبتي صورة أميرة؛ هاني يحب أفلام الحركة؛ هذه أنا أكتب الحروف؛ هذا شادي يشاهد التلفاز؛ هذه عبير تشرب العصير</p>",
"Ordering": 7023
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC005",
"ContentDescription": "Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests",
"Elaboration": "using simple sentence structures, familiar vocabulary and supporting resources to describe immediate environment, family members and friends, and discussing relationships and personal information relating to own background and experiences, for example,<p dir=\"rtl\" lang=\"ar\">وليد عنده ثلاث أخوات وأخ صغير؛ يسكن وليد في منطقة ريفية في بيت كبير مع عائلته؛ جاء وليد من مصر عندما كان عمره أربع سنوات؛ يحب وليد بيته وعائلته كثيراً</p>",
"Ordering": 7024
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC005",
"ContentDescription": "Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests",
"Elaboration": "creating a class book, visual/digital display or collection related to a school excursion or camp",
"Ordering": 7025
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC005",
"ContentDescription": "Convey and present ideas and information obtained from different sources relating to home, school, leisure and interests",
"Elaboration": "presenting information in spoken or written form about own and peers` leisure activities, describing experiences and expressing feelings, for example,<p dir=\"rtl\" lang=\"ar\">ألعب كرة القدم جيداً؛ أسبح بمهارة؛ اقرأ بطلاقة؛ ألعب الألعاب الإلكترونية كثيراً؛ سمير يلعب التنس</p><p dir=\"rtl\" lang=\"ar\">عندما أعزف الموسيقى أشعر بالفرح؛ بالحزن؛ بالملل؛ بالنشاط؛ بالسعادة؛ أحب الرسم</p>",
"Ordering": 7026
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "participating in shared reading of imaginative texts, sharing opinions and responding to questions",
"Ordering": 7027
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "responding to imaginative texts such as stories, rhymes and songs through play-acting, or using illustrations, captions and movement, or miming favourite characters",
"Ordering": 7028
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "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",
"Ordering": 7029
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "discussing imaginative texts and making short statements about aspects such as characters, settings or events",
"Ordering": 7030
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "listening to and viewing imaginative texts such as folk tales and fables and sharing opinions or feelings about them using expressions such as<p dir=\"rtl\" lang=\"ar\">أحبّ قصة علاء الدين لأنها مسلية؛ قصة علاء الدين مملّة لأنها قديمة</p>",
"Ordering": 7031
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "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,<p dir=\"rtl\" lang=\"ar\">أنا أحبّ دور الولد في الفيلم لأنّه شقيّ مثلي؛ البنت غيورة جداً؛ الأب في الفيلم حنون مثل أبي</p>",
"Ordering": 7032
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC006",
"ContentDescription": "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",
"Elaboration": "comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games using expressions such as<p dir=\"rtl\" lang=\"ar\">البنت في القصة أفضل من أخيها لأنها صادقة ولا تكذب؛ عادل صديق مخلص أكثر من سمير</p>",
"Ordering": 7033
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC007",
"ContentDescription": "Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation",
"Elaboration": "creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example,<p dir=\"rtl\" lang=\"ar\">استيقظ سامر صباحاً؛ غسل وجهه؛ بعدها ذهب إلى...؛ في طريقه شاهد ... في النهاية عاد إلى ...</p>",
"Ordering": 7034
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC007",
"ContentDescription": "Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation",
"Elaboration": "creating and presenting own story in digital form based on imaginary scenarios, using familiar contexts and modelled language, for example,<p dir=\"rtl\" lang=\"ar\">في يوم من الأيام؛ كان هناك...؛ كان يوجد مرة...</p>",
"Ordering": 7035
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC007",
"ContentDescription": "Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation",
"Elaboration": "producing and presenting picture/digital books or short plays or animations that use familiar Arabic words and expressions",
"Ordering": 7036
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC007",
"ContentDescription": "Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation",
"Elaboration": "creating and performing alternative versions or endings of known stories, using voice, rhythm and gestures to animate characters",
"Ordering": 7037
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC007",
"ContentDescription": "Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation",
"Elaboration": "creating and performing alternative versions of known songs or raps by creating new lyrics and using new voices to convey mood",
"Ordering": 7038
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC007",
"ContentDescription": "Create and adapt texts with imaginary scenarios, characters and events, using modelled language and different modes of presentation",
"Elaboration": "composing, performing or filming texts for own and others’ enjoyment and interest, for example, a description of an imaginary character or animal, a commercial for a new product, a short film, or a poster advertising an event",
"Ordering": 7039
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC008",
"ContentDescription": "Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language",
"Elaboration": "demonstrating and explaining hand gestures and facial expressions that can be used without language to convey meaning",
"Ordering": 7040
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC008",
"ContentDescription": "Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language",
"Elaboration": "using a picture or digital dictionary to find the meanings of words and expressions used in class, comparing English and Arabic versions of each word",
"Ordering": 7041
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC008",
"ContentDescription": "Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language",
"Elaboration": "comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities that reflect cultural associations or nuances, for example,<p dir=\"rtl\" lang=\"ar\">مرحبا؛ كيف حالك؟ السلام عليكم؛ سلام ونعمة؛ صباح الخير؛ صباح النور</p>",
"Ordering": 7042
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC008",
"ContentDescription": "Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language",
"Elaboration": "interpreting Arabic expressions in dialogues and speeches and discussing how these expressions reflect aspects of Arabic language and culture, for example,<p dir=\"rtl\" lang=\"ar\">لا؛ حقاً؟ يا إلهي! كلامك عجيب! لا لا قل لي الحقيقة؛ صدقني يا سامي!؛ مع السلامة؛ الله معك؛ الرب معك</p>",
"Ordering": 7043
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC008",
"ContentDescription": "Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language",
"Elaboration": "translating texts such as labels, public signs and messages from Arabic into English and vice versa to identify differences in elements of language structure and vocabulary use, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, ‘insert card’",
"Ordering": 7044
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC008",
"ContentDescription": "Translate and interpret short spoken and written texts, such as dialogues, speeches, labels, signs and messages, from Arabic into English and vice versa, using contextual cues and textual features, and recognising aspects that are similar or different in each language",
"Elaboration": "creating Arabic versions of school signs, notices, timetables and class rules, and considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’",
"Ordering": 7045
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "creating a digital bilingual dictionary for classroom use",
"Ordering": 7046
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "making bilingual greeting cards for family celebrations such as Mother’s Day, using greetings in Arabic alongside English ones, for example,<p dir=\"rtl\" lang=\"ar\">عيد أم سعيد؛ عيد أم مبارك؛ كل عام وأنت بخير؛ كل عام وأنت بألف خير؛ دمت لي سالمة</p>",
"Ordering": 7047
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "creating captions in Arabic and in English for a display of a class event or experience such as a sports day or school concert",
"Ordering": 7048
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate",
"Ordering": 7049
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "designing bilingual texts such as posters or signs for class or school assembly performances, a sports carnival, displays or events",
"Ordering": 7050
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family, including expressions drawn from various Arabic dialects represented within the classroom, for example, ‘see you later’, ‘no worries’",
"Ordering": 7051
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC009",
"ContentDescription": "Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate",
"Elaboration": "composing bilingual texts such as a board game or an instruction manual for a game",
"Ordering": 7052
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC010",
"ContentDescription": "Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language",
"Elaboration": "discussing their own level of comfort with using particular gestures when interacting across cultures, for example, making or not making eye contact when communicating with older people, kissing on the cheek, and hugging or not hugging when greeting someone",
"Ordering": 7053
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC010",
"ContentDescription": "Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language",
"Elaboration": "sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining why this might be the case",
"Ordering": 7054
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC010",
"ContentDescription": "Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language",
"Elaboration": "developing language to describe personal reactions to and feelings about intercultural experiences, for example,<p dir=\"rtl\" lang=\"ar\">أشعر بالراحة عندما...؛ لا أشعر بالراحة عندما...؛ أشعر بالخجل حين...؛ أشعر بالحزن...؛ أشعر بالتعب...</p>",
"Ordering": 7055
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC010",
"ContentDescription": "Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language",
"Elaboration": "noticing how their Arabic/Lebanese/Egyptian/Iraqi culture influences their linguistic choices, for example, changing terms of address and level of formality depending on the context of interaction and the relationship between participants, such as the use of ‘<span lang=\"ar\">عم؛ خالة</span>’ or title plus first name, for example, <span lang=\"ar\">سيدة هناء؛ عم كريم؛ إستاذ هاني</span> , when addressing people formally",
"Ordering": 7056
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC010",
"ContentDescription": "Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language",
"Elaboration": "discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Arabic people express disagreement ( <span lang=\"ar\">بالرغم من إحترامي لك؛ لا اتفق معك</span>), the importance of respect as seen in the way Arabic people greet each other or when showing emotion by hugging and tapping on shoulders",
"Ordering": 7057
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC011",
"ContentDescription": "Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange",
"Elaboration": "mapping their own linguistic and cultural profiles, for example, by creating a timeline or web profile to highlight formative elements such as family languages, traditions and beliefs, key relationships and intercultural experiences",
"Ordering": 7058
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC011",
"ContentDescription": "Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange",
"Elaboration": "identifying events, relationships and experiences that have contributed to building a personal and/or collective sense of identity, for example,<p dir=\"rtl\" lang=\"ar\">مكان الولادة؛ جنسية الأهل؛ أسس القيم التي تربّى عليها؛ المجموعات أو الفرق التي ينتمي إليها مثل فريق كرة القدم؛ فرقة الرقص؛ فريق التمثيل المدرسي؛ فريق المناظرات</p>",
"Ordering": 7059
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC011",
"ContentDescription": "Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange",
"Elaboration": "identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic, for example, using the correct personal pronouns to address elderly people (<span lang=\"ar\">أنتَ/أنتِ</span> ), shaking or not shaking hands depending on gender, and the number of kisses on the cheek",
"Ordering": 7060
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC011",
"ContentDescription": "Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange",
"Elaboration": "comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual",
"Ordering": 7061
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "exploring the Arabic alphabet and script, noticing that sounds differ in both systems, for example, <span lang=\"ar\">خ؛ ح؛ ط؛ ظ؛ ع؛ غ؛ ص؛ ض؛ ق</span>, and that letters are joined in different ways to make words, for example,<p dir=\"rtl\" lang=\"ar\">باب؛خال ؛ حال ؛ هذا؛ هي؛</p>",
"Ordering": 7062
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "discriminating between simple vowels, for example, <span lang=\"ar\">تَ؛ تِ؛ تُ</span> , long vowels such as <span lang=\"ar\">تا؛ تي؛ تو</span>, and consonant letters in a syllable block",
"Ordering": 7063
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "recognising that letters change form depending on their place in the word, for example,<p dir=\"rtl\" lang=\"ar\">ح: حصان؛ محب؛ سامح؛ ي: يد؛ لين؛ سامي</p>",
"Ordering": 7064
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "inferring from familiar sounds and contexts how to spell new words, for example, predicting how to spell <span lang=\"ar\">هادي؛ وادي؛ شادي</span> having learnt how to spell <span lang=\"ar\">فادي</span>",
"Ordering": 7065
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "noticing that vocalisation such as<span lang=\"ar\">َ؛ ِ؛ ُ</span> may change the function of the word depending on where it is placed, for example, <span lang=\"ar\">كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب</span>",
"Ordering": 7066
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "comparing the different ways to write the letter (<span lang=\"ar\">أ</span>), for example, <span lang=\"ar\">ى؛ ؤ؛ئ أ, أ؛إ؛آ</span>",
"Ordering": 7067
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "pronouncing words following basic pronunciation rules",
"Ordering": 7068
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU012",
"ContentDescription": "Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts",
"Elaboration": "recognising the different ways of sounding the long vowel (<span lang=\"ar\">ا</span>), for example, <span lang=\"ar\">ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى</span>, and writing the <span lang=\"ar\">ء</span>, for example, <span lang=\"ar\">شيء؛ قراءة؛ مسؤول</span> recognising variations in forms of spoken Arabic associated with particular regions, such as the pronunciation of <span lang=\"ar\">رِز</span> and <span lang=\"ar\">سِكر</span> in the Levant compared with <span lang=\"ar\">سُكر</span> and <span lang=\"ar\">رُز</span> in other Arabic-speaking regions",
"Ordering": 7069
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "learning frequently used words related to the home and school environment, for example,<p dir=\"rtl\" lang=\"ar\">بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع</p>",
"Ordering": 7070
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "understanding the effect of word order in phrases and sentences, for example,<p dir=\"rtl\" lang=\"ar\">الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار</p>",
"Ordering": 7071
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "recognising the different parts of speech and categorising words into groups, for example, <span lang=\"ar\">الاسم؛ الفعل ؛ الصّفة؛ الحرف</span>",
"Ordering": 7072
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "recognising definite and indefinite articles with nouns and knowing that nouns have a gender, for example, <span lang=\"ar\">تلميذ/التلميذ؛ مُعلّمة العلوم؛ المعلمة</span>",
"Ordering": 7073
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "understanding that adjectives have a gender and that they follow the noun and its gender, for example, <span lang=\"ar\">الأب حنون؛ الأم جميلة؛ الكرسي كبير؛ الطاولة صغيرة</span>",
"Ordering": 7074
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "describing aspects of own daily activities, using simple present tense verbs, for example, <span lang=\"ar\">أستيقظ في الصباح؛ اتناول الفطور؛ أستقلّ الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي</span>",
"Ordering": 7075
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "understanding and using simple verbs to express likes and dislikes, for example, <span lang=\"ar\">أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم</span>",
"Ordering": 7076
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "using demonstrative pronouns to identify people, objects or animals, for example, <span lang=\"ar\">هذا كتاب؛ هذه مسطرة</span>",
"Ordering": 7077
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "using singular possessive pronouns, for example, <span lang=\"ar\">بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره</span>",
"Ordering": 7078
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example, <span lang=\"ar\">تحبّ أمي العمل؛ هي نشيطة؛ يحب أبي الطبخ؛ هو ماهر</span>",
"Ordering": 7079
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "understanding and responding to basic familiar instructions using imperatives, for example, <span lang=\"ar\">إفتح الباب؛ أجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل عملك</span>",
"Ordering": 7080
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "exploring the use of simple conjunctions such as <span lang=\"ar\">و؛ أو؛ أيضا؛ كذلك</span>",
"Ordering": 7081
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "using adverbs of place and time to expand expression, for example,<p dir=\"rtl\" lang=\"ar\">باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً</p>",
"Ordering": 7082
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, <span lang=\"ar\">معلم/معلمون؛ معلمة/معلمات؛</span>",
"Ordering": 7083
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "expressing negation in simple sentences, for example, <span lang=\"ar\">لا أحب السفر؛ ليس لدي إخوة</span>",
"Ordering": 7084
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "using a range of adjectives in singular form to describe appearance, feelings and personalities, for example,<p dir=\"rtl\" lang=\"ar\">أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة</p>",
"Ordering": 7085
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "using past tense verbs to recount events related to home and school contexts, for example,<p dir=\"rtl\" lang=\"ar\">قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت</p>",
"Ordering": 7086
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "understanding and using simple question words in their interactions with peers, for example,<p dir=\"rtl\" lang=\"ar\">متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟</p>",
"Ordering": 7087
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "developing knowledge of cardinal and ordinal numbers to describe time and date, for example, <span lang=\"ar\">(آذار) الساعة الواحدة ظهراً؛ اليوم السادس من إبريل (نيسان)/اليوم أربعة مارس</span>",
"Ordering": 7088
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "applying rules of present tense verb conjugation when speaking to peers and the teacher, for example,<p dir=\"rtl\" lang=\"ar\">أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون</p>",
"Ordering": 7089
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU013",
"ContentDescription": "Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary that relates to familiar environments and activities",
"Elaboration": "building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives",
"Ordering": 7090
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions",
"Ordering": 7091
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an item",
"Ordering": 7092
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning",
"Ordering": 7093
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and the signature of an email and a letter, a description in a recount and in a diary entry",
"Ordering": 7094
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips",
"Ordering": 7095
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning",
"Ordering": 7096
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something",
"Ordering": 7097
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU014",
"ContentDescription": "Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning",
"Elaboration": "analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches",
"Ordering": 7098
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU015",
"ContentDescription": "Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships",
"Elaboration": "recognising that forms of address and greetings may vary according to the time of day, gender, a person’s background and the social status of the participants, for example,<p dir=\"rtl\" lang=\"ar\">مرحبا؛ أهلاً؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك</p><p dir=\"rtl\" lang=\"ar\">سيد أمين؛ الآنسة هالة؛ ؛ الأستاذ فارس</p>",
"Ordering": 7099
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU015",
"ContentDescription": "Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships",
"Elaboration": "recognising that informal forms of address are commonly used and are accepted as the norm in various Arabic-speaking communities, for example,<p dir=\"rtl\" lang=\"ar\">عم جوزيف؛ عمة سناء؛ خالة عبير؛ ست صباح؛ عم سليم</p>",
"Ordering": 7100
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU015",
"ContentDescription": "Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships",
"Elaboration": "identifying how they communicate with their family and friends and with people less close to them, noticing differences in word choice and language use and communicative behaviour",
"Ordering": 7101
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU015",
"ContentDescription": "Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships",
"Elaboration": "explaining how their spoken language at home may differ from the language spoken in class, and recognising similarities and differences between various dialects represented within the classroom",
"Ordering": 7102
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU015",
"ContentDescription": "Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships",
"Elaboration": "understanding that the Arabic language has a standard form called Al Fusha, <span lang=\"ar\">اللغة العربية الفصحى</span> , which is mainly used in writing, and a range of oral dialects that differ greatly from region to region, for example, regional dialects from Lebanon, Palestine, Morrocco, Iraq, Egypt",
"Ordering": 7103
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU015",
"ContentDescription": "Understand that spoken and written Arabic varies according to regions and countries, and according to context, situations and relationships",
"Elaboration": "understanding how gestures and tone are used to change the meaning of speech, and how the purpose of interactions, such as to command or invite, would change the emphasis on words being used, for example,<p dir=\"rtl\" lang=\"ar\">زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ الكتاب؛ ضعه على الطاولة الآن!</p>",
"Ordering": 7104
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU016",
"ContentDescription": "Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures",
"Elaboration": "recognising that Arabic has borrowed many words from English, for example,<span lang=\"ar\">إنترنت؛ كومبيوتر؛ تلفاز؛</span> , and English has borrowed words from Arabic, such as ‘admiral’, ‘alcohol’, ‘algebra’, ‘coffee’, ‘genie’, ‘hazard’ and ‘sultan’",
"Ordering": 7105
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU016",
"ContentDescription": "Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures",
"Elaboration": "recognising that Arabic as a language has experienced many changes over time and that classical Arabic is only used in ancient literature and religious texts",
"Ordering": 7106
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU016",
"ContentDescription": "Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures",
"Elaboration": "understanding that Arabic, like all languages, is constantly expanding to include new words and expressions through interaction with other languages and cultures, for example,<span lang=\"ar\">التواصل الإجتماعي؛ دردشة على الإنترنت؛</span>",
"Ordering": 7107
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU016",
"ContentDescription": "Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures",
"Elaboration": "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 <span lang=\"ar\">أ؛ ب؛ ج؛ د</span> is based on the Aramaic alphabet",
"Ordering": 7108
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU016",
"ContentDescription": "Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures",
"Elaboration": "recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, <span lang=\"ar\">أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب</span> , and that many colloquial words, for example,<span lang=\"ar\">بوظة؛ دولاب؛</span> <span lang=\"ar\">دولمة؛ بسطرمة؛</span> , are borrowed from regional languages such as Persian and Turkish",
"Ordering": 7109
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU017",
"ContentDescription": "Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making",
"Elaboration": "exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible aspects, such as how people live, what they value and how they think of themselves and others",
"Ordering": 7110
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU017",
"ContentDescription": "Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making",
"Elaboration": "noticing similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names from other cultures and languages",
"Ordering": 7111
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU017",
"ContentDescription": "Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making",
"Elaboration": "understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles",
"Ordering": 7112
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU017",
"ContentDescription": "Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making",
"Elaboration": "recognising and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, for example,<p dir=\"rtl\" lang=\"ar\">تفضل صحة وهنا؛ بالهناء والشفاء</p>",
"Ordering": 7113
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU017",
"ContentDescription": "Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making",
"Elaboration": "exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and emotions, for example,<p dir=\"rtl\" lang=\"ar\">الدبكة الفلسطنية والعراقية؛ والرقص الفلكلوري</p>",
"Ordering": 7114
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU017",
"ContentDescription": "Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making",
"Elaboration": "exploring words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Arabic speakers, for example, ‘mate’, ‘fair dinkum’",
"Ordering": 7115
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC018",
"ContentDescription": "Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans",
"Elaboration": "initiating and sustaining conversations on topics of interest by using expressions such as<p dir=\"rtl\" lang=\"ar\">هل تحب المأكولات العربية؟ ما هي أكلتك المفضلة؟ أنا أيضا أحب الوجبات السريعة؛ هل تريد أن تأتي معي إلى الحديقة بعد المدرسة؟</p><p dir=\"rtl\" lang=\"ar\">أمي طباخة ماهرة. تعال إلى بيتنا يوم السبت. هل تحب الذهاب معنا إلى المنتزه/الحديقة؟</p><p dir=\"rtl\" lang=\"ar\">أنا آسف؛ أمي لا تسمح لي. أعتذر ليس لدي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتصل بأمي أولاً.</p><p dir=\"rtl\" lang=\"ar\">هل شاهدت مباراة كرة القدم أمس؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت اللعبة الإلكترونيّة إلى الأسواق؟ إنها لعبة ممتعة. هل أكملت واجب المدرسة؟ أحتاج إلى مساعدة؛ إن الواجب صعب</p>",
"Ordering": 7116
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC018",
"ContentDescription": "Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans",
"Elaboration": "exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا احب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟</p>",
"Ordering": 7117
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC018",
"ContentDescription": "Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans",
"Elaboration": "expressing wishes and feelings, and describing personal plans for school holidays or weekend, for example,<p dir=\"rtl\" lang=\"ar\">في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر؛ لأن الطقس سيكون حاراً؛ أتمنى أن نسافر في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في عطلة المدرسة سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السوق مع أمي لأشتري حذاءً جديداً للرّياضة.</p>",
"Ordering": 7118
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC018",
"ContentDescription": "Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans",
"Elaboration": "elaborating on others’ responses by providing suggestions and giving advice, for example,<p dir=\"rtl\" lang=\"ar\">بما أنك تحب الرّياضة، أنصحك بالسباحة لأنها مفيدة جداً؛ لماذا لا تقرأ هذا الكتاب؟ جرّب هذا القلم الجديد. ضع الصورة هنا؛ هذا مكان مناسب لها</p>",
"Ordering": 7119
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC018",
"ContentDescription": "Initiate and sustain interactions to develop relationships with peers and adults, exchanging ideas, opinions and feelings, comparing experiences and discussing future plans",
"Elaboration": "comparing own and others’ experiences and future aspirations by sharing ideas and making suggestions, for example,<p dir=\"rtl\" lang=\"ar\">أنا أيضاً مثلك أحب السباحة؛ أمي أيضاً لا تسمح لي باللعب على الحاسوب أيام الأسبوع؛ إذا أردت سأرسل لك رسالة إلكترونية فيها كل شيء؛ أتمنى أن ألتحق بفريق التنس؛ أتمنى أن أتعلم الموسيقى</p>",
"Ordering": 7120
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC019",
"ContentDescription": "Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions",
"Elaboration": "expressing preferences for plans, comparing and contrasting alternatives using<p dir=\"rtl\" lang=\"ar\">أفضل من...؛ الأفضل...؛ الأحسن...</p><p dir=\"rtl\" lang=\"ar\">أفضل ان نشتري هذه اللعبة لأنها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة نهاية الأسبوع؟ في المساء تكون السينما مزدحمة أما أثناء النهار فتكون هادئة. سأتصل بك في عطلة نهاية الأسبوع؛ هذا أفضل من أيام الأسبوع.</p>",
"Ordering": 7121
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC019",
"ContentDescription": "Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions",
"Elaboration": "making suggestions, such as when arranging a day out or a birthday party, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب أن نذهب إلى البولينغ يوم السبت؟ أبي سوف يوصلني إلى هناك الساعة العاشرة صباحا؛ هناك نلتقي؛ نلتقي بعد المدرسة؛ حفل عيد ميلاد قيس يوم الأحد. سآتي لآخذك معي إلى بيته. الحفلة ستبدأ الساعة السادسة</p>",
"Ordering": 7122
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC019",
"ContentDescription": "Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions",
"Elaboration": "responding to invitations by accepting or declining and providing explanations, for example,<p dir=\"rtl\" lang=\"ar\">شكراً جزيلاً على الدعوة؛ سأحضر الحفلة. آسف لا أقدر أن آتي إلى السينما لأن أمي لا تسمح. أنا مدعوة لحفل زواج ابن عمتي ولا أقدر أن أتي معكم إلى البولينغ</p>",
"Ordering": 7123
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC019",
"ContentDescription": "Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions",
"Elaboration": "collaborating with peers to organise class displays and events, such as an Arabic music day, and agreeing or disagreeing with suggestions, for example, <span lang=\"ar\">فكرة رائعة؛ أنت عبقري</span>",
"Ordering": 7124
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC019",
"ContentDescription": "Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions",
"Elaboration": "completing tasks involving authentic or simulated transactions, such as asking for, giving and following directions to real locations, for example,<p dir=\"rtl\" lang=\"ar\">كيف أذهب إلى محطة القطار؟ أين البنك؟ أرجوك أرشدني إلى المكتبة</p>",
"Ordering": 7125
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC019",
"ContentDescription": "Participate in collaborative projects, providing ideas and suggestions, negotiating and justifying options, solving problems and completing transactions",
"Elaboration": "discussing problems, such as a disagreement with parents, sibling or classmate over having to share a room or computer, or a complaint about unsatisfactory goods or services, and suggesting solutions",
"Ordering": 7126
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC020",
"ContentDescription": "Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement",
"Elaboration": "initiating and sustaining discussions by inviting peers to make suggestions, clarifying meaning and giving examples, expressing agreement or disagreement, and praising, complimenting and encouraging others and their ideas, for example,<p dir=\"rtl\" lang=\"ar\">ماذا تقترح؟ ما رأيك؛ سامي أعطنا رأيك؛ كيف يمكن أن ننظم الأدوار بيننا؟ ما رأيكم؟</p><p dir=\"rtl\" lang=\"ar\">أقصد أن كل واحد منا يكتب صفحة؛ قصدي؛ أنا وهناء نبحث عن الصور؛ وعادل ووفاء وسمر يكتبون المقاطع</p><p dir=\"rtl\" lang=\"ar\">مثلا؛ مثل؛ على سبيل المثال</p><p dir=\"rtl\" lang=\"ar\">أتفق معك جدا؛ اتفق على ما تقول؛ أنا أحترم رأيك كثيراً</p><p dir=\"rtl\" lang=\"ar\">لا أتفق معك إطلاقاً؛ لا أتفق معك في رأيك. أنا لا أوافقك الرأي</p><p dir=\"rtl\" lang=\"ar\">ممتاز! رائع! فكرة رائعة! واصل مجهودك. أنت ذكي جداً!</p>",
"Ordering": 7127
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC020",
"ContentDescription": "Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement",
"Elaboration": "expressing own opinions, and eliciting and reflecting on the opinions of others, for example,<p dir=\"rtl\" lang=\"ar\">لو كان لدينا وقتاً أطول؛ لوضعنا موسيقى في البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة سهلة</p><p dir=\"rtl\" lang=\"ar\">ما رأايك في هذه الجملة؟ هل تتفق معي؟ هل توافقني على كلامي؟ وأنت يا سعيد؛ ماذا تعتقد؟ سميرة؛ ما رأيك في الموضوع؟</p><p dir=\"rtl\" lang=\"ar\">كلامك صحيح مئة بالمئة؛ أنت على حق؛ كلامك ليس صحيحاً؛ آسفة لا أتفق معك</p>",
"Ordering": 7128
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC020",
"ContentDescription": "Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement",
"Elaboration": "explaining actions and responses, for example,<p dir=\"rtl\" lang=\"ar\">وضعت الصورة هنا لأنها صغيرة ومناسبة؛ تأخرت في الصباح كثيراً؛ أنا متعب اليوم لأنني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث، سنحصل على درجة عالية</p>",
"Ordering": 7129
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC020",
"ContentDescription": "Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement",
"Elaboration": "giving reasons and making connections between ideas and consequences, for example,<p dir=\"rtl\" lang=\"ar\">وصلت إلى المدرسة متأخراً لأنّ سيارة أمّي تعطّلت في الطريق؛ لم أكمل الدرس بالأمس لأنّ بيتنا كان مليئاً بالزوار؛ لم أكمل واجب العلوم لأنّني لم أفهم السؤال</p><p dir=\"rtl\" lang=\"ar\">عاقبني الأستاذ في الفرصة لأنّني تأخرت عن الصف؛ اتّصلت المعلمة بأمي لأنّني أتكلم كثيراً في الصف</p>",
"Ordering": 7130
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC021",
"ContentDescription": "Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose",
"Elaboration": "identifying the context, purpose and target audience of texts such as advertisements, messages and announcements",
"Ordering": 7131
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC021",
"ContentDescription": "Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose",
"Elaboration": "independently and collaboratively gathering information on events or people and comparing how various media sources, such as texts from magazines, newspapers and websites, use language to convey meaning",
"Ordering": 7132
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC021",
"ContentDescription": "Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose",
"Elaboration": "using concept maps, charts and tables to organise, summarise and evaluate information from spoken, written and visual texts that reflect different aspects of Arabic culture related to topics such as entertainment and special occasions, for example,<p dir=\"rtl\" lang=\"ar\">حفلات المطربين؛ البرامج الترفيهية؛ برامج المسابقات</p><p dir=\"rtl\" lang=\"ar\">الأعياد الدينية المختلفة وطرق الإحتفال فيها؛ عيد الأم؛ عيد الأب؛ أعياد الميلاد الخاصة؛ مناسبات الخطوبة والزواج</p>",
"Ordering": 7133
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC021",
"ContentDescription": "Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose",
"Elaboration": "analysing and summarising information about famous personalities or a recent film or music hit from texts such as television programs, reports and documentaries, for example,<p dir=\"rtl\" lang=\"ar\">الأفلام العربية الحديثة؛ البرامج النقدية الساخرة؛ البرامج الحوارية؛ البرامج الوثائقية</p>",
"Ordering": 7134
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC021",
"ContentDescription": "Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose",
"Elaboration": "reading texts and extracting key points and ideas on an issue or topic, such as the weather or leisure activities for young people, and discussing information with peers using expressions such as<p dir=\"rtl\" lang=\"ar\">الطقس هذه الأيام بارد جداً؛ الصيف هذا العام سيكون حاراً</p><p dir=\"rtl\" lang=\"ar\">يحب الشباب رياضة كمال الأجسام ويذهبون إلى النادي الرياضي؛ تحب البنات رقص الزومبا؛ هل تحبين الرقص أيضا؟</p>",
"Ordering": 7135
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC021",
"ContentDescription": "Extract, organise and evaluate information and ideas from a range of texts, analysing meaning, gist and purpose",
"Elaboration": "analysing and comparing perspectives represented in spoken and written texts, for example,<p dir=\"rtl\" lang=\"ar\">الجريدة المحلية كتبت أن الأغاني العصرية تافهة ؛ ولكن الجميع يحبها</p>",
"Ordering": 7136
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "informing others about an issue of interest and upcoming events in texts such as notices and newspaper announcements, for example,<p dir=\"rtl\" lang=\"ar\">إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة</p>",
"Ordering": 7137
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "producing texts such as letters, emails and speeches to convey information and personal viewpoints on topics connected to personal experiences, for particular purposes and audiences",
"Ordering": 7138
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "organising information for an Arabic-speaking audience, for example, creating a presentation comparing different cultural perspectives on a particular topic or a video recording of a cooking demonstration",
"Ordering": 7139
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "reporting on own and others’ experiences, such as holiday trips or school camp, and comparing own experiences with others’ using expressions such as<p dir=\"rtl\" lang=\"ar\">بالنسبة لي الرحلة كانت ممتعة بينما أغلبية التلاميذ شعروا بالملل؛ بالرغم من الساعات الطويلة التي قضيناها في الطريق إلا إنني لم أشعر بالتّعب لكن أصدقائي كانوا متعبين</p>",
"Ordering": 7140
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "creating a video clip to present information or ideas to a particular audience, such as a virtual tour of the school or the neighbourhood for prospective students and their parents",
"Ordering": 7141
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "conveying information relating to significant events, people or places in different formats, such as a poster for a concert, a profile of a famous Arabic actor, or a digital guide to a place of interest",
"Ordering": 7142
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC022",
"ContentDescription": "Convey ideas and viewpoints from a range of perspectives to various audiences in familiar contexts using different modes of presentation",
"Elaboration": "creating a group presentation of ideas and words and expressions relating to aspects of lifestyle, for example,<p dir=\"rtl\" lang=\"ar\">الرّياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وتأثيرها السلبي على العائلة</p>",
"Ordering": 7143
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "responding to ideas presented in various texts, such as poems, films, songs or video clips, by expressing personal opinions, for example,<p dir=\"rtl\" lang=\"ar\">الشعر جميل ؛ القصيدة مؤثرة؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية تعبّر عن الصداقة</p>",
"Ordering": 7144
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "stating and explaining personal preferences about characters, attitudes and events in texts, using expressions such as<p dir=\"rtl\" lang=\"ar\">أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ يحاول الفيلم تشجيع الشباب على الدراسة وهذا ممتاز</p>",
"Ordering": 7145
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "analysing how people, places and experiences are described in imaginative texts, and comparing how key messages and beliefs are communicated in a variety of texts, such as fables",
"Ordering": 7146
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "exchanging opinions about typical features and expressive elements of contemporary songs, films or video clips from the Arabic-speaking world and comparing them equivalent texts in English-speaking contexts",
"Ordering": 7147
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "identifying emotional aspects of texts and analysing elements of language that convey emotions and values",
"Ordering": 7148
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "reading texts such as biographies and critically reflecting on others’ experiences and relating them to their own",
"Ordering": 7149
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "analysing and evaluating lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects",
"Ordering": 7150
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC023",
"ContentDescription": "Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences",
"Elaboration": "discussing how social issues, for example, relationships, wealth and poverty and change, and values, such as honesty, are portrayed in imaginative texts such as films, songs and poems",
"Ordering": 7151
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC024",
"ContentDescription": "Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques",
"Elaboration": "creating imaginative texts in multimodal forms that include illustrations, such as cartoons or captioned photo stories",
"Ordering": 7152
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC024",
"ContentDescription": "Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques",
"Elaboration": "composing and performing or filming imaginative texts such as role-plays, raps and video clips, using expressive language and movement",
"Ordering": 7153
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC024",
"ContentDescription": "Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques",
"Elaboration": "creating alternative versions of traditional Arabic stories and films by introducing new characters and contexts and alternative endings",
"Ordering": 7154
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC024",
"ContentDescription": "Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques",
"Elaboration": "expressing imagined experiences in a range of texts such as poems and video clips that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,<p dir=\"rtl\" lang=\"ar\">عيد الأم؛ عيد الأنزاك؛ العيد الوطني الأسترالي ؛ الأعياد الدينية مثل عيد الميلاد وعيد القيامة وعيد الفطر وعيد الأضحى</p>",
"Ordering": 7155
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another",
"Ordering": 7156
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these",
"Ordering": 7157
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "translating texts, identifying culture-specific vocabulary and expressions, such as <span lang=\"ar\">والله ولي التوفيق؛ تقبل فائق الإحترام</span> , discussing strategies for choosing words that best reflect the intended meaning and context",
"Ordering": 7158
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning",
"Ordering": 7159
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and film clips, identifying words and phrases that require particular elaboration or explanation",
"Ordering": 7160
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "experimenting with interpreting in English popular expressions, proverbs or idioms in Arabic, and reflecting on the social and cultural values that may be embedded in them",
"Ordering": 7161
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC025",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences",
"Elaboration": "analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary",
"Ordering": 7162
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC026",
"ContentDescription": "Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects",
"Elaboration": "creating subtitles, captions or commentaries for texts such as a brochure, slideshow presentation or video clip that informs the school community of aspects of different Arabic-speaking cultures",
"Ordering": 7163
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC026",
"ContentDescription": "Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects",
"Elaboration": "producing texts in print or multimodal format in both Arabic and English relating to community events, such as a poster or advertisement to promote a concert, advertise an interview with a celebrity on a community radio station, or provide details of a debate on sustainability issues",
"Ordering": 7164
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC026",
"ContentDescription": "Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects",
"Elaboration": "designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English",
"Ordering": 7165
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC026",
"ContentDescription": "Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects",
"Elaboration": "creating a short film of Arabic-language social interactions among different speakers of Arabic, providing English explanations of elements that may be different in different parts of the Arabic-speaking world and which may be unfamiliar to Australian viewers",
"Ordering": 7166
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC026",
"ContentDescription": "Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects",
"Elaboration": "considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘the outback’, and representing ideas and meanings bilingually",
"Ordering": 7167
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC026",
"ContentDescription": "Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects",
"Elaboration": "producing bilingual texts such as video clips with subtitles explaining Australian cultural practices for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations, the Melbourne Cup",
"Ordering": 7168
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC027",
"ContentDescription": "Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic",
"Elaboration": "comparing the ways in which they communicate in Arabic and non-Arabic contexts, for example, using different forms of address or different ways of showing politeness, and discussing why these choices are appropriate and how they enhance intercultural communication",
"Ordering": 7169
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC027",
"ContentDescription": "Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic",
"Elaboration": "reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain and improve relationships with immediate contacts such as family, teacher and peers",
"Ordering": 7170
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC027",
"ContentDescription": "Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic",
"Elaboration": "exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal space, and attitudes towards physical contact",
"Ordering": 7171
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC027",
"ContentDescription": "Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic",
"Elaboration": "identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding",
"Ordering": 7172
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC027",
"ContentDescription": "Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic",
"Elaboration": "discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness",
"Ordering": 7173
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC028",
"ContentDescription": "Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions",
"Elaboration": "discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as being Lebanese, Jordanian, Iraqi, Arab Australian, or Australian from a Syrian background",
"Ordering": 7174
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC028",
"ContentDescription": "Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions",
"Elaboration": "reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages",
"Ordering": 7175
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC028",
"ContentDescription": "Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions",
"Elaboration": "noticing how they communicate with one another, their teachers and families, noticing how they see themselves differently in different contexts, for example, as Arabic-speaking person, less traditional than parents",
"Ordering": 7176
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC028",
"ContentDescription": "Reflect on own sense of identity as an Arabic and English speaker, recognising how own cultural assumptions, practices and values influence ways of communicating, and considering reactions and how they adjust behaviours and language in own interactions",
"Elaboration": "reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts",
"Ordering": 7177
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "distinguishing the pronunciation of (<span lang=\"ar\">الشدة</span>) and (<span lang=\"ar\">التنوين</span> )",
"Ordering": 7178
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression",
"Ordering": 7179
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "recognising that certain letters in Arabic appear in different variations, for example, <span lang=\"ar\">ت؛ ة</span>",
"Ordering": 7180
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts",
"Ordering": 7181
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "making choices in relation to the use of punctuation such as ( <span lang=\"ar\">؛</span>) and adjusting the flow of ideas, increasing text cohesion and enhancing expression",
"Ordering": 7182
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "recognising the need for pauses or changes of tone in complex sentences with embedded clauses",
"Ordering": 7183
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "understanding that there are variations in both spoken and written Arabic across different countries and regions, and analysing the reasons for such variations, for example, <span lang=\"ar\">سوريا/سورية؛ ناديا/نادية؛ فاديا/فادية</span>",
"Ordering": 7184
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, <span lang=\"ar\">حقًا؟ يا إلهي! تعال إلى هنا حالاً</span>!",
"Ordering": 7185
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU029",
"ContentDescription": "Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect",
"Elaboration": "using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression",
"Ordering": 7186
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using <span lang=\"ar\">سوف</span> in addition to the present tense to express future plans, for example, <span lang=\"ar\">سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم</span>",
"Ordering": 7187
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using the conditional mood as a formulaic expression, for example,<p dir=\"rtl\" lang=\"ar\">لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً</p>",
"Ordering": 7188
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "understanding and using the conjunctions <span lang=\"ar\">لكن</span> to compare people and actions, expanding on their expression, for example, <span lang=\"ar\">خالي غني لكن عمّي فقير؛</span><p dir=\"rtl\" lang=\"ar\">أخي يلعب كثيرا <span lang=\"ar\">لكن</span> أختي تدرس دائم</p>",
"Ordering": 7189
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using interrogative pronouns and expressions such as <span lang=\"ar\">لماذا؛ لمَ؟ هل؟</span> to ask questions and make requests, for example,<p dir=\"rtl\" lang=\"ar\">لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟</p>",
"Ordering": 7190
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,<p dir=\"rtl\" lang=\"ar\">بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون</p>",
"Ordering": 7191
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using expressions to indicate preference and compare, for example,<p dir=\"rtl\" lang=\"ar\">هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة</p>",
"Ordering": 7192
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "creating compound and complex sentences by using embedded clauses such as<span lang=\"ar\">الكتاب المفضل لدي (والذي أحبه كثيرا) هو</span> ...",
"Ordering": 7193
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,<p dir=\"rtl\" lang=\"ar\">هذان كتابان جديدان؛ هاتان صديقتان وفيتان</p>",
"Ordering": 7194
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, <span lang=\"ar\">أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً</span>",
"Ordering": 7195
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using cohesive devices to sequence ideas, for example, <span lang=\"ar\">في البداية؛ بعد ذلك؛ أخيراً</span>",
"Ordering": 7196
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "extending use of negative forms, for example, <span lang=\"ar\">لن أتصل بك؛ لم أتأخر عن الدرس؛ ليس عندي وقت</span>",
"Ordering": 7197
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using <span lang=\"ar\">إلا</span> to express exceptions, for example, <span lang=\"ar\">أحب كل المواد إلا الرياضيات</span>",
"Ordering": 7198
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "describing people and objects using comparatives and superlatives, for example, <span lang=\"ar\">رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل</span>",
"Ordering": 7199
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using elements of exaggeration and emphasis, for example,<p dir=\"rtl\" lang=\"ar\">للمرة المليون أكرر هذه العبارة</p>",
"Ordering": 7200
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using a range of irregular adjectives to describe number, shape and colour, for example, <span lang=\"ar\">قميص <span lang=\"ar\">أ</span>حمر؛ حقيبة حمراء؛ قلم <span lang=\"ar\">أ</span>خضر؛ ممحاة خضراء؛ شكل مدور؛ مثلث؛ مربع؛ مستطيل</span>",
"Ordering": 7201
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using singular and plural third person possessive pronouns to indicate relationships, for example, <span lang=\"ar\">أصدقاؤهم كتابه؛ قلمها؛</span>",
"Ordering": 7202
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using adverbial phrases to expand on ideas and provide further information related to feelings, attitudes and abilities, for example, <span lang=\"ar\">متأخراً؛ باكراً؛ دائماً؛ مسرعاً</span>",
"Ordering": 7203
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression",
"Ordering": 7204
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using imperative verb forms to persuade, encourage, and give advice, for example,<p dir=\"rtl\" lang=\"ar\">لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر</p>",
"Ordering": 7205
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU030",
"ContentDescription": "Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded",
"Elaboration": "using subjunctive mood to express doubt, uncertainty or emotion, for example,<p dir=\"rtl\" lang=\"ar\">ربما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة</p>",
"Ordering": 7206
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "applying knowledge of particular types of texts and their purpose to identify the gist and predict the meaning of unfamiliar vocabulary and phrases encountered in texts",
"Ordering": 7207
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "analysing different samples of a particular type of text, such as online diary entries, to analyse ideas and reflections through the language features used, for example,<p dir=\"rtl\" lang=\"ar\">ضمير المتكلم: أشعر بسعادة كبيرة؛ هذا عملي وأنا مسؤول عنه</p><p dir=\"rtl\" lang=\"ar\">التعبير عن التعجب والدهشة: يا إلهي!؛ مستحيل! يا للكارثة!</p><p dir=\"rtl\" lang=\"ar\">الصور البلاغية: كنت كالفراشة أطير من فرحتي؛ كلامه كالخنجر في صدري</p>",
"Ordering": 7208
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "exploring a range of imaginative texts to compare the use of language features such as imagery and exaggeration, and discussing how these are used to convey meaning to and entertain the audience",
"Ordering": 7209
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "examining a variety of informative texts, such as reports and articles, identifying how the structure and features of each text reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives",
"Ordering": 7210
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "experimenting with language appropriate to particular types of texts, for example, descriptive language in documentaries, reflective language in blogs, diary or journal entries, and persuasive language in advertisements and speeches",
"Ordering": 7211
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "analysing a range of expository texts, such as feature articles, identifying possible elements of bias and objectivity",
"Ordering": 7212
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "discussing and evaluating how language is used to express ideas and justify opinions on topical issues of interest to teenagers in debates or on a talk show",
"Ordering": 7213
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU031",
"ContentDescription": "Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices",
"Elaboration": "identifying and discussing the level of formality in spoken and written texts, considering what these texts reveal about social relationships and processes, for example, reflections of status, authority, concepts of respect and politeness",
"Ordering": 7214
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU032",
"ContentDescription": "Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions",
"Elaboration": "understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of<p dir=\"rtl\" lang=\"ar\">سيد ماجد؛ أستاذ هاني؛ سيّدة عبير؛ خالتي رانيا؛ عمي حبيب حضرتك؛ عم كريم؛ خالة سامية</p>with both close adult relatives and unknown adults",
"Ordering": 7215
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU032",
"ContentDescription": "Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions",
"Elaboration": "noticing that variation in language use often reflects the mood, feelings, attitudes or relationships of the people involved",
"Ordering": 7216
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU032",
"ContentDescription": "Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions",
"Elaboration": "identifying how emotions and attitudes, such as embarrassment or respect, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts",
"Ordering": 7217
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU032",
"ContentDescription": "Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions",
"Elaboration": "investigating the nature and use of the Arabic language in different contexts of interaction, for example, asking Arabic-speaking students in Australia when they use English or Arabic, with whom and why",
"Ordering": 7218
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU032",
"ContentDescription": "Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions",
"Elaboration": "exploring how various individual speakers’ views on roles and relationships are reflected in Arabic texts such as traditional sayings, idioms, proverbs, poetry and song lyrics",
"Ordering": 7219
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU032",
"ContentDescription": "Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions",
"Elaboration": "comparing a variety of texts from different Arabic-speaking regions and analysing how aspects of the language used reflect particular values and world views",
"Ordering": 7220
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU033",
"ContentDescription": "Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change",
"Elaboration": "investigating and explaining the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language, and the power and function of regional dialects in both digital and social media",
"Ordering": 7221
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU033",
"ContentDescription": "Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change",
"Elaboration": "researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)",
"Ordering": 7222
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU033",
"ContentDescription": "Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change",
"Elaboration": "reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media",
"Ordering": 7223
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU033",
"ContentDescription": "Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change",
"Elaboration": "discussing how language changes over time, for example, by viewing classical Arabic and contemporary films and comparing how certain messages and concepts are represented through language",
"Ordering": 7224
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU033",
"ContentDescription": "Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change",
"Elaboration": "examining how English is influencing and modifying Arabic language use in particular settings, for example, language used in the entertainment industry, such as in films and television programs, or language used to express global concepts, such as <span lang=\"ar\">الليبرالية</span>",
"Ordering": 7225
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU034",
"ContentDescription": "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",
"Elaboration": "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 <span lang=\"ar\">لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير</span> , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology",
"Ordering": 7226
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU034",
"ContentDescription": "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",
"Elaboration": "recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as <span lang=\"ar\">كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور</span> , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources",
"Ordering": 7227
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU034",
"ContentDescription": "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",
"Elaboration": "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",
"Ordering": 7228
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU034",
"ContentDescription": "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",
"Elaboration": "reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them",
"Ordering": 7229
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU034",
"ContentDescription": "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",
"Elaboration": "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",
"Ordering": 7230
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU034",
"ContentDescription": "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",
"Elaboration": "exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,<p dir=\"rtl\" lang=\"ar\">الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة</p>",
"Ordering": 7231
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC103",
"ContentDescription": "Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school",
"Elaboration": "greeting peers and the teacher using appropriate expressions and body language, for example,<p dir=\"rtl\" lang=\"ar\">مرحبا؛ صباح الخير؛ كيف حالكَ/حالكِ؟؛ بخير شكرا</p>",
"Ordering": 7232
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC103",
"ContentDescription": "Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school",
"Elaboration": "introducing self, family and friends using formulaic expressions such as<p dir=\"rtl\" lang=\"ar\">إسمي عادل؛ إسمي رانيا؛ أنا مريم</p><p dir=\"rtl\" lang=\"ar\">هذا صديقي علي؛ هذه صديقتي ريم؛ هذا أبي وهذه أمي؛ اسم أخي رامي؛ هذا جدي؛ هذه أختي لينا؛ عمري ست سنوات؛ عمر أخي سنة؛ عمر أختي ثلاث سنوات</p>",
"Ordering": 7233
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC103",
"ContentDescription": "Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school",
"Elaboration": "describing self, family, friends and aspects of school, for example,<p dir=\"rtl\" lang=\"ar\">أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة</p>",
"Ordering": 7234
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC103",
"ContentDescription": "Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school",
"Elaboration": "sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary and concrete materials such as toys, for example,<p dir=\"rtl\" lang=\"ar\">هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها \"ميلاني\"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري</p>",
"Ordering": 7235
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC103",
"ContentDescription": "Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school",
"Elaboration": "initiating and sustaining interactions by asking and responding to questions about likes and dislikes, الديناصور أسمه `ريكس` أبي اشتراه لي في العطلة. ريكس صديقي؛ ألعب معه في البيت, using simple language such as<p dir=\"rtl\" lang=\"ar\">من تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدي كثيرا؛ لا أحب الرياضة في المدرسة</p>",
"Ordering": 7236
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC104",
"ContentDescription": "Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning",
"Elaboration": "participating in group activities by singing, chanting and performing actions",
"Ordering": 7237
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC104",
"ContentDescription": "Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning",
"Elaboration": "engaging in simple transactions in role-plays, such as making requests using <span lang=\"ar\">من فضلك؛ أقدر أن</span> , and expressing thanks, for example<p dir=\"rtl\" lang=\"ar\">شكراً؛ شكراً جزيلاً</p>",
"Ordering": 7238
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC104",
"ContentDescription": "Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning",
"Elaboration": "following instructions such as <span lang=\"ar\">ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك</span> for a variety of language games",
"Ordering": 7239
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC104",
"ContentDescription": "Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning",
"Elaboration": "providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,<p dir=\"rtl\" lang=\"ar\">طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون</p>",
"Ordering": 7240
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC105",
"ContentDescription": "Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns",
"Elaboration": "following simple instructions, such as during roll call, and taking turns, for example,<p dir=\"rtl\" lang=\"ar\">نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟</p>",
"Ordering": 7241
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC105",
"ContentDescription": "Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns",
"Elaboration": "participating in everyday class routines with appropriate actions, such as<p dir=\"rtl\" lang=\"ar\">إفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك</p>",
"Ordering": 7242
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC105",
"ContentDescription": "Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns",
"Elaboration": "asking and responding to questions, for example,<p dir=\"rtl\" lang=\"ar\">متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟</p><p dir=\"rtl\" lang=\"ar\">لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي</p>",
"Ordering": 7243
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC105",
"ContentDescription": "Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns",
"Elaboration": "asking for permission and responding appropriately, for example,<span lang=\"ar\">ممكن أن أذهب إلى الحمام؟ ممكن أن آخذ الكتاب؛ ممكن أن أجلس هنا؟ شكراً؛ شكراً معلمة؛ مع السلامة؛ إلى اللّقاء</span>",
"Ordering": 7244
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC105",
"ContentDescription": "Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns",
"Elaboration": "participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games",
"Ordering": 7245
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC106",
"ContentDescription": "Locate and organise information from simple spoken, written and visual texts to identify details about people and objects",
"Elaboration": "listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding",
"Ordering": 7246
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC106",
"ContentDescription": "Locate and organise information from simple spoken, written and visual texts to identify details about people and objects",
"Elaboration": "identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions",
"Ordering": 7247
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC106",
"ContentDescription": "Locate and organise information from simple spoken, written and visual texts to identify details about people and objects",
"Elaboration": "participating in shared reading of print and digital texts such as stories in Big Books and other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information",
"Ordering": 7248
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC106",
"ContentDescription": "Locate and organise information from simple spoken, written and visual texts to identify details about people and objects",
"Elaboration": "sorting and categorising information in graphic representations such as tables, including details about colour, quantity and place relating to people and objects, for example,<p dir=\"rtl\" lang=\"ar\">ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر</p><p dir=\"rtl\" lang=\"ar\">كم عدد الأقلام؟ كم كتاباً يوجد هنا؟ يوجد أربعة كتب</p><p dir=\"rtl\" lang=\"ar\">أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة</p>",
"Ordering": 7249
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC107",
"ContentDescription": "Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning",
"Elaboration": "creating short texts to label and describe personal possessions and objects in the classroom using simple sentences, for example,<p dir=\"rtl\" lang=\"ar\">حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد يجلس معي</p>",
"Ordering": 7250
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC107",
"ContentDescription": "Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning",
"Elaboration": "reporting information gathered from peers about their families, using modelled language such as<p dir=\"rtl\" lang=\"ar\">وليد لا يحب الحساب ولا القراءة؛ فادية عندها أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات</p>",
"Ordering": 7251
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC107",
"ContentDescription": "Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning",
"Elaboration": "contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photos<p dir=\"rtl\" lang=\"ar\">هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني يحب الكرة؛ هذه أنا أكتب الحروف؛ هذا شادي يلون صورة؛ هذه عبير ترسم شجرة</p>",
"Ordering": 7252
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC107",
"ContentDescription": "Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning",
"Elaboration": "sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary, appropriate gestures and concrete materials such as toys, for example,<p dir=\"rtl\" lang=\"ar\">هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها \"ميلاني\"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري</p><p dir=\"rtl\" lang=\"ar\">هذا الديناصور أسمه \"ريكس\"؛ أبي اشتراه لي في العطلة؛ ريكس صديقي؛ ألعب معه في البيت</p>",
"Ordering": 7253
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC108",
"ContentDescription": "Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression",
"Elaboration": "participating in shared reading of imaginative texts, responding to questions and giving opinions about characters and events, for example,<p dir=\"rtl\" lang=\"ar\">سامي ولد نشيط؛ الدّب حيوان لطيف؛ الأسد مفترس؛ الأسد صديق الفأر؛ الفراشة كبرت وعندها أجنحة</p>",
"Ordering": 7254
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC108",
"ContentDescription": "Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression",
"Elaboration": "listening to, reading or viewing Arabic versions of stories they are familiar with in print, online or digital form, such as <span lang=\"ar\">اليرقة الجاعة جداًّ</span> , and re-creating them through mime, dance and drawing",
"Ordering": 7255
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC108",
"ContentDescription": "Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression",
"Elaboration": "responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement",
"Ordering": 7256
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC108",
"ContentDescription": "Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression",
"Elaboration": "making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,<p dir=\"rtl\" lang=\"ar\">أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة</p>",
"Ordering": 7257
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC109",
"ContentDescription": "Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression",
"Elaboration": "creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example<p dir=\"rtl\" lang=\"ar\">كان يا ما كان؛ في يوم من الأيام؛ كان في مرة</p>",
"Ordering": 7258
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC109",
"ContentDescription": "Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression",
"Elaboration": "performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning",
"Ordering": 7259
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC109",
"ContentDescription": "Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression",
"Elaboration": "creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon",
"Ordering": 7260
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC109",
"ContentDescription": "Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression",
"Elaboration": "creating and presenting a class Big Book and texts in digital form based on imagined scenarios in familiar contexts, using modelled language, for example,<p dir=\"rtl\" lang=\"ar\">كان دب كبير إسمه راين؛ عاش راين في جبل ضخم؛ أكل راين؛ شاهد راين ثعلباً صغيراً</p>",
"Ordering": 7261
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC110",
"ContentDescription": "Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions",
"Elaboration": "using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand",
"Ordering": 7262
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC110",
"ContentDescription": "Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions",
"Elaboration": "translating and interpreting particular words and expressions and simple texts such as songs for friends and family",
"Ordering": 7263
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC110",
"ContentDescription": "Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions",
"Elaboration": "playing matching games with Arabic and English words from Big Books and picture books",
"Ordering": 7264
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC110",
"ContentDescription": "Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions",
"Elaboration": "demonstrating and explaining hand gestures, intonation patterns and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement",
"Ordering": 7265
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC111",
"ContentDescription": "Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family",
"Elaboration": "creating a bilingual picture dictionary for classroom use",
"Ordering": 7266
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC111",
"ContentDescription": "Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family",
"Elaboration": "making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,<p dir=\"rtl\" lang=\"ar\">ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد</p>",
"Ordering": 7267
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC111",
"ContentDescription": "Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family",
"Elaboration": "creating a bilingual personal profile containing information relating to self, family and friends",
"Ordering": 7268
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC111",
"ContentDescription": "Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family",
"Elaboration": "labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert",
"Ordering": 7269
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC112",
"ContentDescription": "Describe the experience of using Arabic at home or at school, such as how it feels and the particular behaviours they associate with speaking Arabic",
"Elaboration": "identifying the significance of gestures in Arabic, and noticing own level of comfort with these, for example, making or not making eye contact when talking to older people",
"Ordering": 7270
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC112",
"ContentDescription": "Describe the experience of using Arabic at home or at school, such as how it feels and the particular behaviours they associate with speaking Arabic",
"Elaboration": "discussing one another’s ways of communicating and their appropriateness in Arabic-speaking contexts, such as different ways of showing politeness, for example, when making requests <span lang=\"ar\">من فضلك</span> or thanking someone <span lang=\"ar\">شكراً؛ شكراً جزيلاً</span>",
"Ordering": 7271
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC112",
"ContentDescription": "Describe the experience of using Arabic at home or at school, such as how it feels and the particular behaviours they associate with speaking Arabic",
"Elaboration": "sharing with peers how it feels to use Arabic, for example, when singing a song in class, speaking Arabic with friends or family members, and using gestures, such as nodding the head slightly when saying <span lang=\"ar\">نعم أو لا</span>",
"Ordering": 7272
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC113",
"ContentDescription": "Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups",
"Elaboration": "listing various groups they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of multiple groups and the roles they play in these groups",
"Ordering": 7273
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC113",
"ContentDescription": "Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups",
"Elaboration": "identifying themselves as belonging to a particular cultural and/or language group, for example,<p dir=\"rtl\" lang=\"ar\">أتكلم العربي؛ صف العربي؛ أهلي من لبنان؛ أنا من الاردن؛ أنا أسترالي لكن أهلي من سوريا</p>",
"Ordering": 7274
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC113",
"ContentDescription": "Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups",
"Elaboration": "creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language",
"Ordering": 7275
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC113",
"ContentDescription": "Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups",
"Elaboration": "eliciting and giving information that signals identity in different contexts, such as home, school and community, for example, compiling a personal profile consisting of their name, age, and dialect spoken at home, using simple words and modelled sentences",
"Ordering": 7276
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU114",
"ContentDescription": "Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words",
"Elaboration": "recognising and reproducing the 28 letters of the alphabet and the three short and long vowels",
"Ordering": 7277
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU114",
"ContentDescription": "Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words",
"Elaboration": "recognising that Arabic words are written from right to left, numbers from left to right",
"Ordering": 7278
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU114",
"ContentDescription": "Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words",
"Elaboration": "recognising and producing distinctive Arabic sounds such as guttural sounds <span lang=\"ar\">ع؛غ؛ق</span> and other sounds such as<p dir=\"rtl\" lang=\"ar\">ص؛ ض؛ ط؛ ظ؛ ح؛ خ</p>",
"Ordering": 7279
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU114",
"ContentDescription": "Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words",
"Elaboration": "recognising that making Arabic words requires most letters to be joined, for example<p dir=\"rtl\" lang=\"ar\">طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام</p>",
"Ordering": 7280
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU114",
"ContentDescription": "Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words",
"Elaboration": "developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,<p dir=\"rtl\" lang=\"ar\">أكلت الطعام كله؟</p>",
"Ordering": 7281
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "identifying and using high-frequency words and expressions related to home and school environments in interactions, for example,<p dir=\"rtl\" lang=\"ar\">بيت؛ عائلة؛ أب؛ إخوة؛ معلمة؛ مدرسة؛ حصة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ أيام الأسبوع</p>",
"Ordering": 7282
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "recognising word order in simple phrases and sentences, for example,<p dir=\"rtl\" lang=\"ar\">الجملة الفعلية: نام سليم؛ قام الولد؛ أكل سامي التفاحة؛ شربت سحر الحليب</p>",
"Ordering": 7283
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "identifying different parts of speech, for example,<p dir=\"rtl\" lang=\"ar\">الاسم؛ الفعل؛ الصفة؛ الحرف</p>",
"Ordering": 7284
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "recognising that nouns have definite and indefinite articles and gender, for example,<p dir=\"rtl\" lang=\"ar\">تلميذ/التلميذ؛ معملة العلوم؛ المعلمة</p>",
"Ordering": 7285
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "using masculine and feminine forms of singular nouns and adjectives, for example,<p dir=\"rtl\" lang=\"ar\">الأب الحنون؛ الأم الجميلة ؛ كرسي كبير؛ الطاولة الصغيرة؛ أسد شرس؛ قطة أليفة</p>",
"Ordering": 7286
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "using simple present tense verbs to describe aspects of own daily activities, for example,<p dir=\"rtl\" lang=\"ar\">إستيقظ في الصباح؛ أتناول الفطور؛ أركب الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي</p>",
"Ordering": 7287
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "using simple verbs to express likes and dislikes, for example,<p dir=\"rtl\" lang=\"ar\">أحب طعام أمي؛ لا أحب الأكل السريع؛ أحب الرياضة ولا أحب الرسم</p>",
"Ordering": 7288
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "understanding and responding to imperative verb forms in familiar instructions, for example,<p dir=\"rtl\" lang=\"ar\">إفتح الباب؛ إجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل طعامك</p>",
"Ordering": 7289
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "using singular possessive adjectives related to self, for example,<p dir=\"rtl\" lang=\"ar\">بيتي؛ سريري؛ معلمتي؛ غرفتكَ؛ كتابكِ؛ حقيبتها؛ دفتره</p>",
"Ordering": 7290
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "understanding that adjectives follow nouns and their gender, for example, <span lang=\"ar\">كتاب كبير؛ طاولة كبيرة</span>",
"Ordering": 7291
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example,<p dir=\"rtl\" lang=\"ar\">أمي تحب العمل؛ هي نشيطة؛ أبي يحب الطبخ؛ هو ماهر؛ صديقي سليم شاطر؛ هو ذكي؛ هي تكتب القصص</p>",
"Ordering": 7292
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "developing knowledge of cardinal numbers",
"Ordering": 7293
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU115",
"ContentDescription": "Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple possessive forms",
"Elaboration": "beginning to use simple conjunctions to link words and expressions, such as <span lang=\"ar\">و؛ أو؛ أيضا</span>",
"Ordering": 7294
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU116",
"ContentDescription": "Recognise that language is organised as text, and that texts such as songs, stories and labels have different features",
"Elaboration": "listening to, reading and viewing different types of simple texts in Arabic, such as stories, songs and captions, understanding that the Arabic script is written from right to left and that books and papers are written from back to front",
"Ordering": 7295
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU116",
"ContentDescription": "Recognise that language is organised as text, and that texts such as songs, stories and labels have different features",
"Elaboration": "observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,<p dir=\"rtl\" lang=\"ar\">ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان</p>",
"Ordering": 7296
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU116",
"ContentDescription": "Recognise that language is organised as text, and that texts such as songs, stories and labels have different features",
"Elaboration": "comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book",
"Ordering": 7297
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU117",
"ContentDescription": "Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers",
"Elaboration": "understanding that different forms of address and greetings are used depending on the time of day and the gender, background and social status of the participants, for example,<p dir=\"rtl\" lang=\"ar\">مرحبا ؛ صباح الخير/ مساء الخير؛ سلام ونعمة؛ السلام عليكم ورحمة الله وبركاته؛ سلام الرب معك</p><p dir=\"rtl\" lang=\"ar\">ماما؛ بابا؛ عم أمين؛ خالتي سعاد</p>",
"Ordering": 7298
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU117",
"ContentDescription": "Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers",
"Elaboration": "recognising that informal forms of address are very common among speakers of Arabic and are acceptable across Arabic communities, for example<p dir=\"rtl\" lang=\"ar\">عمو عادل؛ عمة هناء؛ خالة عبير؛ ست أمل؛ تيتا وداد؛ جدو</p>",
"Ordering": 7299
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU117",
"ContentDescription": "Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers",
"Elaboration": "explaining how their spoken language at home may vary from the spoken language in class, and understanding similarities and differences between various dialects represented within the classroom",
"Ordering": 7300
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU118",
"ContentDescription": "Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another",
"Elaboration": "understanding that the world contains many different languages and that many people around the world speak more than one language",
"Ordering": 7301
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU118",
"ContentDescription": "Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another",
"Elaboration": "recognising that Arabic has borrowed many words from English, for example, <span lang=\"ar\">إنترنت؛ كومبيوتر؛ تلفاز</span> , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’",
"Ordering": 7302
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU118",
"ContentDescription": "Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another",
"Elaboration": "exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages",
"Ordering": 7303
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU119",
"ContentDescription": "Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them",
"Elaboration": "exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible elements, such as how people live, what they value and how they think of themselves and others",
"Ordering": 7304
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU119",
"ContentDescription": "Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them",
"Elaboration": "recognising similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names derived from other cultures and languages",
"Ordering": 7305
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU119",
"ContentDescription": "Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them",
"Elaboration": "understanding that some Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ or ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of culture in the Australian context",
"Ordering": 7306
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC120",
"ContentDescription": "Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines",
"Elaboration": "asking and answering questions about information relating to self, peers, friends and family members, for example,<p dir=\"rtl\" lang=\"ar\">أين ولدت؟ ماذا تتكلم في البيت؟ ماذا يعمل أبوك؟ أين تذهب يوم السبت؟ من هي صديقتك؟ لماذا تحب جدتك؟ ماذا تفعل بعد المدرسة؟ أي رياضة تلعب؟</p><p dir=\"rtl\" lang=\"ar\">ولدت في العراق؛ أتكلم العربية في البيت؛ أحب الشوكولاتة كثيرا؛ أحب أبي وأمي جداً؛ أبي يعمل في المستشفى؛ أمي طبيبة؛ أخي يدرس في المدرسة؛ أختي في الجامعة؛ يوم السبت أذهب إلى بيت جدي؛ يوم الأحد اذهب إلى المطعم.</p>",
"Ordering": 7307
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC120",
"ContentDescription": "Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines",
"Elaboration": "sharing information about daily routines and favourite activities at home and school, for example,<p dir=\"rtl\" lang=\"ar\">أستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد التلفاز؛ أكمل فروض المدرسة؛ ألعب ألعاباً الكترونية؛ أرتب سريري؛ أنظف غرفتي؛ ألعب كرة القدم؛ أذهب إلى المسبح.</p>",
"Ordering": 7308
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC120",
"ContentDescription": "Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines",
"Elaboration": "using common expressions and appropriate body language when responding to frequently used comments and questions, for example,<p dir=\"rtl\" lang=\"ar\">يبدو أنك متعب؛ متى نمت البارحة؟ لماذا تأخرت هذا الصباح؟ كيف تأتي إلى المدرسة؟ هل عندك طعام للفرصة؟</p>",
"Ordering": 7309
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC120",
"ContentDescription": "Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines",
"Elaboration": "exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب أن تأتي إلى حفلة عيد ميلادي؟ سمير؛ أنا أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً.</p><p dir=\"rtl\" lang=\"ar\">عيد ميلاد سعيد؛ كل عام وأنت بخير؛ أتمنى لك عيداً سعيداً.</p>",
"Ordering": 7310
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC121",
"ContentDescription": "Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work",
"Elaboration": "asking and responding to questions in group activities such as number and memory games, for example,<p dir=\"rtl\" lang=\"ar\">كم ورقة عندك؟ أي عدد إخترت؟ ما هي الأعداد التي تريدها؟ إخترت عدد ثمانية؛ عددي المفضل ستة؛ وصلت إلى الرقعة الثالثة؛ أنا في الخانة الأولى</p>",
"Ordering": 7311
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC121",
"ContentDescription": "Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work",
"Elaboration": "negotiating roles for shared tasks using simple expressions such as<p dir=\"rtl\" lang=\"ar\">ماذا عن دور الأب؟ أنت لا تقدر ان تكتب كل القصة؛ أنا اكتب النصف وأنت تكتب النصف الآخر؛ أنا دوري المشتري وأنت دورك البائع؛ هل تحب أن تكون البائع؟</p>",
"Ordering": 7312
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC121",
"ContentDescription": "Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work",
"Elaboration": "participating in role-plays, such as buying goods from a shop, using props, for example, <span lang=\"ar\">هل عندك حليب؟</span> , to engage in conversation",
"Ordering": 7313
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC121",
"ContentDescription": "Participate in collaborative tasks and shared experiences that involve planning and simple transactional exchanges, such as playing games, role-playing dialogues, and preparing and presenting group work",
"Elaboration": "preparing, rehearsing and presenting a group activity for class or school about a familiar situation or event, using expressions such as<p dir=\"rtl\" lang=\"ar\">اليوم سوف نقدم لكم عرضاً عن عيد الأم؛ شكراً لاستماعكم؛ أنا كامل وهذه لينا وهذا محمود؛ نرجو أن تستمتعوا بالعرض</p>",
"Ordering": 7314
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC122",
"ContentDescription": "Participate in everyday classroom activities, such as giving and following instructions, attracting the teacher’s attention and asking for repetition",
"Elaboration": "giving and following classroom instructions, for example,<p dir=\"rtl\" lang=\"ar\">أكتب التاريخ هنا؛ أرسم خطّاً على الورقة؛ أكتب العنوان فوق؛ إغلق الباب؛ إجلس في مكانك؛ توقّف عن الكلام؛ دورك؛ تكلم</p>",
"Ordering": 7315
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC122",
"ContentDescription": "Participate in everyday classroom activities, such as giving and following instructions, attracting the teacher’s attention and asking for repetition",
"Elaboration": "attracting attention and asking for help in classroom situations, for example, <span lang=\"ar\">عندي فكرة رائعة!؛ ممكن أن أتكلم؟</span>",
"Ordering": 7316
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC122",
"ContentDescription": "Participate in everyday classroom activities, such as giving and following instructions, attracting the teacher’s attention and asking for repetition",
"Elaboration": "requesting repetition, for example,<p dir=\"rtl\" lang=\"ar\">ممكن أن تعيدي السؤال؟ لم أفهم السؤال؟ من فضلك، أعد السؤال. ما معنى ...؟</p>",
"Ordering": 7317
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC122",
"ContentDescription": "Participate in everyday classroom activities, such as giving and following instructions, attracting the teacher’s attention and asking for repetition",
"Elaboration": "praising and encouraging peers, and using formulaic expressions and interjections, for example,<p dir=\"rtl\" lang=\"ar\">ممتاز!؛ جيد جداَ؛ هذا عمل رائع!</p>",
"Ordering": 7318
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC123",
"ContentDescription": "Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts",
"Elaboration": "recording and classifying information obtained from others, such as favourite foods and places to visit, for example,<p dir=\"rtl\" lang=\"ar\">يحب سالم التبولة؛ يحب عادل الدجاج؛ تفضِّل سعاد الخضار؛ يحب علي كرة القدم؛ يفضِّل ماجد السباحة؛ ويفضِّل رامي العزف على الجيتار؛ تحب البنات الموسيقى بينما الأولاد يحبون الرياضة</p>",
"Ordering": 7319
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC123",
"ContentDescription": "Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts",
"Elaboration": "listening to short spoken texts with new vocabulary and unfamiliar language, and identifying key information, for example, the name and number on a recorded phone message<p dir=\"rtl\" lang=\"ar\">مرحبا</p><p dir=\"rtl\" lang=\"ar\">إسمي سهام</p><p dir=\"rtl\" lang=\"ar\">أريد التكلم مع سامر بخصوص الإمتحان</p><p dir=\"rtl\" lang=\"ar\">أرجو الإتصال بي على الرقم 0456566777</p>",
"Ordering": 7320
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC123",
"ContentDescription": "Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts",
"Elaboration": "comparing profiles and stories in print and digital form about different people and their daily routines, and creating a display with names and short descriptions, for example,<p dir=\"rtl\" lang=\"ar\">هذه فادية؛ عمرها سبع سنوات؛ تسكن مع والديها وعندها أربع أخوات. تحب فادية المدرسة كثيراً وأيضا تحب اللّعب على الكومبيوتر والرّسم والسباحة. فادية صديقة وفيَّة وحنونة.</p>",
"Ordering": 7321
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC123",
"ContentDescription": "Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts",
"Elaboration": "gathering information about other people’s interests, for example, through conducting interviews or surveys about weekend activities, and selecting specific information to include in a short report",
"Ordering": 7322
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC123",
"ContentDescription": "Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts",
"Elaboration": "locating and sequencing information to describe people and events, for example,<p dir=\"rtl\" lang=\"ar\">البنت تدرس؛ يساعد الولد أمه؛ ينظف الأب الحديقة؛ تحضِّر أمي الفطور في الصباح؛ ينظف أبي السيارة في المساء</p>",
"Ordering": 7323
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC123",
"ContentDescription": "Locate and classify information relating to familiar contexts, routines and interests from spoken, written and visual texts",
"Elaboration": "obtaining and using information from print, digital and multimodal texts related to a range of learning areas, such as completing a simple science experiment, or naming countries, significant land features and historical places on a map, for example,<p dir=\"rtl\" lang=\"ar\">أهرامات مصر؛ معبد الأقصر؛ قلعة بعلبك؛ ملوية سامراء؛ مدينة نينوى الأثرية</p>",
"Ordering": 7324
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC124",
"ContentDescription": "Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes",
"Elaboration": "reporting on information gathered from sources such as interviews, surveys and brochures, using drawings, posters and collages",
"Ordering": 7325
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC124",
"ContentDescription": "Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes",
"Elaboration": "creating print or digital texts to introduce family members and friends and describe relationships and personal information relating to their background and experiences, using simple descriptive language and supporting resources, for example,<p dir=\"rtl\" lang=\"ar\">وليد عنده ثلاث أخوات وأخ واحد صغير؛ يسكن وليد في منطقة رايد في بيت كبير مع عائلته. جاء وليد من مصر عندما كان عمره أربع سنوات. يحب وليد بيته وعائلته كثيراً</p>",
"Ordering": 7326
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC124",
"ContentDescription": "Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes",
"Elaboration": "creating a class book or visual/digital display relating to a school event such as an excursion to the zoo or museum, for example,<p dir=\"rtl\" lang=\"ar\">رحلة إلى حديقة الحيوان؛ في حديقة الحيوان؛ شاهدنا الأسد وهو نائم؛ كان هناك دبّ كبير وقردة بأحجام مختلفة</p><p dir=\"rtl\" lang=\"ar\">رحلة المدرسة إلى المتحف؛ ذهبنا إلى المتحف يوم الخميس؛ شاهدنا هناك آلات قديمة وصور أثرية للسكان في أستراليا؛ وشاهدنا صوراً لسفينة تاريخية</p>",
"Ordering": 7327
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC124",
"ContentDescription": "Present information relating to home, school, neighbourhood and leisure in a range of spoken, written and digital modes",
"Elaboration": "presenting information both orally and in writing on pastimes and activities relating to self and peers, describing actions, responses and feelings, for example,<p dir=\"rtl\" lang=\"ar\">ألعب كرة القدم جيداً؛ أسبح بمهارة؛ اقرأ بطلاقة؛ سمير يلعب الالعاب الالكترونية بمهارة</p><p dir=\"rtl\" lang=\"ar\">عندما أعزف الموسيقى أشعر بالفرح؛ بالحزن؛ بالملل؛ بالنشاط؛ بالسعادة؛ أحب الرسم لأنني أرسم أبطال الكارتون</p>",
"Ordering": 7328
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC125",
"ContentDescription": "Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements",
"Elaboration": "listening to, reading and viewing a range of print, digital and oral texts through shared and guided participation, and responding to questions about characters, ideas and events",
"Ordering": 7329
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC125",
"ContentDescription": "Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements",
"Elaboration": "comparing an Arabic fable such as <span lang=\"ar\">سندباد البحري؛ علاء الدين والمصباح السحري؛ على بابا والأربعون حرامي</span> with an Aboriginal or Torres Strait Islander story and highlighting the similarities and differences in characters, events and the moral of the story",
"Ordering": 7330
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC125",
"ContentDescription": "Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements",
"Elaboration": "discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts",
"Ordering": 7331
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC125",
"ContentDescription": "Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements",
"Elaboration": "role-playing events in imaginative texts, using movement and actions to reinforce meaning and experimenting with voice and gestures to animate characters",
"Ordering": 7332
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC126",
"ContentDescription": "Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language",
"Elaboration": "creating simple imaginative texts such as comics, short stories or poems, using modelled language to express own ideas and imagined experiences",
"Ordering": 7333
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC126",
"ContentDescription": "Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language",
"Elaboration": "collaborating with peers to create and present picture or digital books, short plays or animations based on favourite characters in Arabic fables, using familiar language and formulaic expressions such as<p dir=\"rtl\" lang=\"ar\">هذا علي بابا؛ علي بابا هو البطل في قصة علي بابا والأربعين حرامي؛ علي بابا شاب ...؛ يحب علي بابا ...؛</p>",
"Ordering": 7334
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC126",
"ContentDescription": "Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language",
"Elaboration": "modifying texts such as songs, for example, by substituting words in a well-known Arabic song or rhyme",
"Ordering": 7335
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC126",
"ContentDescription": "Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language",
"Elaboration": "creating and performing alternative versions or endings of familiar stories, using voice, rhythm and gestures to animate characters",
"Ordering": 7336
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC127",
"ContentDescription": "Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence",
"Elaboration": "using a picture or digital dictionary to find the meanings of simple vocabulary used in class, and comparing English and Arabic versions",
"Ordering": 7337
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC127",
"ContentDescription": "Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence",
"Elaboration": "comparing Arabic expressions used in everyday interactions such as greetings with equivalent English expressions, identifying differences and similarities and words and expressions that do not translate easily, for example,<p dir=\"rtl\" lang=\"ar\">مرحبا؛ صباح الخير/صباح النور؛ كيف حالك؟ الحمد لله؛ نشكر الرب</p>",
"Ordering": 7338
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC127",
"ContentDescription": "Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence",
"Elaboration": "translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary",
"Ordering": 7339
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC127",
"ContentDescription": "Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence",
"Elaboration": "identifying words that change meaning according to the context and Arabic-speaking region, for example, <span lang=\"ar\">لبن/حليب؛ مبسوط</span>",
"Ordering": 7340
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC128",
"ContentDescription": "Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community",
"Elaboration": "producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible",
"Ordering": 7341
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC128",
"ContentDescription": "Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community",
"Elaboration": "composing captions for images in Arabic and English to create simple bilingual storybooks in print or digital formats",
"Ordering": 7342
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC128",
"ContentDescription": "Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community",
"Elaboration": "creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages",
"Ordering": 7343
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC128",
"ContentDescription": "Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community",
"Elaboration": "creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community",
"Ordering": 7344
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC129",
"ContentDescription": "Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours",
"Elaboration": "comparing their interactions in Arabic and English, noticing different behaviours and language used, for example, adding the words <span lang=\"ar\">عمو؛ خالة</span> before the names of older family members and other adults to show respect, compared with addressing friends in English by their first name",
"Ordering": 7345
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC129",
"ContentDescription": "Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours",
"Elaboration": "describing elements of Arabic language that are different from English, including gestures such as patting the heart a few times to indicate ‘That’s enough, thank you…’",
"Ordering": 7346
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC129",
"ContentDescription": "Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours",
"Elaboration": "developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,<p dir=\"rtl\" lang=\"ar\">أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربي</p><p dir=\"rtl\" lang=\"ar\">وأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم بالإنجليزية أكثر لأنها اسهل</p>",
"Ordering": 7347
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC130",
"ContentDescription": "Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts",
"Elaboration": "discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity",
"Ordering": 7348
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC130",
"ContentDescription": "Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts",
"Elaboration": "creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective",
"Ordering": 7349
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC130",
"ContentDescription": "Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts",
"Elaboration": "mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events",
"Ordering": 7350
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC130",
"ContentDescription": "Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts",
"Elaboration": "noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle",
"Ordering": 7351
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "discriminating between simple vowels, for example, <span lang=\"ar\">تَ؛ تِ؛ تُ</span> , long vowels or the three vowel letters <span lang=\"ar\">ا؛و؛ي</span> , such as <span lang=\"ar\">تا؛ تي؛ تو</span> and consonant letters in a syllable block",
"Ordering": 7352
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)",
"Ordering": 7353
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "recognising that letters change form depending on their place in the word, for example,<p dir=\"rtl\" lang=\"ar\">ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م</p>",
"Ordering": 7354
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "noticing that vocalisation such as<span lang=\"ar\">َ؛ ِ؛ ُ</span> may change the function of the word depending on where it is placed, for example, <span lang=\"ar\">كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب</span>",
"Ordering": 7355
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …<span lang=\"ar\">كا/تب؛ سا/لم؛ فا/دي؛ كر/سي؛ غر/فة؛</span>",
"Ordering": 7356
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "using basic pronunciation and intonation rules when speaking and reading aloud",
"Ordering": 7357
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell <span lang=\"ar\">هادي؛ وادي؛ شادي</span> having learnt how to spell <span lang=\"ar\">فادي</span>",
"Ordering": 7358
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU131",
"ContentDescription": "Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position",
"Elaboration": "comparing different forms of writing for the letter <span lang=\"ar\">أ</span>, for example, <span lang=\"ar\">أ؛إ؛آ</span>",
"Ordering": 7359
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,<p dir=\"rtl\" lang=\"ar\">أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ نظفت سماح غرفةً</p>",
"Ordering": 7360
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "understanding and applying singular nouns and regular plural noun endings in masculine and feminine forms, for example,<p dir=\"rtl\" lang=\"ar\">معلم- معلمون؛ معلمة - معلمات</p>",
"Ordering": 7361
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using singular, second person and plural possessive pronouns to describe relationship or ownership, for example,<p dir=\"rtl\" lang=\"ar\">هذا دفترك يا سمير؛ لينا هذه حقيبتك؛ أمي أليس هذا مفتاح سيارتك؟ أبي أين نظارتك؟ كتبهم؛ لعبكم؛ غرفنا</p>",
"Ordering": 7362
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using a range of adjectives in singular and plural form to describe appearance, feelings and personalities, for example,<p dir=\"rtl\" lang=\"ar\">أختي طويلة وأخي قصير؛ عين أخي واسعة؛ أبي طويل القامة؛ امي نحيفة الجسم؛ أنا سعيد جداً؛ أختي حزينة لأنها أضاعت كتابها المفضل؛ أمي مرحة جداً وأبي ودود وضحوك</p>",
"Ordering": 7363
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using past tense verbs to recount events related to home and school contexts, for example,<p dir=\"rtl\" lang=\"ar\">قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخراً؛ نسيت كتبي في البيت</p>",
"Ordering": 7364
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using imperative forms of simple verbs when giving others instructions, for example,<p dir=\"rtl\" lang=\"ar\">كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك</p>",
"Ordering": 7365
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "expressing negation in simple sentences, for example,<p dir=\"rtl\" lang=\"ar\">لا أحب مادة العلوم</p>",
"Ordering": 7366
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using adverbs of place and time to expand on expressions, for example<p dir=\"rtl\" lang=\"ar\">إستيقظت باكراً؛ وصلت إلى المدرسة متأخراً؛ شاهدت المباراة في الملعب؛ قرأت الكتاب في مكتبة المدرسة</p>",
"Ordering": 7367
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "using a variety of prepositions to expand on spoken and written interactions, for example<p dir=\"rtl\" lang=\"ar\">في وقت الفراغ؛ في العطلة؛ ذهبت من البيت إلى المدرسة؛ أثناء الغداء إتصلت بأمي</p>",
"Ordering": 7368
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU132",
"ContentDescription": "Understand and use key grammatical forms and structures, such as basic pronouns and possessive pronouns, singular/plural forms of regular nouns and adjectives, and prepositions",
"Elaboration": "understanding and using simple question words in interactions, for example<p dir=\"rtl\" lang=\"ar\">متى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟</p>",
"Ordering": 7369
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU133",
"ContentDescription": "Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences",
"Elaboration": "noticing differences between different types of texts in Arabic, for example, comparing a verbal recount of a well-known fable with the written text, or a text message with a phone call, an email with letter",
"Ordering": 7370
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU133",
"ContentDescription": "Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences",
"Elaboration": "recognising how elements of texts in print, digital and online formats, such as title, layout, illustrations and size of script in a Big Book, combine to make meaning",
"Ordering": 7371
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU133",
"ContentDescription": "Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences",
"Elaboration": "identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and signature in an email and a letter, a description in a story and a diary entry",
"Ordering": 7372
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU133",
"ContentDescription": "Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences",
"Elaboration": "classifying a range of texts in print, digital and online formats, such as stories, digital greeting cards, recipes, advertisements (print and online versions) and posters, according to their purpose(s), for example, to entertain, to describe, to inform or to persuade, and recognising language features typically associated with particular texts, such as the use of imperatives in recipes and time markers in stories",
"Ordering": 7373
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU134",
"ContentDescription": "Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose",
"Elaboration": "reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour",
"Ordering": 7374
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU134",
"ContentDescription": "Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose",
"Elaboration": "understanding that Arabic as a language has a standard form called <span lang=\"ar\">اللغة العربية الفصحى</span> , which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi and Gulf regional dialects",
"Ordering": 7375
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU134",
"ContentDescription": "Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose",
"Elaboration": "understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used",
"Ordering": 7376
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU135",
"ContentDescription": "Recognise that languages change over time and influence one another",
"Elaboration": "identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = <span lang=\"ar\">كتاب</span>, Kursi =<span lang=\"ar\">كرسي</span>) and Spanish (aceite = <span lang=\"ar\">زيت</span>), and the number system in English",
"Ordering": 7377
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU135",
"ContentDescription": "Recognise that languages change over time and influence one another",
"Elaboration": "understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,<p dir=\"rtl\" lang=\"ar\">دردشة على الإنترنت</p>",
"Ordering": 7378
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU135",
"ContentDescription": "Recognise that languages change over time and influence one another",
"Elaboration": "recognising that some Arabic words are derived from other languages, such as <span lang=\"ar\">الفستق</span> , which is borrowed from Greek to mean ‘pistachio’; or <span lang=\"ar\">قز</span> , which is borrowed from Persian to mean ‘raw silk’",
"Ordering": 7379
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU135",
"ContentDescription": "Recognise that languages change over time and influence one another",
"Elaboration": "understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia",
"Ordering": 7380
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU136",
"ContentDescription": "Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context",
"Elaboration": "examining aspects of Arabic culture in familiar contexts, for example, identifying language use such as <span lang=\"ar\">كل عام وأنتم بخير؛ أهلاَ وسهلاَ؛ شرفتونا</span> and behaviours such as eating sweets at different celebrations and occasions",
"Ordering": 7381
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU136",
"ContentDescription": "Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context",
"Elaboration": "reflecting on and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, and serving sweets during special occasions, or coffee in times of mourning",
"Ordering": 7382
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU136",
"ContentDescription": "Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context",
"Elaboration": "comparing the cultural importance of music and traditional dance in different Arabic-speaking communities as expressions of identity and emotions, for example,<p dir=\"rtl\" lang=\"ar\">الدبكة اللبنانية والجوبية العراقية؛ والرقص الصعيدي الفلكلوري</p>",
"Ordering": 7383
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC137",
"ContentDescription": "Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities",
"Elaboration": "exchanging information about everyday experiences, for example,<p dir=\"rtl\" lang=\"ar\">ماذا تفعل بعد المدرسة؟ متى تأكل طعام العشاء؟ أين تلعب الرياضة؟</p><p dir=\"rtl\" lang=\"ar\">بعد المدرسة ألعب كرة القدم؛ في الساعة الثامنة أذهب إلى النوم؛ وأنت متى تنام؟</p><p dir=\"rtl\" lang=\"ar\">أقرأ قصة قبل النوم؛ وأنتِ هل تقرأين قبل النوم؟</p>",
"Ordering": 7384
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC137",
"ContentDescription": "Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities",
"Elaboration": "describing friends and family members, including physical appearance and personal characteristics/qualities, for example,<p dir=\"rtl\" lang=\"ar\">أمي إمرأة طويلة ورشيقة؛ تحافظ على صحتها؛ أبي شخص منتظم في عمله ومسؤول في بيته؛ صديقي سامي مهذب ولكنه لا يهتم بدراسته ولا بصحته؛ أصدقائي جميعهم لطفاء ولكنهم لا يأخذون المدرسة بجدية</p>",
"Ordering": 7385
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC137",
"ContentDescription": "Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities",
"Elaboration": "sharing feelings about weekend activities, using different modes of communication such as text messages, email or social media, and giving reasons for choices made, for example,<p dir=\"rtl\" lang=\"ar\">يوم السبت ألعب التنس مع أبي؛ في العطلة الأسبوعية أذهب مع عائلتي إلى المطعم؛ أحضر حصة للموسيقى يوم الجمعة؛ أشعر بالسعادة في حصة الموسيقى؛ أحب العزف على البيانو كثيرا؛ أتعلم اللغة العربية يوم السبت صباحاً؛ إخترت الرياضة لأنها مفيدة للجسم؛ ألموسيقى تساعدني على التفكير</p>",
"Ordering": 7386
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC137",
"ContentDescription": "Socialise and maintain relationships with peers and the teacher by sharing information about their personal experiences and social activities",
"Elaboration": "recounting experiences with family and friends in a variety of ways, for example, in conversations, diaries or digital presentation<p dir=\"rtl\" lang=\"ar\">ذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة الركبي ممتعة؛ كانت رحلة المدرسة إلى حديقة الحيوان مملّة</p>",
"Ordering": 7387
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC138",
"ContentDescription": "Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions",
"Elaboration": "making collaborative decisions and arrangements using expressions for counting, ordering and organising ideas, for example,<p dir=\"rtl\" lang=\"ar\">أوّلاً؛ نختار أفراد الفريق؛ ثانياً نوزّع الأدوار؛ ثالثاً؛ نعرض الأفكار؛ أخيراً نعمل على دورنا</p><p dir=\"rtl\" lang=\"ar\">في البداية سوف أجمع الصور ؛ بعد ذلك سوف نبحث في الإنترنت عن المعلومات وفي النهاية سنجمع كل شيء سويّاً</p>",
"Ordering": 7388
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC138",
"ContentDescription": "Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions",
"Elaboration": "engaging in transactions by asking for and providing information, such as giving prices and asking for goods and services, for example,<p dir=\"rtl\" lang=\"ar\">ما سعر ...؟ بكم هذه اللعبة؟ ما سعر كيلو البرتقال؟ بكم كيس الخبز؟ ربطة الخبز بدولار ونصف؛ سعر كيلو التفاح ثلاثة دولارات</p><p dir=\"rtl\" lang=\"ar\">أحتاج مساعدة من فضلك؛ هل تقدر أن تساعدني؟ أنا أبحث عن خوذة لقيادة الدرّاجة؛ أين أجدها؟ هل عندكم الفيلم الكرتوني الجديد؟</p>",
"Ordering": 7389
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC138",
"ContentDescription": "Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions",
"Elaboration": "making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example,<p dir=\"rtl\" lang=\"ar\">أنا أحب أن أكون الطبيب؛ لماذا لا تكون أنت المعلم؟ لماذا لا تأخذ دور النادل في المطعم؟ دوري طبيب لأنني أحب أن أكون طبيباً في المستقبل؛ خذي دور الأم لأنّ دورها قصير</p>",
"Ordering": 7390
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC138",
"ContentDescription": "Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions",
"Elaboration": "creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic",
"Ordering": 7391
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC139",
"ContentDescription": "Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification",
"Elaboration": "contributing to classroom activities by providing suggestions, such as for developing rules for a bilingual classroom, for example,<p dir=\"rtl\" lang=\"ar\">إستمع للمعلمة؛ إحترم الجميع؛ إنتظر دورك؛ لا تأحذ شيئاً ليس لك؛ إذهب إلى الحمام في الفرصة؛ أكمل كل دروسك في الصف؛ لا تصرخ</p><p dir=\"rtl\" lang=\"ar\">كن مؤدباً؛ لطيفاً؛ هادئاً؛ عادلاً؛ ودوداً؛ كوني هادئة؛ لطيفة؛ صادقة</p>",
"Ordering": 7392
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC139",
"ContentDescription": "Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification",
"Elaboration": "expressing opinions about procedures and experiences, for example,<p dir=\"rtl\" lang=\"ar\">هذا الواجب صعب؛ الإمتحان طويل؛ ما عندي وقت؛ المعلمة لم تصحح إمتحان الإملاء بعد</p>",
"Ordering": 7393
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC139",
"ContentDescription": "Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification",
"Elaboration": "asking for and providing clarification, for example,<p dir=\"rtl\" lang=\"ar\">أين أضع الصورة؟ أين أكتب الجملة التالية؟ ماذا تقصد؟ أقصد: ضع الصورة تحت الكتابة؛ أكتب الجملة بجانب الصورة</p>",
"Ordering": 7394
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC139",
"ContentDescription": "Interact in classroom activities, such as creating and following shared rules and procedures, expressing opinions, and asking for and providing clarification",
"Elaboration": "giving advice and sharing ideas with peers about biliteracy development and learning strategies, for example,<p dir=\"rtl\" lang=\"ar\">الأفضل أن نكبّر حجم العنوان؛ هذه الكتابة أفضل من الأخرى؛ أقترح أن نستعمل الألوان في الرسم</p>",
"Ordering": 7395
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC140",
"ContentDescription": "Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds",
"Elaboration": "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<p dir=\"rtl\" lang=\"ar\">البرنامج التلفزيوني المفضل هو ...؛ أفضل برنامج ...؛ أحب برنامج ...؛ لعبتي الإلكترونية المفضلة هي ...؛ أفضل الألعاب الإلكترونية الحسابية</p>",
"Ordering": 7396
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC140",
"ContentDescription": "Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds",
"Elaboration": "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<p dir=\"rtl\" lang=\"ar\">الطقس هذه الأيام بارد جدّاً؛ الصيف هذا العام سيكون حارّاً؛ قلة الأمطار هذه السنة</p><p dir=\"rtl\" lang=\"ar\">الشباب يحبون رياضة كمال الأجسام ويذهبون إلى االنادي الرياضي؛تحبّ البنات رقص الزومبا؛ هل تحبين الرقص أيضًا؟</p>",
"Ordering": 7397
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC140",
"ContentDescription": "Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds",
"Elaboration": "reading, viewing and listening to a variety of texts to collect and organise information about an Arabic cultural event or celebration, such as <span lang=\"ar\">الأعياد الوطنية أو الدينية</span>, in a digital display for the class or school community",
"Ordering": 7398
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC140",
"ContentDescription": "Listen to, view and read a range of texts to locate, classify and organise information relating to social and cultural worlds",
"Elaboration": "identifying and comparing perspectives on cultural aspects of lifestyles in different Arabic-speaking communities as represented in spoken and written texts, for example,<p dir=\"rtl\" lang=\"ar\">الجريدة المحلية كتبت أنّ الأغاني الجديدة مملة؛ ولكن الجميع يحبها</p>",
"Ordering": 7399
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC141",
"ContentDescription": "Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences",
"Elaboration": "presenting information or ideas in multimodal texts for a particular audience, such as a virtual tour of the school or neighbourhood for a sister school in an Arabic-speaking community overseas",
"Ordering": 7400
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC141",
"ContentDescription": "Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences",
"Elaboration": "creating a performance or interactive display to inform younger children about the benefits of maintaining Arabic language",
"Ordering": 7401
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC141",
"ContentDescription": "Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences",
"Elaboration": "conveying information relating to significant people, places or events in Arabic-speaking communities through different text types, such as a poster for a concert, a profile of a famous Arabic-speaking actor or a digital guide to a place of interest",
"Ordering": 7402
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC141",
"ContentDescription": "Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences",
"Elaboration": "preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,<p dir=\"rtl\" lang=\"ar\">ولدت في العراق وأتيت إلى أستراليا وعمري خمس سنوات؛ أنا مولود في أستراليا وعيد ميلادي في شهر مارس؛ ولدت في شهر أيلول؛ أحتفل بعيد ميلادي في ديسمبر؛ عيد زواج أبي وأمي في شهر آب</p>",
"Ordering": 7403
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC141",
"ContentDescription": "Convey ideas and information on topics of interest and aspects of culture in different formats for particular audiences",
"Elaboration": "presenting key ideas relating to aspects of lifestyle in the local community, using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), compare statistics or ideas (Venn diagram), or highlight frequency (graphs)<p dir=\"rtl\" lang=\"ar\">الرياضة ضرورية للصحة؛ المأكولات السريعة وأضرارها؛ الألعاب الإلكترونية وعدم الإختلاط بالعائلة؛ السمنة والكسل</p>",
"Ordering": 7404
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC142",
"ContentDescription": "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",
"Elaboration": "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<p dir=\"rtl\" lang=\"ar\">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</p>",
"Ordering": 7405
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC142",
"ContentDescription": "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",
"Elaboration": "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,<p dir=\"rtl\" lang=\"ar\">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</p>",
"Ordering": 7406
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC142",
"ContentDescription": "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",
"Elaboration": "comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games, using expressions such as<p dir=\"rtl\" lang=\"ar\">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</p>",
"Ordering": 7407
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC142",
"ContentDescription": "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",
"Elaboration": "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",
"Ordering": 7408
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC143",
"ContentDescription": "Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme",
"Elaboration": "creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest",
"Ordering": 7409
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC143",
"ContentDescription": "Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme",
"Elaboration": "creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme and rhythm",
"Ordering": 7410
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC143",
"ContentDescription": "Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme",
"Elaboration": "creating, performing and filming own imaginative texts in print, digital or online formats, such as a commercial for a new product, a short video clip of a role-play, or an announcement about an event",
"Ordering": 7411
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC143",
"ContentDescription": "Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme",
"Elaboration": "creating and performing alternative versions of known songs or short plays by creating new lyrics or dialogue and experimenting with voices and actions to convey different moods and feelings",
"Ordering": 7412
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC144",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages",
"Elaboration": "identifying words and expressions in Arabic and English that cannot be readily translated, clarifying meanings and explanations, for example, <span lang=\"ar\">فزت فوزاً ساحقاً لعبت لعباً؛ جميلة كالقمر؛</span>",
"Ordering": 7413
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC144",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages",
"Elaboration": "interpreting Arabic expressions in familiar texts such as greeting cards, menus and stories, and considering how these expressions reflect aspects of Arabic language and culture",
"Ordering": 7414
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC144",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages",
"Elaboration": "translating texts such as public signs, advertisements and food packaging from Arabic into English and vice versa, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, <span lang=\"ar\">الوقوف ممنوع؛ الكلاب ممنوعة؛ التدخين ممنوع؛</span>, to identify differences in elements of language structure and vocabulary use",
"Ordering": 7415
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC144",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages",
"Elaboration": "creating Arabic versions of school signs, notices and class rules, considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’<p dir=\"rtl\" lang=\"ar\">الملعب؛ مكتب الإدارة؛ المقصف/دكان المدرسة؛ ممنوع اللعب في هذه المنطقة؛ اللعب غير مسموح بدون قبعة</p>",
"Ordering": 7416
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC145",
"ContentDescription": "Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning",
"Elaboration": "designing bilingual texts such as a poster for a class or school assembly performance, or a newsletter about a sports carnival or school event",
"Ordering": 7417
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC145",
"ContentDescription": "Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning",
"Elaboration": "using bilingual dictionaries and electronic translating tools to create bilingual texts such as captions, menus and timetables, comparing own version with peers’ and identifying differences in translation",
"Ordering": 7418
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC145",
"ContentDescription": "Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning",
"Elaboration": "creating parallel lists of informal Arabic and English expressions for own use in everyday interactions with friends and family",
"Ordering": 7419
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC145",
"ContentDescription": "Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning",
"Elaboration": "creating bilingual texts, such as songs, a board game, a web page for recipes or an instruction manual for a game, identifying and labelling culture-specific terms to support understanding",
"Ordering": 7420
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC146",
"ContentDescription": "Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages",
"Elaboration": "explaining changes they make when moving between English- and Arabic-speaking contexts, for example, adjusting the way they communicate to adults and authority figures in Arabic by using <span lang=\"ar\">لو سمحت؛ من فضلك؛ أرجوك</span>, or how they use different introductions depending on the audience, such as using <span lang=\"ar\">بالإذن يا أبي ؛ هذا سليم صديقي من المدرسة</span> to introduce friends to their parents and <span lang=\"ar\">عادل؛ تعال؛ هذا ماهر صديقنا الجديد</span> to introduce friends to each other",
"Ordering": 7421
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC146",
"ContentDescription": "Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages",
"Elaboration": "identifying changes they make when interacting in an Australian-English context, for example, using different forms of address, or different ways of showing politeness, and discussing why these adjustments are appropriate",
"Ordering": 7422
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC146",
"ContentDescription": "Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages",
"Elaboration": "reflecting on instances when moving between Arabic- and English-speaking contexts has felt comfortable, awkward or difficult and explaining why this might be the case, for example, translating to parents what the teacher is saying, helping an elderly person who cannot speak English find the bus stop",
"Ordering": 7423
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC146",
"ContentDescription": "Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages",
"Elaboration": "discussing the ways in which they communicate with Arabic speakers, for example, making appropriate eye contact, allowing for personal space, and respecting elderly people, parents and teachers, and making comparisons with the ways in which they communicate with English speakers",
"Ordering": 7424
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC147",
"ContentDescription": "Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication",
"Elaboration": "discussing how their Arabic cultural heritage influences who they are, how they think about things and how they interact and behave in different contexts",
"Ordering": 7425
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC147",
"ContentDescription": "Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication",
"Elaboration": "identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic-speaking contexts and may be understood differently in Australian cultural contexts",
"Ordering": 7426
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC147",
"ContentDescription": "Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication",
"Elaboration": "identifying key influences on their sense of identity, such as their family origins, traditions, beliefs and significant events, for example,<p dir=\"rtl\" lang=\"ar\">مكان الولادة؛ التربية العائلية؛ عدد أفراد العائلة؛ العادات والتقاليد التي تربى عليها؛ خبرات الطفولة في المدرسة والبيت؛ تأثير الأصدقاء؛ المفاهيم الإجتماعية السائدة؛ المفردات التي تستخدم في البيت؛ في الشارع وفي المدرسة</p>",
"Ordering": 7427
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC147",
"ContentDescription": "Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication",
"Elaboration": "exploring how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, a family celebration, a school concert, or the birthday party of a non-Arabic-speaking friend",
"Ordering": 7428
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU148",
"ContentDescription": "Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing",
"Elaboration": "understanding that vowel marks influence the way words are pronounced, for example,<p dir=\"rtl\" lang=\"ar\">أكلتُ التفاحة؟ أكلتِ التفاحة؛ المدرسةُ واسعة/في المدرسةِ</p>",
"Ordering": 7429
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU148",
"ContentDescription": "Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing",
"Elaboration": "discriminating between the use of alif, waaw and yih as either consonants or long vowels in words, for example,<p dir=\"rtl\" lang=\"ar\">سال الدم من يد سعاد/سأل الولد المعلمة</p>",
"Ordering": 7430
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU148",
"ContentDescription": "Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing",
"Elaboration": "applying pronunciation rules when speaking and reading aloud, for example,<p dir=\"rtl\" lang=\"ar\">؛ المدة والشدة؛ والتنوين ؛ والياء المقصورة والتاء المربوطة والطويلة مُ/عَ/لِّ/مة؛ تِ/ل/ميذ…</p>",
"Ordering": 7431
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU148",
"ContentDescription": "Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing",
"Elaboration": "recognising the different ways of pronouncing the long vowel <span lang=\"ar\">ا</span>, for example, <span lang=\"ar\">ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى</span>, and writing the long vowel <span lang=\"ar\">ء</span>, for example, <span lang=\"ar\">شيء؛ قراءة؛ مسؤول</span>",
"Ordering": 7432
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU148",
"ContentDescription": "Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing",
"Elaboration": "applying phonic knowledge to spell unfamiliar words, for example,<p dir=\"rtl\" lang=\"ar\">جِئتُ؛ آكل؛ شيء</p>",
"Ordering": 7433
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU148",
"ContentDescription": "Understand patterns of intonation and pronunciation, including the way vowels soften and extend sounds, and apply appropriate conventions to their writing",
"Elaboration": "applying accurate spelling in familiar words, phrases, sentences and texts",
"Ordering": 7434
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "applying rules of past tense verb conjugation to describe past actions and events, for example,<p dir=\"rtl\" lang=\"ar\">أنا أكلتُ؛ أنتَ شربتَ؛ أنتِ ذهبتِ؛ هو كتبَ‘؛ هي ركضَت؛ هم تأخروا</p>",
"Ordering": 7435
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "producing complex sentences using present tense verb conjugation, for example,<p dir=\"rtl\" lang=\"ar\">أمي تطبخ طعاماً لذيذاً؛ أبي يغسل السّيارة كل أسبوع؛ أساعد في تنظيف البيت دائماً؛ المعلمون يتكلمون كثيراً</p>",
"Ordering": 7436
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "expressing negation in complex sentences, for example<p dir=\"rtl\" lang=\"ar\">لا أريد أن ألعب هذه اللعبة؛ ليس عندي طعام مفضّل؛ لم؛ لن</p>",
"Ordering": 7437
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,<p dir=\"rtl\" lang=\"ar\">تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا تتأخروا</p><p>understanding gender and number agreement between nouns and adjectives, for example, <span lang=\"ar\">كتاب واحد رخيص؛ ثلاثة كتب رخيصة؛ عشرة كتب غالية؛ طاولة واحدة ثقيلة؛ أربع طاولات قديمة ؛ تسع طاولات كبيرة</span> using irregular adjectives to describe number, shape and colour, for example,</p><p dir=\"rtl\" lang=\"ar\">فزت في المرتبة الأولى؛ أتيتُ الثاني في الإمتحان؛ حقيبتي حمراء؛ قميص أحمر؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدوّر؛ مثلث؛ مربع؛ مستطيل</p><p>describing a relationship using a possessive pronoun for singular and plural third person, for example</p><p dir=\"rtl\" lang=\"ar\">سليم يحب ابي كثيراً؛ هناء تستمع إلى أمها دائماً</p>",
"Ordering": 7438
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "using conjunctions (<span lang=\"ar\">بينما</span>) to make comparisons between people or actions, for example, <span lang=\"ar\">كامل صديق ودود بينما مازن شخص غيّور؛ أمل تلعب التنس بينما علياء تسبح بمهارة</span>, and to link ideas and sentences, for example, <span lang=\"ar\">لكن؛ كذلك</span>",
"Ordering": 7439
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "using adverbial phrases to expand on ideas and elaborate on information related to feelings, attitudes and abilities, for example<p dir=\"rtl\" lang=\"ar\">أمي تتكلم بثقة كبيرة؛ المعلم يشرح الدرس بطريقة مفهومة؛ أخي يتكلم في الخطب بجرأة كبيرة</p>",
"Ordering": 7440
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "understanding and applying rhetorical questioning techniques in oral and written interactions to provoke thought and response, for example, <span lang=\"ar\">أليس كذلك؟؛ من منا لا يحب اللعب على الكومبيوتر؟</span>",
"Ordering": 7441
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU149",
"ContentDescription": "Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences",
"Elaboration": "building compound sentences to express opinions, preferences or reasons, for example<p dir=\"rtl\" lang=\"ar\">الكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال</p>",
"Ordering": 7442
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU150",
"ContentDescription": "Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience",
"Elaboration": "identifying the purpose, context and audience of a range of familiar texts, for example, fairy tales, songs, poems, short plays and video clips",
"Ordering": 7443
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU150",
"ContentDescription": "Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience",
"Elaboration": "listening to, reading and viewing different types of texts with a common topic and comparing features, for example, examining a print report, a television report and an internet announcement about an accident and discussing how the different features of each text combine to make similar meaning",
"Ordering": 7444
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU150",
"ContentDescription": "Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience",
"Elaboration": "discussing key features, audience and purpose of different types of texts, for example, a shopping list serves as a reminder to self of items to be purchased, whereas a permission note seeks permission from another person to do or have something",
"Ordering": 7445
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU150",
"ContentDescription": "Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience",
"Elaboration": "making connections between the degree of formality of a situation and the form of Arabic used, such as the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken situations and in written texts",
"Ordering": 7446
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU150",
"ContentDescription": "Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience",
"Elaboration": "analysing how different types of texts create specific effects by using particular aspects of language, for example, superlative adjectives and imperative verb forms in advertisements designed to persuade customers",
"Ordering": 7447
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU151",
"ContentDescription": "Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation",
"Elaboration": "understanding the importance of using appropriate forms of address when interacting with different people, for example, the use of <span lang=\"ar\">سيد ماجد؛ أستاذ هاني؛ سيدة عبير؛ خالتي رانيا؛ عمي حسين حضرتك؛ عم كريم؛ خالة سامية</span> with adults, both close relatives and strangers",
"Ordering": 7448
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU151",
"ContentDescription": "Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation",
"Elaboration": "recognising how language use reflects the mood, feelings, attitudes or relationships of the people involved, for example,<p dir=\"rtl\" lang=\"ar\">إنها أمي تتصل على المحمول مرة ثانية! سعاد، ماذا تريدين الآن؟</p>",
"Ordering": 7449
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU151",
"ContentDescription": "Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation",
"Elaboration": "experimenting with different vocabulary and language structures in Modern Standard Arabic, and making comparisons with Arabic dialects spoken by themselves and peers, discussing similarities and differences",
"Ordering": 7450
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU151",
"ContentDescription": "Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation",
"Elaboration": "comparing spoken and written texts, for example, a spoken and a print advertisement, or a spoken conversation and an email, and explaining how mode relates to linguistic structures and features and how this affects meaning",
"Ordering": 7451
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU151",
"ContentDescription": "Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation",
"Elaboration": "recognising differences in language use between class presentations and everyday conversations",
"Ordering": 7452
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU151",
"ContentDescription": "Explore how language use differs between spoken and written Arabic texts, and depends on the relationship between participants and on the context of the situation",
"Elaboration": "explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of colloquial Arabic at home",
"Ordering": 7453
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU152",
"ContentDescription": "Explore the origins of Arabic and how it has been influenced by and influences other languages",
"Elaboration": "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 <span lang=\"ar\">أ؛ب؛ج؛د</span> is based on the Aramaic alphabet",
"Ordering": 7454
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU152",
"ContentDescription": "Explore the origins of Arabic and how it has been influenced by and influences other languages",
"Elaboration": "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, <span lang=\"ar\">أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب</span> , and regional languages such as Persian, Turkish and Kurdish, for example, <span lang=\"ar\">بوظة؛ دولاب؛ دولمة؛ بسطرمة؛</span>",
"Ordering": 7455
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU152",
"ContentDescription": "Explore the origins of Arabic and how it has been influenced by and influences other languages",
"Elaboration": "exploring the meaning of famous names of people and places and reflecting on their origin and on naming systems, such as<p dir=\"rtl\" lang=\"ar\">بابل؛ بحرين؛ سوريا؛ بيت لحم؛ موصل؛ لبنان؛ أور؛ بيروت ؛</p>",
"Ordering": 7456
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU152",
"ContentDescription": "Explore the origins of Arabic and how it has been influenced by and influences other languages",
"Elaboration": "investigating the influence of Arabic on other languages such as <a href=\"http://en.wikipedia.org/wiki/Berber_languages\" target=\"_blank\" title=\"Opens in a new window\">Berber</a>, <a href=\"http://en.wikipedia.org/wiki/Kurdish_language\" target=\"_blank\" title=\"Opens in a new window\">Kurdish</a>, <a href=\"http://en.wikipedia.org/wiki/Amharic_language\" target=\"_blank\" title=\"Opens in a new window\">Amharic</a>, <a href=\"http://en.wikipedia.org/wiki/Tigrinya_language\" target=\"_blank\" title=\"Opens in a new window\">Tigrinya</a>, <a href=\"http://en.wikipedia.org/wiki/Persian_language\" target=\"_blank\" title=\"Opens in a new window\">Persian</a>, <a href=\"http://en.wikipedia.org/wiki/Pashto_language\" target=\"_blank\" title=\"Opens in a new window\">Pashto</a>, <a href=\"http://en.wikipedia.org/wiki/Urdu\" target=\"_blank\" title=\"Opens in a new window\">Urdu</a>, <a href=\"http://en.wikipedia.org/wiki/Punjabi_language\" target=\"_blank\" title=\"Opens in a new window\">Punjabi</a>, <a href=\"http://en.wikipedia.org/wiki/Portuguese_language\" target=\"_blank\" title=\"Opens in a new window\">Portuguese</a>, <a href=\"http://en.wikipedia.org/wiki/Sindhi_language\" target=\"_blank\" title=\"Opens in a new window\">Sindhi</a>, <a href=\"http://en.wikipedia.org/wiki/Tagalog_language\" target=\"_blank\" title=\"Opens in a new window\">Tagalog</a>, <a href=\"http://en.wikipedia.org/wiki/Turkish_language\" target=\"_blank\" title=\"Opens in a new window\">Turkish</a>, <a href=\"http://en.wikipedia.org/wiki/Spanish_language\" target=\"_blank\" title=\"Opens in a new window\">Spanish</a>, <a href=\"http://en.wikipedia.org/wiki/Hindi\" target=\"_blank\" title=\"Opens in a new window\">Hindi</a>, <a href=\"http://en.wikipedia.org/wiki/Swahili_language\" target=\"_blank\" title=\"Opens in a new window\">Swahili</a>, <a href=\"http://en.wikipedia.org/wiki/Somali_language\" target=\"_blank\" title=\"Opens in a new window\">Somali</a>, <a href=\"http://en.wikipedia.org/wiki/Malay_language\" target=\"_blank\" title=\"Opens in a new window\">Malay</a> and <a href=\"http://en.wikipedia.org/wiki/Indonesian_language\" target=\"_blank\" title=\"Opens in a new window\">Indonesian</a>, for example, the Arabic word for ‘book’<span lang=\"ar\">كتاب</span> is used in most of the languages listed",
"Ordering": 7457
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU152",
"ContentDescription": "Explore the origins of Arabic and how it has been influenced by and influences other languages",
"Elaboration": "identifying languages that were derived from Arabic, for example, Maltese and Nubi",
"Ordering": 7458
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU153",
"ContentDescription": "Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures",
"Elaboration": "describing own and others’ ways of communicating, and identifying aspects that reflect traditions, values and practices in Arabic-speaking communities",
"Ordering": 7459
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU153",
"ContentDescription": "Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures",
"Elaboration": "exploring words or expressions commonly used in informal interactions in the Australian context, and interpreting or explaining them for young Arabic speakers, for example, ‘mate’ or ‘fair dinkum’",
"Ordering": 7460
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU153",
"ContentDescription": "Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures",
"Elaboration": "noticing similarities and differences between own ways of communicating and interactions between young Arabic and English speakers in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting on the influence of culture on language use",
"Ordering": 7461
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC154",
"ContentDescription": "Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising",
"Elaboration": "initiating conversations, including face-to-face and virtual conversations, by asking peers about personal interests, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب المأكولات العربية؟ ما هو طعامك المفضّل؟ أنا أيضاً أحب الوجبات السّريعة ؛ هل تريد أن تأتي معي إلى مطعم الوجبات السّريعة بعد المدرسة؟</p><p dir=\"rtl\" lang=\"ar\">أمي طبّاخة ماهرة؛ تعال إلى بيتنا يوم السبت؛ هل تحب الذّهاب معنا إلى المنتزه/الحديقة؟</p><p dir=\"rtl\" lang=\"ar\">أنا آسف؛ أمي لا تسمح لي. أعتذر ليس عندي وقت؛ سوف أسأل أبي. نعم؛ طبعاً؛ سوف أتّصل بأمّي أولاً.</p><p dir=\"rtl\" lang=\"ar\">ممتاز!؛ هذا رائع!</p>",
"Ordering": 7462
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC154",
"ContentDescription": "Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising",
"Elaboration": "developing and sustaining conversations with peers, including online or virtual conversations, on topics of interest, such as sport, games and music, for example,<p dir=\"rtl\" lang=\"ar\">هل شاهدت أمس مباراة كرة القدم؟ برأيك من سيفوز بالكأس؟ من هو لاعبك المفضل؟ هل نزلت الّلعبة الالكترونية الجديدة إلى الأسواق ؟ إنها لعبة مسلّية. هل تُحبين الأغنية الجديدة ؟</p>",
"Ordering": 7463
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC154",
"ContentDescription": "Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising",
"Elaboration": "exchanging information and opinions on a range of topics such as home, school, leisure and travelling, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب المنطقة التي تسكن فيها؟ لماذا؟ منطقتي جميلة وشارع بيتي هادىء؛ أبي يريد أن يشتري بيتاً جديداً وأنا لا أريد أن أترك بيتنا؛ أنا أحب بيتنا كثيراً؛ أريد ركوب الدّراجة ولكن ليس عندي خوذة. ما رأيك بلعبة كرة القدم؟ أنا أحب القراءة كثيراً؛ وأنت؟</p>",
"Ordering": 7464
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC154",
"ContentDescription": "Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising",
"Elaboration": "expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,<p dir=\"rtl\" lang=\"ar\">في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في العطلة المدرسية سوف ألعب التنس كل يوم؛ يوم السبت القادم سأذهب إلى السينما مع إخوتي؛ يوم الأحد القادم سأذهب إلى السّوق مع أمي لأشتري حذاءً جديداً للرّياضة</p>",
"Ordering": 7465
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC154",
"ContentDescription": "Initiate and sustain interactions with others by expressing and exchanging opinions on topics of interest, and maintain relationships through apologising, inviting or praising",
"Elaboration": "using communication strategies such as apologising, inviting and praising when interacting in social situations, for example,<p dir=\"rtl\" lang=\"ar\">عفواً؛ تفضل؛ أنت بنت ذّكية</p>",
"Ordering": 7466
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC155",
"ContentDescription": "Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions",
"Elaboration": "expressing preferences for plans, comparing and contrasting alternatives, and negotiating solutions, for example,<p dir=\"rtl\" lang=\"ar\">أفضل من ...؛ الأفضل...؛ الأحسن...</p><p dir=\"rtl\" lang=\"ar\">أفضل ان نشتري هذه اللعبة لأنّها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة المدرسة؟ في المساء تكون السينما مزدحمة أما أثناء النّهار فتكون هادئة. سأتصل بك في عطلة نهاية الأسبوع لأنّ ذلك أفضل من أيام الأسبوع</p>",
"Ordering": 7467
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC155",
"ContentDescription": "Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions",
"Elaboration": "collaborating with others in online or real settings to plan events, such as arranging a day out or a birthday party, and making shared decisions, such as negotiating how much to spend on presents, or a budget for a day out, for example,<p dir=\"rtl\" lang=\"ar\">هل تحب أن نذهب إلى البولينغ يوم السبت؟ أبي سوف يأخذني إلى هناك الساعة العاشرة صباحاً؛ هناك نلتقي؛ نلتقي بعد المدرسة؛ حفل عيد ميلاد قيس يوم الأحد. سآتي لآخذك معي إلى بيته. الحفلة ستبدأ الساعة السادسة</p>",
"Ordering": 7468
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC155",
"ContentDescription": "Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions",
"Elaboration": "responding to invitations in print, digital or online formats by accepting or declining and providing reasons for non-attendance, for example,<p dir=\"rtl\" lang=\"ar\">شكراً جزيلاً على الدعوة؛ سأحضر الحفلة؛ آسف لا أقدر أن آتي إلى السينما لأن أمي لا تسمح لي. أنا مدعوة لحفل زواج ابن عمتي ولا أستطيع أن آتي معكم إلى البولينغ.</p>",
"Ordering": 7469
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC155",
"ContentDescription": "Take action in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and shared transactions",
"Elaboration": "asking for others’ opinions on group weekend plans, and resolving disagreements by providing alternative suggestions, for example,<p dir=\"rtl\" lang=\"ar\">يا سمير؛ هل قررت أن تأتي معنا إلى السينما يوم السبت؟ لا تقلق كل شيء سوف يكون على ما يرام؛ الغالبية منا تفضل الذهاب إلى البولينغ؛ لذا من العدل أن تقبل يا هادي قرار الأغلبية؛ ماذا لو شاهدنا عرضاً مسرحياً؟ ربما عرضاً غنائياً؟ يا سلمى أنا أعرف أنك تحبين الموسيقى؛ لذلك تعالي نحجز تذاكر عرض \"الأميرة النائمة\" الموسيقي. ما رأيك؟</p>",
"Ordering": 7470
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC156",
"ContentDescription": "Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses",
"Elaboration": "exchanging ideas and suggestions with peers, for example,<p dir=\"rtl\" lang=\"ar\">ماذا تقترح يا سامي؟ أعطنا رأيك؛ كيف يمكن أن ننظّم الأدوار بيننا؟ ما رأيكم؟</p>",
"Ordering": 7471
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC156",
"ContentDescription": "Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses",
"Elaboration": "clarifying meaning of common expressions by giving examples, such as<p dir=\"rtl\" lang=\"ar\">أعني أنّ كل واحد منّا يكتب صفحة؛ أقصد أنا وهناء نبحث عن الصور؛ وعادل ووفاء وسمر يكتبون المقاطع؛ مثلاً؛ مثل؛ على سبيل المثال</p>",
"Ordering": 7472
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC156",
"ContentDescription": "Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses",
"Elaboration": "contributing to class discussions by expressing opinions, using reflective language, for example,<p dir=\"rtl\" lang=\"ar\">لو كان لدينا وقتاً أطول؛ لأضفنا موسيقى على البحث؛ كان الإمتحان صعباً وطويلاً؛ أصبحت القراءة في الصّف مملّة</p>",
"Ordering": 7473
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC156",
"ContentDescription": "Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses",
"Elaboration": "describing actions and responses and giving reasons, for example, <span lang=\"ar\">وضعتُ الصورة هنا لأنّها صغيرة ومناسبة؛ فاتني القطار لأنّني إستيقظت متأخراً؛ أنا متعب اليوم لأنّني نمت الساعة العاشرة ليلاً. إن ساعدتني في البحث؛ سنحصل على درجة عالية</span>",
"Ordering": 7474
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC157",
"ContentDescription": "Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions",
"Elaboration": "identifying context, purpose and audience in a range of texts in print, online or digital formats, such as articles, reports and documentaries",
"Ordering": 7475
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC157",
"ContentDescription": "Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions",
"Elaboration": "gathering information independently and collaboratively about events or people and comparing how various sources, such as magazines, newspapers and websites, use language to convey meaning",
"Ordering": 7476
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC157",
"ContentDescription": "Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions",
"Elaboration": "listening to, viewing and reading texts to extract elements that reflect different aspects of Arabic culture related to topics such as entertainment and special occasions, for example,<p dir=\"rtl\" lang=\"ar\">حفلات المطربين؛ البرامج الترفيهية؛ برامج المسابقات</p><p dir=\"rtl\" lang=\"ar\">الأعياد الدينية المختلفة وطرق الإحتفال بها؛ عيد الأم؛عيد الأب؛ أعياد الميلاد الخاصة؛ مناسبات الخطوبة والزواج</p>",
"Ordering": 7477
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC157",
"ContentDescription": "Locate, interpret and compare information and ideas from a variety of texts relating to topics of interest such as leisure, entertainment and special occasions",
"Elaboration": "using concept maps, charts and tables to organise, analyse and summarise information from texts such as television programs, reports and documentaries, and comparing how ideas are conveyed in different texts<p dir=\"rtl\" lang=\"ar\">الأفلام العربية الحديثة؛ البرامج النّقدية الساخرة؛ البرامج الحوارية؛ البرامج الوثائقية</p>",
"Ordering": 7478
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC158",
"ContentDescription": "Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose",
"Elaboration": "conveying information in texts such as notices and newspaper announcements to inform others about an issue of interest or an upcoming event, for example,<p dir=\"rtl\" lang=\"ar\">إعلان هام؛ تحتفل الجالية العربية بعيد الأم في إحتفال كبير في الحديقة العامة يوم السبت القادم؛ الدكتورة ريم ستلقي محاضرة عن الشباب والمستقبل في الجامعة</p>",
"Ordering": 7479
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC158",
"ContentDescription": "Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose",
"Elaboration": "presenting views on topics related to personal experiences in texts such as blogs, emails and speeches, for particular purposes and audiences",
"Ordering": 7480
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC158",
"ContentDescription": "Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose",
"Elaboration": "organising information and presenting it to an Arabic-speaking audience, for example, creating a visual presentation comparing cultural aspects of life at school and at home for young Arabic speakers or a video recording of a cooking demonstration for their classmates",
"Ordering": 7481
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC158",
"ContentDescription": "Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose",
"Elaboration": "reporting on own and others’ experiences, such as holiday trips or a school camp, in a text such as a digital presentation, and comparing own experiences with others’, using expressions such as<p dir=\"rtl\" lang=\"ar\">بالنسبة لي، الرحلة كانت ممتعة بينما غالبية تلاميذ الصف شعروا بالملل؛ بالرّغم من الساعات الطويلة التي قضيناها في الطريق؛ إلا أنني لم أشعر بالتعب لكنّ أصدقائي كانوا متعبين جداً</p>",
"Ordering": 7482
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC159",
"ContentDescription": "Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences",
"Elaboration": "expressing personal opinions on ideas presented in various texts such as stories, films, songs or video clips, for example,<p dir=\"rtl\" lang=\"ar\">الفيلم يشجع الشباب على الدراسة وهذا ممتاز؛ المقطع الغنائي جميل ومؤثر؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية جميلة فهي تعبر عن الصداقة</p>",
"Ordering": 7483
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC159",
"ContentDescription": "Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences",
"Elaboration": "stating and explaining personal preferences about characters, themes, ideas and events in texts, using expressions such as<p dir=\"rtl\" lang=\"ar\">أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ عادل شخصيته مؤثرة لأنها تمثل شخصية معظم الشباب العربي وتعرض مشاكلهم؛ أحداث القصة متسلسلة ومنطقية؛ الأب في المسلسل ليس مثاليّاً أبداً؛ الأم أيضا دورها تقليدي</p>",
"Ordering": 7484
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC159",
"ContentDescription": "Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences",
"Elaboration": "analysing how people, places and experiences are represented in a variety of imaginative texts, such as extracts from a play or scenes from a film, and comparing how key messages and beliefs are communicated",
"Ordering": 7485
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC159",
"ContentDescription": "Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences",
"Elaboration": "expressing and exchanging opinions on typical features, language use and cultural elements in contemporary songs, films or video clips from the Arabic-speaking world, and comparing them with similar texts from the English-speaking world",
"Ordering": 7486
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC160",
"ContentDescription": "Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences",
"Elaboration": "creating cartoons, plays or short stories to share in class about an imagined experience in their own life or a dream for the future",
"Ordering": 7487
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC160",
"ContentDescription": "Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences",
"Elaboration": "illustrating own imaginative stories in print, visual or digital formats, such as captioned photo stories",
"Ordering": 7488
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC160",
"ContentDescription": "Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences",
"Elaboration": "composing and performing imaginative texts for the school community, through role-plays, raps and video clips, using expressive language and movement to illustrate meaning and to entertain",
"Ordering": 7489
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC160",
"ContentDescription": "Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences",
"Elaboration": "creating modified versions of traditional Arabic stories and films, such as <span lang=\"ar\">علاء الدين والمصباح السّحري</span>, by introducing new characters or contexts or alternative endings",
"Ordering": 7490
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC161",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning",
"Elaboration": "translating and interpreting texts from Arabic into English and vice versa, using print and online dictionaries, and translation tools or programs, and experimenting with interpreting unknown words or expressions, reflecting on challenges associated with transferring meaning from one language to another",
"Ordering": 7491
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC161",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning",
"Elaboration": "comparing own and others’ translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these",
"Ordering": 7492
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC161",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning",
"Elaboration": "translating and interpreting texts, using print and online dictionaries, and translation tools or programs, identifying culturally specific vocabulary, for example, <span lang=\"ar\">عفواً؛ سلامتك؛</span> , and expressions, such as <span lang=\"ar\">ألف مبروك الحمد لله على السلامة؛ نشكرالرب؛</span>, and discussing the translation process relating to choice of words that best reflect the meaning, equivalence and contextual appropriateness",
"Ordering": 7493
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC161",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa, compare own translations with others’, discuss differences and possible reasons and alternatives, and make language choices that best convey equivalent meaning",
"Elaboration": "paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning",
"Ordering": 7494
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC162",
"ContentDescription": "Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions",
"Elaboration": "creating bilingual subtitles, captions or commentaries for texts, such as brochures in print and digital formats, digital presentations or digital video clips, that inform the school community about aspects of culture in the Arabic-speaking world",
"Ordering": 7495
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC162",
"ContentDescription": "Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions",
"Elaboration": "producing bilingual texts in both Arabic and English about community events, such as promoting a concert or an interview with a celebrity on a community radio station, in print or multimedia formats, for example, posters or advertisements",
"Ordering": 7496
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC162",
"ContentDescription": "Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions",
"Elaboration": "designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English",
"Ordering": 7497
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC162",
"ContentDescription": "Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions",
"Elaboration": "creating a short film about social interactions among different speakers of Arabic, explaining cultural elements that may vary in different parts of the Arabic-speaking world and which may be unfamiliar to English-speaking viewers",
"Ordering": 7498
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC163",
"ContentDescription": "Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives",
"Elaboration": "discussing cultural cues in communication that suggest differences in traditions, ideas or values, for example,<p dir=\"rtl\" lang=\"ar\">التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ ؛ التّعابير الدينية مثل: إن شاء الله؛ إن شاء الرّب وعشنا</p>",
"Ordering": 7499
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC163",
"ContentDescription": "Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives",
"Elaboration": "reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic, such as kissing your own right hand, then raising your eyes and your right hand to express thanks, and discussing whether they modify their communication style when interacting in English",
"Ordering": 7500
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC163",
"ContentDescription": "Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives",
"Elaboration": "comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people with titles such as <span lang=\"ar\">عم (عمّو)؛ خالة؛ (طنت)</span>",
"Ordering": 7501
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC163",
"ContentDescription": "Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives",
"Elaboration": "considering own and others’ responses and reactions in Arabic–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, an Arabic-speaking man stroking his moustache in connection with an oath or promise indicates sincerity, while raising the right hand when swearing an oath is used in the Australian context",
"Ordering": 7502
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC164",
"ContentDescription": "Reflect on how and why being a speaker of Arabic contributes to their sense of identity and, for a background speakers, is an important part of their Arabic cultural heritage",
"Elaboration": "discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Arabic’ or ‘Lebanese’/‘Egyptian’/‘Iraqi’, and recognising that identity includes culture as well as language",
"Ordering": 7503
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC164",
"ContentDescription": "Reflect on how and why being a speaker of Arabic contributes to their sense of identity and, for a background speakers, is an important part of their Arabic cultural heritage",
"Elaboration": "reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages",
"Ordering": 7504
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC164",
"ContentDescription": "Reflect on how and why being a speaker of Arabic contributes to their sense of identity and, for a background speakers, is an important part of their Arabic cultural heritage",
"Elaboration": "expressing to others how Arabic is part of their identity, reflecting on when, how and why they use Arabic",
"Ordering": 7505
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC164",
"ContentDescription": "Reflect on how and why being a speaker of Arabic contributes to their sense of identity and, for a background speakers, is an important part of their Arabic cultural heritage",
"Elaboration": "sharing views of what their Arabic culture ‘is’, discussing what elements of culture they accept or reject, and exploring how culture relates to language, identity and experience, using statements such as ‘My culture is …’, ‘Culture can …’",
"Ordering": 7506
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU165",
"ContentDescription": "Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts",
"Elaboration": "understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end",
"Ordering": 7507
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU165",
"ContentDescription": "Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts",
"Elaboration": "understanding that the marks used in the Arabic script such as <span lang=\"ar\">التنوين؛ الشدة ؛المدة</span> influence pronunciation and meaning in words and sentences, for example, <span lang=\"ar\">أمل /آمال؛ دعوة/دعوى</span>",
"Ordering": 7508
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU165",
"ContentDescription": "Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts",
"Elaboration": "using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression",
"Ordering": 7509
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU165",
"ContentDescription": "Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts",
"Elaboration": "applying spacing rules between words and using their knowledge of writing conventions to expand on ideas when writing short texts",
"Ordering": 7510
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU165",
"ContentDescription": "Understand and apply rules of intonation and pronunciation in spoken texts, and apply writing conventions with increased accuracy in written texts",
"Elaboration": "making choices in relation to the use of punctuation such as (<span lang=\"ar\">؛</span>) and adjusting the flow of ideas by enhancing text cohesion and expression",
"Ordering": 7511
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using <span lang=\"ar\">سوف</span> in addition to the present tense to express future plans, for example,<p dir=\"rtl\" lang=\"ar\">سوف أدخل إلى الجامعة بعد الثانوية العامة؛ سوف أشتري سيّارة بعد الإمتحانات</p>",
"Ordering": 7512
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "understanding and describing current, recurring and future actions, using auxiliary verbs, for example,<p dir=\"rtl\" lang=\"ar\">ما زال أبي يعمل في المطار؛ ما زالت أختي تدرس الطّب</p>",
"Ordering": 7513
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using the conditional mood as a formulaic expression, for example,<p dir=\"rtl\" lang=\"ar\">لو نجحت في الأمتحان هذا العام فسوف يشتري لي أبي لعبة إلكترونية جديدة</p>",
"Ordering": 7514
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "understanding and using the conjunction (<span lang=\"ar\">بينما</span>) to compare people or actions, and enhance expression, for example,<p dir=\"rtl\" lang=\"ar\">رياضة السّباحة ممتعة ومفيدة خاصة هنا في أستراليا؛ <span lang=\"ar\">بينما</span> لعبة كرة القدم شعبيّة أكثر</p>",
"Ordering": 7515
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "referring to a date of an event, such as a birthdate, and noticing that names of months vary in different regions of the Arabic-speaking world, for example,<p dir=\"rtl\" lang=\"ar\">الخامس من إبريل 1999؛ العاشر من نيسان۲۰۰۱</p>",
"Ordering": 7516
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using ordinal numbers to sequence ideas in oral interactions and written texts, for example,<p dir=\"rtl\" lang=\"ar\">أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً</p>",
"Ordering": 7517
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using interrogative words and expressions, such as <span lang=\"ar\">لمَ؛ هل</span> , to ask questions and make requests, for example,<p dir=\"rtl\" lang=\"ar\">لمَ تأخّرت اليوم وأنت عندك إمتحان؟ هل فهمت ما قلت لك؟ رجاءً؛ أحضر البحث غداً لأنك لم تقدمه أمس؛ من فضلك هل تستطيع أن تقول لي كيف أذهب إلى البنك؟</p>",
"Ordering": 7518
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,<p dir=\"rtl\" lang=\"ar\">بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون</p>",
"Ordering": 7519
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using specific structures relating to expressions of praise, encouragement and persuasion, for example,<p dir=\"rtl\" lang=\"ar\">ممتاز! أحسنت! عمل رائع؛ ؛ هيّا واصل عملك أنت شخص ذكيّ؛ أكمل الصورة وقدمها للعرض؛ لا تتكاسل واصل الركض؛ إعرض كتاباتك على الصحيفة المحلية؛ أنت كاتب بارع</p>",
"Ordering": 7520
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using expressions such as <span lang=\"ar\">أكبر من؛ الأكبر</span> to indicate preference and compare, for example,<p dir=\"rtl\" lang=\"ar\">هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي</p>",
"Ordering": 7521
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "expressing opinions and feelings using expressions such as<p dir=\"rtl\" lang=\"ar\">أشعر بالسّعادة عندما أسافر إلى المناطق الرّيفيّة في أستراليا؛ أعتقد أن أستراليا أجمل دولة في العالم</p>",
"Ordering": 7522
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU166",
"ContentDescription": "Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas",
"Elaboration": "using conjunctions such as <span lang=\"ar\">بالرّغم من ؛</span> to show differences and contrasts in ideas, for example,<p dir=\"rtl\" lang=\"ar\">بالرّغم من أن الشمس ساطعة إلّا أنّ الطقس بارد؛ بالرّغم من نجاحي في الإمتحان لم يشترِ لي أبي اللّعبة الإلكترونيّة</p>",
"Ordering": 7523
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU167",
"ContentDescription": "Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes",
"Elaboration": "applying knowledge of texts and their purpose, and predicting the meaning of unfamiliar words and phrases",
"Ordering": 7524
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU167",
"ContentDescription": "Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes",
"Elaboration": "analysing the language features and text structure of different samples of a particular type of text, including digital and online texts, such as a diary entry or a blog, to identify how ideas, representations and reflections are presented",
"Ordering": 7525
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU167",
"ContentDescription": "Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes",
"Elaboration": "comparing the use of language features such as imagery and exaggeration in a range of imaginative texts, and discussing how these features are used to convey meaning to and entertain the audience",
"Ordering": 7526
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU167",
"ContentDescription": "Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes",
"Elaboration": "examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives",
"Ordering": 7527
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU167",
"ContentDescription": "Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes",
"Elaboration": "explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of (in)formality",
"Ordering": 7528
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU168",
"ContentDescription": "Explain how elements of communication and choice of language and register vary according to the cultural context and situation",
"Elaboration": "understanding how particular gestures and body language used by various Arabic speakers, such as eye contact and the use of personal space, reflect feelings and attitudes towards other people and towards ideas",
"Ordering": 7529
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU168",
"ContentDescription": "Explain how elements of communication and choice of language and register vary according to the cultural context and situation",
"Elaboration": "recognising that different situations require different levels of politeness depending on the context and speaker, for example, a gift from parents to a teacher may be seen as a polite gesture in some Arabic cultures but as inappropriate in the Australian school context, while declaring an opposing opinion on a current issue may be acceptable in the Australian context but viewed as being disrespectful in some Arabic cultures",
"Ordering": 7530
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU168",
"ContentDescription": "Explain how elements of communication and choice of language and register vary according to the cultural context and situation",
"Elaboration": "identifying and reflecting on how emotions and attitudes, such as respect or embarrassment, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts",
"Ordering": 7531
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU168",
"ContentDescription": "Explain how elements of communication and choice of language and register vary according to the cultural context and situation",
"Elaboration": "identifying and comparing the features of language that distinguish the purpose for which it is used, for example<p dir=\"rtl\" lang=\"ar\">فعل الأمر مع واو الجماعة في الخطبة: هيا شاركوا في المهرجان العربي الحافل؛ استخدام \"يا ليت؛ يا ليتني\" في التعقيب على الأحداث في مدونة شخصية</p>",
"Ordering": 7532
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU168",
"ContentDescription": "Explain how elements of communication and choice of language and register vary according to the cultural context and situation",
"Elaboration": "comparing informal classroom discussions of a current event or issue with news and current-affairs programs, and analysing differences",
"Ordering": 7533
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU169",
"ContentDescription": "Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts",
"Elaboration": "investigating and describing the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language",
"Ordering": 7534
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU169",
"ContentDescription": "Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts",
"Elaboration": "exploring the power and function of Arabic regional dialects in digital and social media",
"Ordering": 7535
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU169",
"ContentDescription": "Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts",
"Elaboration": "researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)",
"Ordering": 7536
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU169",
"ContentDescription": "Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts",
"Elaboration": "reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media",
"Ordering": 7537
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU170",
"ContentDescription": "Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements",
"Elaboration": "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 <span lang=\"ar\">لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير</span> , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology",
"Ordering": 7538
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU170",
"ContentDescription": "Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements",
"Elaboration": "considering how differences between ways of using language reflect cultural influences, for example,<p dir=\"rtl\" lang=\"ar\">العبارات التي تقال في المناسبات: ألف مبروك؛ عقبى للمئة عام؛ بالأفراح والمسرّات؛ زواج مبارك</p>",
"Ordering": 7539
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU170",
"ContentDescription": "Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements",
"Elaboration": "examining how and why language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as<p dir=\"rtl\" lang=\"ar\">كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور</p>",
"Ordering": 7540
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC171",
"ContentDescription": "Initiate, sustain and extend interactions with others through seeking and giving advice, and discussing future plans, aspirations, relationships and social issues",
"Elaboration": "sustaining interactions by asking for and providing specific information and elaborating on ideas, for example,<p dir=\"rtl\" lang=\"ar\">ماذا تعني بهذا؟؛ قلت بأنك تحب السفر؛ إلى أين تريد أن تسافر؟؛ ما معنى...؟</p>",
"Ordering": 7541
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC171",
"ContentDescription": "Initiate, sustain and extend interactions with others through seeking and giving advice, and discussing future plans, aspirations, relationships and social issues",
"Elaboration": "extending on others’ responses by providing suggestions and giving advice, for example,<p dir=\"rtl\" lang=\"ar\">بما انك تحب الرياضة؛ أنصحك بالسّباحة لأنّها مفيدة جداً؛ لماذا لا تقرأ هذا الكتاب؟ جرّب هذا القلم الجديد. ضع الصورة هنا؛ هذا مكان مناسب لها</p>",
"Ordering": 7542
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC171",
"ContentDescription": "Initiate, sustain and extend interactions with others through seeking and giving advice, and discussing future plans, aspirations, relationships and social issues",
"Elaboration": "sharing ideas and making suggestions relating to own and others’ experiences and aspirations, for example,<p dir=\"rtl\" lang=\"ar\">أنا أيضاً مثلك أحب السّباحة؛ أمي أيضاً لا تسمح لي بالّلعب على الحاسوب أيام الأسبوع؛ إن أردت سأرسل لك رسالة إلكترونية فيها كل المعلومات؛ أتمنّى أن ألتحق بفريق التّنس؛ أتمنّى أن أتعلّم الموسيقى</p>",
"Ordering": 7543
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC171",
"ContentDescription": "Initiate, sustain and extend interactions with others through seeking and giving advice, and discussing future plans, aspirations, relationships and social issues",
"Elaboration": "participating in discussions, via online and virtual forums, relating to relationships and social issues such as youth employment, smoking and poverty, using reasoning and justification, for example,<p dir=\"rtl\" lang=\"ar\">لا يستطيع الشّباب العمل بدوام جزئي لأنّ واجبات المدرسة كثيرة؛ التّدخين مضر بالصّحة فهو يسبّب الكثير من الأمراض الخطيرة؛ يزداد الفقر في المجتمع ويجب على الجميع أن يحاربه</p>",
"Ordering": 7544
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC172",
"ContentDescription": "Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives",
"Elaboration": "planning and negotiating collaboratively in scenarios related to travelling or living in an Arabic-speaking country, such as using transport, eating out or visiting tourist attractions, for example,<p dir=\"rtl\" lang=\"ar\">عندما أصل إلى القاهرة سوف أستأجر سيارة لأصل إلى الفندق؛ أفضل وسيلة مواصلات هي سيارة الأجرة؛ سوف أسافر إلى المناطق الريفيّة في القطار؛ في لبنان الأطعمة لذيذة لذلك سأذهب إلى مطاعم مختلفة؛ أحب المأكولات العربية الشعبية. سوف أزور جميع المناطق الأثرية في الأردن</p>",
"Ordering": 7545
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC172",
"ContentDescription": "Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives",
"Elaboration": "making complaints and recommendations and seeking solutions, for example,<p dir=\"rtl\" lang=\"ar\">أعترض على طريقة معاملة الزبائن؛ الفندق بحاجة إلى منظفين أكثر؛ الطعام كان بارداً ولم أقدر أن آكله؛ أسعار الثياب غالية جداً</p>",
"Ordering": 7546
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC172",
"ContentDescription": "Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives",
"Elaboration": "organising an event such as a youth meeting through social media to raise awareness of environmental or ethical issues",
"Ordering": 7547
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC172",
"ContentDescription": "Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives",
"Elaboration": "contributing opinions using online and digital forms of communication such as emails, school chat forums and community websites to discuss various social issues such as youth employment opportunities or issues related to freedom and equality, for example,<p dir=\"rtl\" lang=\"ar\">أصبح وجود فرص للعمل مستحيلاً؛ إنها كارثة إنسانية؛ إنها عار على مجتمعنا؛ مساواة جميع المواطنين حق إنساني؛ حرية الإنسان في التعبير خط أحمر</p>",
"Ordering": 7548
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC173",
"ContentDescription": "Engage in language learning tasks and experiences, discussing and justifying ideas and opinions",
"Elaboration": "expressing and justifying own opinion in class discussions and debates, for example,<p dir=\"rtl\" lang=\"ar\">أتفق معك جداً؛ أوافقك الرأي؛ أنا أحترم رأيك كثيراً</p><p dir=\"rtl\" lang=\"ar\">لا أتفق معك في رأيك. لا أوافقك الرأي</p>",
"Ordering": 7549
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC173",
"ContentDescription": "Engage in language learning tasks and experiences, discussing and justifying ideas and opinions",
"Elaboration": "eliciting, reflecting on and responding to others’ opinions, for example,<p dir=\"rtl\" lang=\"ar\">ما رأيك في هذه الجملة؟ هل تتفق معي؟ هل توافقني على كلامي؟ وأنت يا سعيد؛ ماذا تعتقد؟ سميرة؛ ما رأيك في الموضوع؟</p><p dir=\"rtl\" lang=\"ar\">كلامك صحيح مئة بالمئة؛ أنت على حق في قولك هذا صحيح!</p><p dir=\"rtl\" lang=\"ar\">أعتقد أنّ كلامك ليس صحيحاً؛ أنت لست دقيقاً في كلامك؛ مع إحترامي لشخصك؛ أرى أنّ كلامك ليس منطقيّاً. آسفة رأيك غير مقنع</p>",
"Ordering": 7550
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC173",
"ContentDescription": "Engage in language learning tasks and experiences, discussing and justifying ideas and opinions",
"Elaboration": "making connections between ideas and consequences, and cause and effect, for example,<p dir=\"rtl\" lang=\"ar\">وصلت إلى المدرسة متأخّراً لأنّ سيارة أمي تعطلت في الطريق؛ لم أكمل الدرس أمس لأنّ بيتنا كان مليئاً بالزّوار؛ لم أكمل واجب العلوم لأنّني لم أفهم السّؤال</p><p dir=\"rtl\" lang=\"ar\">إنّ سبب صعوبة الإمتحان هي الأسئلة الأخيرة؛ المعلمة لم تشرح الدرس جيداً؛ ؛ عاقبني الأستاذ في الفرصة لأنّني تأخّرت عن الصف ؛ اتّصلت المعلمة بأمي لأنني أتكلم كثيراً في الصف ولا أستمع لشرحها</p>",
"Ordering": 7551
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC173",
"ContentDescription": "Engage in language learning tasks and experiences, discussing and justifying ideas and opinions",
"Elaboration": "praising, complimenting and encouraging peers when discussing ideas, for example,<p dir=\"rtl\" lang=\"ar\">ممتاز! رائع! فكرة هائلة! واصل مجهودك. هذه فكرة عبقريّة! أنت ذكيّ جداً! فكرتك مذهلة</p>",
"Ordering": 7552
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC174",
"ContentDescription": "Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives",
"Elaboration": "understanding main ideas and evaluating information from texts such as articles, reports, charts, diagrams and news items, on topics such as environmental sustainability, world sports, and youth culture, for example,<p dir=\"rtl\" lang=\"ar\">السخرية من وضع معين؛ التنديد بفعل معين؛ تزكية فكرة ما من خلال العبارات اللغوية والصور والتنسيق العام للتقرير</p>",
"Ordering": 7553
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC174",
"ContentDescription": "Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives",
"Elaboration": "distinguishing between fact and opinion in texts such as articles and reports in print and digital form, using critical literacy skills to recognise bias by evaluating textual purpose used, for example,<p dir=\"rtl\" lang=\"ar\">التحيّز لفكر ما؛ المبالغة: إن جميع الشباب متهوّر؛ هذا جيل غير مسؤول</p><p dir=\"rtl\" lang=\"ar\">الحياديّة تجاه الأفكار المؤيدة والمعارضة: هناك بعض الشباب المتهور؛ إن غالبية الشّباب غير مسؤول</p>",
"Ordering": 7554
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC174",
"ContentDescription": "Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives",
"Elaboration": "analysing and interpreting information collected from various sources, including digital or online sources, such as concept maps, charts and tables, by summarising, sequencing and prioritising, considering audience, purpose and context and drawing personal conclusions, for example,<p dir=\"rtl\" lang=\"ar\">من الواضح أن...؛ في الخاتمة...؛ هذا يؤدي إلى ...؛ خلاصة الكلام...؛ في النهاية ...</p>",
"Ordering": 7555
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC174",
"ContentDescription": "Locate, analyse, interpret and evaluate information from online and digital sources on issues of interest to young people, making connections with own experiences and considering various perspectives",
"Elaboration": "using information obtained from a range of sources in order to debate issues of interest, such as the generation gap, teenage issues, immigration or parents’ expectations, using persuasive and evaluative language, making connections with own experiences and considering different perspectives, for example,<p dir=\"rtl\" lang=\"ar\">الهوّة بين الأهل والأبناء كبيرة وعميقة دون شك؛ يجب على الأهل مساعدة أبنائهم في مرحلة المراهقة؛ أليس كذلك؟ نحن بحاجة إلى تغيير الفكر؛ علينا أن ننظر إلى المسألة بحكمة؛ يجب علينا جميعاً أن ندعم الشباب في إختياراتهم</p>",
"Ordering": 7556
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC175",
"ContentDescription": "Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes",
"Elaboration": "producing texts in oral, written and multimodal formats, such as blogs, print and online articles and oral presentations, to convey own ideas and interpretations of various texts for different contexts, audiences and purposes",
"Ordering": 7557
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC175",
"ContentDescription": "Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes",
"Elaboration": "conveying information relating to community matters in texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, or a web page reviewing a new Arabic film",
"Ordering": 7558
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC175",
"ContentDescription": "Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes",
"Elaboration": "persuading others to express their opinions or think seriously about a particular issue of interest in texts such as blogs, using language expressions such as<p dir=\"rtl\" lang=\"ar\">لنفكر بجديّة؛ هل يُعقل أن...؛ لم لا؟ أليس هذا معقولاً؟ هذا خبرٌ في منتهى الغرابة! لا بد وأن نأخذ موقفاً واضحاً؛ علينا جميعاً أن نشارك في هذا الإعتراض؛ هيّا نكتب رسالة لصاحب المحطة</p>",
"Ordering": 7559
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC175",
"ContentDescription": "Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes",
"Elaboration": "evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, for example, flow charts, PowerPoint presentations or video clips",
"Ordering": 7560
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC176",
"ContentDescription": "Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects",
"Elaboration": "listening to, reading and viewing a range of imaginative texts, including digital, online or multimodal texts, such as short stories, films and poetry, identifying technical aspects and analysing elements of language that convey emotions and values",
"Ordering": 7561
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC176",
"ContentDescription": "Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects",
"Elaboration": "reading texts such as poems and short stories, analysing the main messages the author wishes to convey and discussing the values presented in the texts and connecting them to their own experiences",
"Ordering": 7562
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC176",
"ContentDescription": "Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects",
"Elaboration": "analysing and evaluating the lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects expressed through language",
"Ordering": 7563
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC176",
"ContentDescription": "Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects",
"Elaboration": "discussing how texts such as short films or video clips portray social issues such as relationships, wealth and poverty and cultural change, and values such as honesty and equality",
"Ordering": 7564
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC177",
"ContentDescription": "Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes",
"Elaboration": "creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in modern society",
"Ordering": 7565
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC177",
"ContentDescription": "Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes",
"Elaboration": "creating imaginative texts in print, digital or online formats, such as short stories, video clips or plays, and building characters, themes and settings to entertain a specific audience, such as younger learners of Arabic",
"Ordering": 7566
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC177",
"ContentDescription": "Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes",
"Elaboration": "composing and presenting imaginative poems and songs that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,<p dir=\"rtl\" lang=\"ar\">الأعياد الوطنية؛ عيد المعلم؛ العيد الوطني الأسترالي ؛ عيد شهداء الأنزاك</p>",
"Ordering": 7567
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC177",
"ContentDescription": "Create and present imaginative texts to express ideas, attitudes and values through characters, events and settings for a range of audiences, contexts and purposes",
"Elaboration": "creating reflective and critical texts such as diaries, blogs and articles to express own opinions on imaginative texts such as films, stories or poems, using expressions such as<p dir=\"rtl\" lang=\"ar\">يا إلهي كم كان الفيلم مملّاً؛ دور الأم في الفيلم كان قاسياً جداً؛ لم أستمتع بقراءة القصة أبداً؛ لقد كانت أحداثها غير منطقية؛ قافية القصيدة جيدة لكنّ تعابيرها متكررة</p>",
"Ordering": 7568
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC178",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language",
"Elaboration": "translating texts such as advertisements and letters from Arabic into English and vice versa, with the assistance of print, electronic and online translators, identifying cultural elements and reflecting on how they are encoded in common words and expressions, for example,<p dir=\"rtl\" lang=\"ar\">هيّا أسرعوا؛ لا تدعوا الفرصة تفوتكم؛ إنها رحلة العمر؛ صديقتي الغالية على قلبي؛ سلام حار أرسل لك من أستراليا؛ أشواقي وقبلاتي لك ولجميع أفراد العائلة؛ ودمت لصديقتك ...</p>",
"Ordering": 7569
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC178",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language",
"Elaboration": "reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and video clips, identifying and explaining words and phrases that require particular elaboration or explanation, for example,<p dir=\"rtl\" lang=\"ar\">والله ولي التوفيق؛ رافقتك السلامة؛ على ما يرام؛</p>",
"Ordering": 7570
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC178",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language",
"Elaboration": "experimenting with interpreting and translating popular Arabic expressions, proverbs or idioms, and reflecting on the social and cultural values that may be embedded in them, for example,<p dir=\"rtl\" lang=\"ar\">الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ في التّأنّي السلامة وفي العجلة الندامة؛ الوقاية خير من العلاج</p>",
"Ordering": 7571
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC178",
"ContentDescription": "Translate and interpret texts from Arabic into English and vice versa for different audiences and contexts, and reflect on how cultural values, attitudes and perspectives are represented in each language",
"Elaboration": "analysing existing translations of texts, such as subtitled short films, making comparisons with own translations and reflecting on why versions may vary",
"Ordering": 7572
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC179",
"ContentDescription": "Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories",
"Elaboration": "considering how to maintain the integrity of original texts when translating into Arabic or English, for example, explaining culture-specific concepts relating to Arabic-speaking communities, such as <span lang=\"ar\">التّحيات والسّلامات والسؤال عن الأهل والأقارب</span> , or to the Australian context, such as ‘the bush’ or ‘the outback’, and representing original ideas and meanings bilingually",
"Ordering": 7573
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC179",
"ContentDescription": "Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories",
"Elaboration": "producing bilingual texts, such as video clips with subtitles, explaining cultural practices in Australia for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations",
"Ordering": 7574
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC179",
"ContentDescription": "Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories",
"Elaboration": "producing digital and online texts in both Arabic and English, such as brochures and leaflets, for different contexts, purposes and audiences, such as Arabic-speaking students studying in Australia, Arabic-speaking tourists, or Australian schools hosting Arabic-speaking visitors, and reflecting on the process of working in both languages",
"Ordering": 7575
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC179",
"ContentDescription": "Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories",
"Elaboration": "creating captions or commentaries in Arabic and English to accompany texts such as song lyrics, video clips, film extracts or parts of a television program, exchanging and comparing bilingual texts with peers using online forums and discussing the best ways of achieving consistency in meaning",
"Ordering": 7576
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC180",
"ContentDescription": "Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding",
"Elaboration": "considering how being bilingual offers additional ways of interpreting the world and representing experience",
"Ordering": 7577
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC180",
"ContentDescription": "Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding",
"Elaboration": "challenging cultural assumptions and offering different perspectives to new cultural contexts or situations, for example, the idea that all Arabic-speaking people dress the same or eat the same food, many Arabic speakers speak more than two languages, every Middle Eastern country has its cultural uniqueness",
"Ordering": 7578
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC180",
"ContentDescription": "Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding",
"Elaboration": "identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding, for example, explaining to a non-Arabic speaker that exposing the sole of your foot/shoe to a person’s face would be considered extremely bad manners and interpreted as a grievous insult",
"Ordering": 7579
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC180",
"ContentDescription": "Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding",
"Elaboration": "discussing elements of successful intercultural communication, for example, attentive listening and objectivity when discussing social issues, and understanding that mediating and negotiating differences in perspective can prevent and resolve interpersonal problems and conflicts",
"Ordering": 7580
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC181",
"ContentDescription": "Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving",
"Elaboration": "composing a cultural identity profile to exchange with non-Arabic speakers, making decisions about what points of information will be of most interest to others",
"Ordering": 7581
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC181",
"ContentDescription": "Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving",
"Elaboration": "reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts",
"Ordering": 7582
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC181",
"ContentDescription": "Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving",
"Elaboration": "exploring how individual ways of communicating, thinking and behaving reflect and help to shape their own cultural identity, for example, why an Arabic-Australian teenager who speaks English better than they do Arabic and is more familiar with the Australian cultural context may view themselves as more Australian than Arabic",
"Ordering": 7583
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC181",
"ContentDescription": "Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving",
"Elaboration": "comparing and contrasting an Arabic and an Australian experience, such as <span lang=\"ar\">الإحتفالات العائلية</span>",
"Ordering": 7584
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCARC181",
"ContentDescription": "Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving",
"Elaboration": "considering how their own and others’ identity may shift according to the place and time",
"Ordering": 7585
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "understanding that certain sounds in Arabic words can be dropped from pronunciation, such as the t sound in <span lang=\"ar\">السماء صافية</span> and tashkeel in <span lang=\"ar\">البنت مريضة؛ الشمس مشرقة</span>",
"Ordering": 7586
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "understanding that sentences can contain one or more verbs and can be joined with <span lang=\"ar\">و</span> or other cohesive devices",
"Ordering": 7587
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "recognising the need for a pause or change of tone in complex sentences with embedded clauses, for example, <span lang=\"ar\">كنت مع صديقي عماد؛ صديقي من المدرسة؛ عندما شاهدنا الحادث الأليم</span>",
"Ordering": 7588
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "applying understanding of how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, <span lang=\"ar\">حقًا؟ يا إلهي! معقولة؟ تعال إلى هنا حالًا</span>",
"Ordering": 7589
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions",
"Ordering": 7590
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts",
"Ordering": 7591
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU182",
"ContentDescription": "Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect",
"Elaboration": "evaluating own spelling and pronunciation in relation to their understanding and expression",
"Ordering": 7592
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,<span lang=\"ar\">أنتما تلعبان؛ هذان كتابان؛ الوردتان جميلتان</span>",
"Ordering": 7593
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "understanding the importance of vocalisation on the subject word and the object word and analysing how this affects the meaning of the sentence, for example,<p dir=\"rtl\" lang=\"ar\">كلّمت الأمُّ البنتَ؛ كلّمت الأمَّ البنتُ</p>",
"Ordering": 7594
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "manipulating interrogative verb forms to ask a range of questions, for example,<p dir=\"rtl\" lang=\"ar\">قل لي لمَ لم تتّصل بي؟ أتصلت بك عدة مرات ولم ترد عليّ. أخبرني ماذا تريد أن تصبح في المستقبل؟ إشرح لي أسباب عدم قبولك دعوتي لحفل عيد ميلادي. ألسنا أصدقاء؟</p>",
"Ordering": 7595
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example,<p dir=\"rtl\" lang=\"ar\">مُنعَ الكتاب بسبب أفكاره الجريئة؛ خُصّصَ وقت بعد المدرسة لتعليم اللّغة العربية</p>",
"Ordering": 7596
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "using cohesive devices to sequence ideas, for example,<p dir=\"rtl\" lang=\"ar\">في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة</p>",
"Ordering": 7597
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "extending use of negative forms, for example,<p dir=\"rtl\" lang=\"ar\">لم أحب أبداً مشاهدة الأفلام القديمة التي تشاهدها أمّي لأنّها لا تناقش أموراً عصريّة؛ ليس كل ما تقرأونه في الكتب صحيحاً ولا ما تشاهدونه على التلفاز حقيقيّاً</p>",
"Ordering": 7598
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "using <span lang=\"ar\">إلاّ</span> to express exceptions, for example, <span lang=\"ar\">جميع أصدقائي يلعبون رياضة ما خلال الأسبوع إلّا أنا</span>",
"Ordering": 7599
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "using comparative and superlative forms of adjectives to describe people and objects, for example,<p dir=\"rtl\" lang=\"ar\">صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء</p>",
"Ordering": 7600
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "understanding how to use exaggeration and emphasis for effect, for example,<p dir=\"rtl\" lang=\"ar\">ألف مبروك على رخصة القيادة؛ أنا أفكر بك دائماً؛ قلت للمرة المليون بأنني لم اسمع جرس المحمول لأردّ عليك</p>",
"Ordering": 7601
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression",
"Ordering": 7602
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "using imperative verb tenses to persuade, encourage and advise others, for example,<p dir=\"rtl\" lang=\"ar\">شاركوا في الردّ على الموقع الإلكتروني؛ لا تنسوا شاهدوا الفيلم الأسطوري؛ سيعجبكم جداً؛ هيّا تشددوا وحاولوا أن تكملوا البحث بجدارة ؛ إتّصلوا على الرقم المذكور في الإعلان</p>",
"Ordering": 7603
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "using subjunctive mood to express doubt, uncertainty or emotion, for example,<p dir=\"rtl\" lang=\"ar\">قد يكون كلامك صحيحاً ولكني لست متأكّداً منه؛ ربما تقبل أمي أن أذهب معك إلى الحفل لست متأكدة</p>",
"Ordering": 7604
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU183",
"ContentDescription": "Analyse how the use of grammatical elements such as indirect object, passive voice, dual form, verb tense and word order impact on tone, speech level and formality, and on meaning-making",
"Elaboration": "creating compound and complex sentences by using embedded clauses, for example,<p dir=\"rtl\" lang=\"ar\">أحب القراءة كثيراً بالرّغم من أن الكثير من الناس لا يحبون أن يقرأوا بل يفضلون مشاهدة التلفاز ؛ لا أعرف لماذا أصدقائي والّذين أصولهم عربية؛ لا يحبون الأغاني العربيّة!</p>",
"Ordering": 7605
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU184",
"ContentDescription": "Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts",
"Elaboration": "analysing how language choices help achieve particular purposes and effects in particular types of texts, such as descriptive language in documentaries; reflective language in personal blogs, diary or journal entries, including digital diaries; and persuasive language in advertisements and speeches",
"Ordering": 7606
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU184",
"ContentDescription": "Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts",
"Elaboration": "analysing a range of expository texts such as news reports and feature articles, identifying language features and any elements of bias or objectivity",
"Ordering": 7607
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU184",
"ContentDescription": "Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts",
"Elaboration": "discussing and evaluating how language is used to express ideas and justify opinions in texts such as debates or segments of a talk show on topical issues of interest to teenagers",
"Ordering": 7608
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU184",
"ContentDescription": "Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts",
"Elaboration": "identifying and discussing the use of diacritics in texts for decorative purposes such as book titles, letter heads and nameplates",
"Ordering": 7609
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU184",
"ContentDescription": "Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts",
"Elaboration": "examining a range of spoken and written texts, discussing similarities and differences in and connections between context, purpose and audience, and what the texts reveal about social relationships and processes, for example, reflections of status, authority, or concepts of respect and politeness",
"Ordering": 7610
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU185",
"ContentDescription": "Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom",
"Elaboration": "investigating the nature and use of the Arabic language in different contexts of interaction, for example, by asking Arabic-speaking students in Australia when, with whom and for what purpose they use Arabic or English, and reflecting on similarities and differences in interactions in both languages",
"Ordering": 7611
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU185",
"ContentDescription": "Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom",
"Elaboration": "reflecting on how various Arabic speakers’ views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry and song lyrics",
"Ordering": 7612
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU185",
"ContentDescription": "Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom",
"Elaboration": "comparing a variety of texts relating to interactions in different Arabic-speaking regions, and analysing how aspects of the language used in varying social contexts reflect certain values and world views",
"Ordering": 7613
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU186",
"ContentDescription": "Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts",
"Elaboration": "recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used",
"Ordering": 7614
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU186",
"ContentDescription": "Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts",
"Elaboration": "examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such as <span lang=\"ar\">الدّيمقراطيّة؛ الّليبراليّة</span>",
"Ordering": 7615
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU186",
"ContentDescription": "Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts",
"Elaboration": "considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts",
"Ordering": 7616
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU187",
"ContentDescription": "Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences",
"Elaboration": "recognising the importance of learning and maintaining Arabic and other languages in order to access the cultural understanding, values, beliefs and mindsets of others",
"Ordering": 7617
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU187",
"ContentDescription": "Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences",
"Elaboration": "reflecting on personal encounters with cultural practices that have impacted on own ways of thinking and reacting and have helped to shape their attitudes to and views of the world around them, and discussing ways to increase intercultural understanding",
"Ordering": 7618
},
{
"Area": "Languages",
"Discipline": "Arabic",
"Pathway": "N/A",
"Sequence": "F–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCARU187",
"ContentDescription": "Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences",
"Elaboration": "discussing and reflecting on how language use, such as persuasive, motivational or emotive language in texts, and in different forms of media, such as the internet, impacts on social behaviour, actions and reactions",
"Ordering": 7619
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "exchanging greetings, thanks and apologies, for example, <span lang=\"asf\" class=\"asf\">HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY</span>",
"Ordering": 7620
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "expressing feelings using lexical signs and affective NMFs, for example:<div lang=\"asf\" class=\"asf\">PRO1 HAPPY</div><div lang=\"en\" class=\"en\"><i>I’m happy.</i></div><div lang=\"asf\" class=\"asf\">PRO3 GRUMPY</div><div lang=\"en\" class=\"en\"><i>She’s grumpy.</i></div>",
"Ordering": 7621
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "using formulaic language to express wishes for particular occasions or events, for example, <span lang=\"asf\" class=\"asf\">HAPPY BIRTHDAY, GOOD-LUCK</span>",
"Ordering": 7622
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as <span lang=\"asf\" class=\"asf\">THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS</span>",
"Ordering": 7623
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "stating likes, dislikes and preferences using associated NMFs, for example:<div lang=\"asf\" class=\"asf\">PRO1 LIKE TV</div><div lang=\"en\" class=\"en\"><i>I like TV.</i></div><div lang=\"asf\" class=\"asf\">DON’T-LIKE DRAWING</div><div lang=\"en\" class=\"en\"><i>I don’t like drawing.</i></div>",
"Ordering": 7624
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "introducing self and family and explaining relationships using possessive pronouns, for example:<div lang=\"asf\" class=\"asf\">POSS1 NAME X, PRO1 12-YEARS-OLD</div><div lang=\"en\" class=\"en\"><i>My name is X, and I’m 12 years old.</i></div><div lang=\"asf\" class=\"asf\">PRO3 POSS1 BROTHER</div><div lang=\"en\" class=\"en\"><i>He’s my brother.</i></div>",
"Ordering": 7625
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:<div lang=\"asf\" class=\"asf\">PAST WEEKEND, YOU GO WHERE?</div><div lang=\"en\" class=\"en\"><i>Where did you go last weekend?</i></div><div lang=\"asf\" class=\"asf\">FAMILY PRO1 GO PLAY SOCCER</div><div lang=\"en\" class=\"en\"><i>My family and I went to play soccer.</i></div>",
"Ordering": 7626
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:<div lang=\"asf\" class=\"asf\">POSS1 SISTER TALL SKINNY HAVE BLACK HAIR</div><div lang=\"en\" class=\"en\"><i>My sister is tall and thin and has black hair.</i></div>",
"Ordering": 7627
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC091",
"ContentDescription": "Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences",
"Elaboration": "describing what they are doing in class activities using plain verbs, for example, <span lang=\"asf\" class=\"asf\">PRO1 WRITE, PRO1 READ</span>",
"Ordering": 7628
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "participating in games or activities that involve repeated signs, gestures and NMFs, for example, <i>I went to the market and I bought …</i>",
"Ordering": 7629
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "following instructions by locating or moving classroom objects in activities that involve concepts such as space, place and memory, such as by hiding a marker pen and playing ‘hot/cold’ to find the pen",
"Ordering": 7630
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "participating in activities that involve exchanging or classifying objects and attributes such as by shapes, colours and amounts",
"Ordering": 7631
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "using questions and affirmative and negative answers when participating in role-plays that involve transactions such as ordering food at the tuckshop",
"Ordering": 7632
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "participating in barrier games and other information-gap activities",
"Ordering": 7633
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "working together in collaborative tasks such as craft or cooking activities",
"Ordering": 7634
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC092",
"ContentDescription": "Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures",
"Elaboration": "attracting attention or asking for clarification or help to complete a task, for example:<div lang=\"asf\" class=\"asf\">WHAT MEAN?</div><div lang=\"en\" class=\"en\"><i>What do you mean?</i></div><div lang=\"asf\" class=\"asf\">PLEASE AGAIN SIGN</div><div lang=\"en\" class=\"en\"><i>Please sign that again.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/b48oqJ23wog\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7635
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "recognising and using fingerspelled names for roll call and games",
"Ordering": 7636
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "exchanging greetings with peers and teachers and stating the day and date",
"Ordering": 7637
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "following instructions for class routines, such as:<div lang=\"asf\" class=\"asf\">DS:line-up PLEASE</div><div lang=\"en\" class=\"en\"><i>Line up, please.</i></div><div lang=\"asf\" class=\"asf\">PLEASE WITH-2++ DS:sit-opposite</div><div lang=\"en\" class=\"en\"><i>Please find a partner and sit opposite each other.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/V79H4F6V3qc\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7638
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "asking for help or permission, for example:<div lang=\"asf\" class=\"asf\">PLEASE HELP-<sub>me</sub>?</div><div lang=\"en\" class=\"en\"><i>Can you help me, please?</i></div><div lang=\"asf\" class=\"asf\">CAN++?</div><div lang=\"en\" class=\"en\"><i>Can I?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/qbFvh5qFs70\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7639
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "gaining someone’s attention, for example by waving or tapping a shoulder or table",
"Ordering": 7640
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "stopping activities and paying attention when lights are flashed or hands are waved",
"Ordering": 7641
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation",
"Ordering": 7642
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "keeping appropriate signing space between themselves and others",
"Ordering": 7643
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC093",
"ContentDescription": "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",
"Elaboration": "using visual applause to show enjoyment of entertainment or commendation",
"Ordering": 7644
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "responding to signed information such as class messages or short introductions, for example, by identifying names, numbers or times",
"Ordering": 7645
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "identifying and applying specific information in signed texts using visual pictures and props to complete guided tasks such as craft activities",
"Ordering": 7646
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "gathering information from peers about topics such as family members or favourite foods",
"Ordering": 7647
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "identifying information in simple texts that relate to properties such as colour, size, shape or amount, for example when interacting with materials and concrete objects",
"Ordering": 7648
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "following directions for simple activities involving visual cues such as a treasure hunt, for example:<div lang=\"asf\" class=\"asf\">DS:turn-left DEAD-END DS:turn-right</div><div lang=\"en\" class=\"en\"><i>Go left, then at the end turn right.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/HWtPVkqOyfA\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7649
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "identifying and categorising signs appearing in simple texts according to handshape",
"Ordering": 7650
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC094",
"ContentDescription": "Locate specific points of information from signed texts about familiar topics and use the information in new ways",
"Elaboration": "watching short Auslan texts about topics such as hobbies or sports, recording key points of information using tables or graphic organisers",
"Ordering": 7651
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC095",
"ContentDescription": "Present factual information about familiar topics using signs that have been modelled",
"Elaboration": "describing an object, space, animal or person using modelled lexical signs and short phrases, for example, describing the layout of key items in the classroom",
"Ordering": 7652
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC095",
"ContentDescription": "Present factual information about familiar topics using signs that have been modelled",
"Elaboration": "contributing to a digital presentation such as a class video by signing a basic description of their own family members",
"Ordering": 7653
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC095",
"ContentDescription": "Present factual information about familiar topics using signs that have been modelled",
"Elaboration": "demonstrating simple procedures such as getting ready before school in the morning, using gestures, objects and buoys",
"Ordering": 7654
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC095",
"ContentDescription": "Present factual information about familiar topics using signs that have been modelled",
"Elaboration": "recounting an experience they have shared, sequencing events through the use of modelled signs and photos",
"Ordering": 7655
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC095",
"ContentDescription": "Present factual information about familiar topics using signs that have been modelled",
"Elaboration": "reporting on aspects of their daily routines, using modelled signs and visual prompts, for example outlining a travel route home from school",
"Ordering": 7656
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC095",
"ContentDescription": "Present factual information about familiar topics using signs that have been modelled",
"Elaboration": "producing a series of signs for peers to complete a simple action-based activity such as a sign circle game",
"Ordering": 7657
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "viewing narratives in Auslan, for example, from the Auslan Storybooks website, demonstrating understanding through drawing, gesture and modelled signs",
"Ordering": 7658
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "responding to short expressive texts that involve the movement of people, animals or vehicles, demonstrating understanding through drawings or familiar signs",
"Ordering": 7659
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "responding to key elements of short signed stories, for example by mimicking facial expressions or repeated signs",
"Ordering": 7660
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "participating in interactions in Auslan that involve imaginative responses to stimuli such as cartoons using gestures, handshapes, facial expressions and simple signs to suggest what happens next in the story",
"Ordering": 7661
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "engaging with different forms of Deaf art, such as handshape creations, and responding by creating their own piece of art on a similar theme",
"Ordering": 7662
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "shadowing NMFs in short Auslan poems or narratives",
"Ordering": 7663
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "retelling favourite events of an Auslan story using modelled signing",
"Ordering": 7664
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "engaging in imaginative interactions that involve the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives",
"Ordering": 7665
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC096",
"ContentDescription": "Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs",
"Elaboration": "responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or different personal feelings",
"Ordering": 7666
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "re-enacting individual short stories or wordless animations using gestures, actions and modelled signs",
"Ordering": 7667
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "depicting the movement of people, animals or means of transport by using handshapes in creative ways",
"Ordering": 7668
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "creating amusing sequences of signs using a fixed handshape, such as <i>point</i> in <span lang=\"asf\" class=\"asf\">PRO2 THINK PRO1 SHY</span>",
"Ordering": 7669
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "using gestures and modelled signs to create their own short stories or mimes",
"Ordering": 7670
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "creating an imaginative scenario that features the movements and characteristics of a particular animal through the use of constructed action",
"Ordering": 7671
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "participating in storytelling games or imaginative activities, such as the joint construction of a humorous story",
"Ordering": 7672
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "working with classmates to represent objects using combined bodies and hands in amusing or creative ways",
"Ordering": 7673
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "changing elements of familiar narratives to create their own versions, with a focus on varying manner or constructed action",
"Ordering": 7674
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC097",
"ContentDescription": "Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs",
"Elaboration": "adapting an element of a familiar cartoon or story to achieve a different outcome",
"Ordering": 7675
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "recognising that every language uses words or signs to make meaning",
"Ordering": 7676
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet",
"Ordering": 7677
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "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",
"Ordering": 7678
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "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",
"Ordering": 7679
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "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",
"Ordering": 7680
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "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 <span lang=\"asf\" class=\"asf\">GO-TO</span> in Auslan requiring more than one English word",
"Ordering": 7681
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "finding and using phrases that have direct sign-for-word translations between Auslan and English, such as <i>Goodnight</i>, <i>Happy birthday</i> and <i>Happy New Year</i> and others that do not, such as <i>None of your business!</i>",
"Ordering": 7682
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "identifying challenges associated with Auslan–English translation, such as multiple meanings for words like <i>run</i>, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context",
"Ordering": 7683
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC098",
"ContentDescription": "Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning",
"Elaboration": "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",
"Ordering": 7684
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC099",
"ContentDescription": "Create different types of bilingual texts to support their classroom learning",
"Elaboration": "using images of Auslan signs and equivalent words in English to name and label familiar objects, classroom items or school resources, using posters and digital glossaries with captions",
"Ordering": 7685
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC099",
"ContentDescription": "Create different types of bilingual texts to support their classroom learning",
"Elaboration": "developing a handshape dictionary using palm cards or digital means, including equivalent English terms",
"Ordering": 7686
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC099",
"ContentDescription": "Create different types of bilingual texts to support their classroom learning",
"Elaboration": "using photos of family members to create a family tree or chart, captioning and labelling in English each family member with corresponding images of Auslan signs",
"Ordering": 7687
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC099",
"ContentDescription": "Create different types of bilingual texts to support their classroom learning",
"Elaboration": "creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs",
"Ordering": 7688
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC099",
"ContentDescription": "Create different types of bilingual texts to support their classroom learning",
"Elaboration": "making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape",
"Ordering": 7689
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing students, family members, the larger Deaf community and wider ‘hearing’ world",
"Ordering": 7690
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "identifying and describing physical markers of identity among deaf people, such as the use of sign language and/or hearing devices such as hearing aids, cochlear implants and FM systems",
"Ordering": 7691
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "creating a poster depicting their own family and labelling immediate and extended family members as <i>deaf/hearing</i>",
"Ordering": 7692
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "identifying and discussing family names, given name/s and name signs for themselves and for others",
"Ordering": 7693
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "exchanging views on how their individual biographies, including family origins, traditions, beliefs, communicative practices, interests and experiences, shape their sense of identity and impact on their ways of communicating",
"Ordering": 7694
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "building an understanding of the concept of Deafhood and how each individual’s journey of identity development contributes to social relationships and to the formation of community, for example, by creating an individual identity map or a hand map",
"Ordering": 7695
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "discussing visual ways of being, including interacting, transmitting and receiving information and behaving according to Deaf cultural values, and how these influence group learning and information sharing among Deaf people",
"Ordering": 7696
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "investigating Deaf cultures around the world and how they shape visual ways of being, for example by considering how Deaf people from different countries and ethnic groups express shared group identity through practices such as gathering formally as a national or international community via opportunities such as Deaf film festivals; performing arts events, for example, Deaf Way; theatrical events; art exhibitions; or sporting events such as ADG, Deaflympics",
"Ordering": 7697
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "responding to deaf people from different groups and backgrounds who visit and present about their education, families, social networks and sense of community/identity, for example by discussing similarities and differences between visitors’ reported experiences and their own lives",
"Ordering": 7698
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "identifying the importance of place and space in the Deaf community, exploring why some places and spaces make deaf people feel comfortable or promote a sense of belonging, for example by identifying factors that make a classroom ‘Deaf friendly’, such as U-shape seating, minimisation of window glare/reflection, good lighting and acoustics, flashing lights, suitable interpreter location",
"Ordering": 7699
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "identifying examples of deaf people’s visual orientation towards the world (‘people of the eye’), such as waving in space or using flashing lights to gain attention, visual applause",
"Ordering": 7700
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "identifying their own stories, history, roles, responsibilities and links to the Deaf community and considering how these relate to their sense of identity",
"Ordering": 7701
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "recognising that signed language is a birthright which establishes their identity with respect to the Deaf community and its traditions",
"Ordering": 7702
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "viewing and creating accounts of their own and each other’s experience and roles in the Deaf community and identifying examples of the different ways of being deaf that they describe",
"Ordering": 7703
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC100",
"ContentDescription": "Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks",
"Elaboration": "discussing behaviour associated with cultural practices and traditions, for example, by discussing the concept of reciprocity as a manifestation of how community members share responsibility for each other’s wellbeing",
"Ordering": 7704
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "comparing aspects of their lives as young deaf people with those of young hearing people as represented in digital images, video clips and narratives, for example, ways of engaging in different games and activities, exchanging stories and interacting socially at school, at home and in the community",
"Ordering": 7705
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "discussing changes or adaptations they make to their communicative style when communicating with non-signers",
"Ordering": 7706
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "reflecting on similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact",
"Ordering": 7707
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment",
"Ordering": 7708
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "reflecting on language differences in forms of address in signed and spoken language, for example, using a person’s name when addressing them directly in Australian English but not in Auslan",
"Ordering": 7709
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "examining general misconceptions that deaf people may have about hearing people and culture, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance",
"Ordering": 7710
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC101",
"ContentDescription": "Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression",
"Elaboration": "reflecting on and providing possible explanations for assumptions hearing people might have about deaf people or about signed languages",
"Ordering": 7711
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming",
"Ordering": 7712
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "identifying the handshape of a sign, for example, <span lang=\"asf\" class=\"asf\">COCKATOO (hs:5, palm left)</span> and <span lang=\"asf\" class=\"asf\">SOCCER (hs:fist, palm towards signer)</span> and identifying signs of a particular handshape",
"Ordering": 7713
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "identifying and demonstrating signs with a change in handshape, for example <span lang=\"asf\" class=\"asf\">FIND</span> or <span lang=\"asf\" class=\"asf\">BEST</span>",
"Ordering": 7714
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "identifying and demonstrating signs with a change in orientation, for example <span lang=\"asf\" class=\"asf\">CAN-NOT</span> or <span lang=\"asf\" class=\"asf\">HOW</span>",
"Ordering": 7715
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, <span lang=\"asf\" class=\"asf\">THROUGH</span> (forwards) or <span lang=\"asf\" class=\"asf\">FULL</span> (down to up)",
"Ordering": 7716
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th)",
"Ordering": 7717
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as <span lang=\"asf\" class=\"asf\">SEE</span> (head/face), <span lang=\"asf\" class=\"asf\">SAY</span> (mouth/chin), <span lang=\"asf\" class=\"asf\">WHY</span> (chest), <span lang=\"asf\" class=\"asf\">TALK</span> (hand) and <span lang=\"asf\" class=\"asf\">ONE</span> (signing space)",
"Ordering": 7718
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "understanding that NMFs are important in sign language for showing feelings of the signer or others",
"Ordering": 7719
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "identifying single, double and two-handed signs, and recognising which hand is dominant (the pen hand) and which is non-dominant (paper) within two-handed signs",
"Ordering": 7720
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "thinking of body-anchored signs, such as <span lang=\"asf\" class=\"asf\">HEAD</span> or <span lang=\"asf\" class=\"asf\">WHY</span>, and signs that are not body anchored, such as <span lang=\"asf\" class=\"asf\">HAVE</span> or <span lang=\"asf\" class=\"asf\">STOP</span>, and recognising that non-body anchored signs can be located in space around the signer",
"Ordering": 7721
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known",
"Ordering": 7722
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "recognising that some signs are iconic, that is, provide a visual image of a referent, for example, <span lang=\"asf\" class=\"asf\">HOUSE, TREE, DRINK, ELEPHANT</span>, and that some are not, such as <span lang=\"asf\" class=\"asf\">SISTER, WHY, SIMPLE</span>",
"Ordering": 7723
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU102",
"ContentDescription": "Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent",
"Elaboration": "experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet",
"Ordering": 7724
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "describing the range of signing space in normal signed discourse",
"Ordering": 7725
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "recognising that non-body-anchored nouns can be located in the signing space and identifying instances of this",
"Ordering": 7726
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "noticing that Auslan pronouns are different from English because they don’t show gender but they can show the location and a specific number of referents, for example, <span lang=\"asf\" class=\"asf\">WE2</span> (inclusive) and <span lang=\"asf\" class=\"asf\">WE3</span> (inclusive) or <span lang=\"asf\" class=\"asf\">WE2-NOT-INLCLUDING-YOU</span> (exclusive)",
"Ordering": 7727
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "noticing that a point can refer to a person, place or thing",
"Ordering": 7728
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:<div><span lang=\"asf\" class=\"asf\">PRO1 ASK PRO3</span> versus <span lang=\"asf\" class=\"asf\">PRO1 ASK-<sub>her</sub></span></div><div lang=\"asf\" class=\"asf\">PRO3 ASK-<sub>me</sub> CA:I-was-shocked</div><div class=\"asf-video\"><a href=\"https://youtu.be/yVl-nGBxnmY\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7729
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape",
"Ordering": 7730
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU103",
"ContentDescription": "Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships",
"Elaboration": "<p>distinguishing between entity, handling or SASS DSs by looking at what the handshape represents in each type:</p><ul><li>entity: the handshape is an object or person</li><li>handling: the handshape represents a person’s hands touching or moving another object</li><li>SASS: the handshape traces the shape or size</li></ul>",
"Ordering": 7731
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "categorising noun signs into those for people, animals, places or things",
"Ordering": 7732
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "learning that proper nouns can have a sign name or be fingerspelled",
"Ordering": 7733
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "recognising different nouns in clauses, including those that are shown with a pointing sign, such as <span lang=\"asf\" class=\"asf\">GIRL READ</span> versus <span lang=\"asf\" class=\"asf\">PRO3 READ</span>, or <span lang=\"asf\" class=\"asf\">VISIT FRIENDS</span> versus <span lang=\"asf\" class=\"asf\">VISIT PRO3</span>",
"Ordering": 7734
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "knowing that adjectives describe nouns in different ways, such as how they look (<span lang=\"asf\" class=\"asf\">BIG</span> or <span lang=\"asf\" class=\"asf\">RED</span>), feel (<span lang=\"asf\" class=\"asf\">SOFT</span> or <span lang=\"asf\" class=\"asf\">HOT</span>), smell (<span lang=\"asf\" class=\"asf\">SMELLY</span>) or sound (<span lang=\"asf\" class=\"asf\">LOUD</span>)",
"Ordering": 7735
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, <span lang=\"asf\" class=\"asf\">RED-</span><sub><span lang=\"asf\" class=\"asf\">really</span></sub>, <span lang=\"asf\" class=\"asf\">PLEASED-</span><sub><span lang=\"asf\" class=\"asf\">really</span></sub>, <span lang=\"asf\" class=\"asf\">TALL-</span><sub><span lang=\"asf\" class=\"asf\">really</span></sub>",
"Ordering": 7736
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "identifying verb signs (<span lang=\"asf\" class=\"asf\">SIT, EAT, FEEL, WONDER, HAVE</span>) and recognising that they are central to a clause",
"Ordering": 7737
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "noticing that some signs modify the meaning of verbs, such as <span lang=\"asf\" class=\"asf\">WORSE</span> as in <span lang=\"asf\" class=\"asf\">WORSE OLD</span> and that these are called adverbs",
"Ordering": 7738
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "contributing examples of signs that tell: <ul><li>when a verb happens (<span lang=\"asf\" class=\"asf\"><strong>IN-2-WEEKS</strong> PRO1 HOLIDAY</span> or <span lang=\"asf\" class=\"asf\">WANT LUNCH <strong>NOW</strong></span>)</li><li>where a verb happens (<span lang=\"asf\" class=\"asf\">PRO3 RUN <strong>FAR</strong></span> or <span lang=\"asf\" class=\"asf\">COME <strong>HERE</strong></span>)</li><li>how a verb happens (<span lang=\"asf\" class=\"asf\"><strong>FAST</strong></span> or <span lang=\"asf\" class=\"asf\"><strong>SLOW</strong></span> or <span lang=\"asf\" class=\"asf\">PRO2 <strong>QUICK</strong> FINISH</span>)</li></ul>",
"Ordering": 7739
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "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:<div lang=\"asf\" class=\"asf\">CALL-<sub>him</sub></div><div lang=\"en\" class=\"en\"><i>I called him.</i></div><div lang=\"asf\" class=\"asf\">MAN THERE GO-TO POSS3 HOUSE</div><div lang=\"en\" class=\"en\"><i>That man went to his house.</i></div><div lang=\"asf\" class=\"asf\">BIG MONSTER SCREAM</div><div lang=\"en\" class=\"en\"><i>A big monster screamed.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/RRuQHPs9hh4\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7740
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "distinguishing between clauses that are statements and those that are questions",
"Ordering": 7741
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs",
"Ordering": 7742
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU104",
"ContentDescription": "Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure",
"Elaboration": "knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,<div lang=\"asf\" class=\"asf\">MAN WALK SLOW</div><div lang=\"en\" class=\"en\">DS(point):<i>man-walks-slowly</i></div><div lang=\"asf\" class=\"asf\">CA:man-swinging-arms-nonchalantly</div><div class=\"asf-video\"><a href=\"https://youtu.be/TSwRoN3tLnw\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7743
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU105",
"ContentDescription": "Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts",
"Elaboration": "recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning",
"Ordering": 7744
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU105",
"ContentDescription": "Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts",
"Elaboration": "looking at short recounts or narratives in Auslan and identifying information necessary to communicate with others such as who was involved or when and where the event happened",
"Ordering": 7745
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU105",
"ContentDescription": "Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts",
"Elaboration": "recognising that different signed texts serve different purposes and discussing and comparing these purposes, for example, a procedure is to explain how, a narrative is to entertain",
"Ordering": 7746
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU105",
"ContentDescription": "Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts",
"Elaboration": "identifying how signers use space to track participants through a text, for example by pointing back to an established location to refer to a noun referent",
"Ordering": 7747
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU105",
"ContentDescription": "Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts",
"Elaboration": "identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and noticing how such strategies help maintain interest and support understanding",
"Ordering": 7748
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU106",
"ContentDescription": "Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages",
"Elaboration": "exploring different ways to show the same concept, for example though a picture, a spoken word, a sign, a home sign or a gesture",
"Ordering": 7749
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU106",
"ContentDescription": "Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages",
"Elaboration": "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",
"Ordering": 7750
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU106",
"ContentDescription": "Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages",
"Elaboration": "noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as <span lang=\"asf\" class=\"asf\">D-U-E, N-O-U-N</span>, the fingerspelling of the first letter of corresponding English words, for example <span lang=\"asf\" class=\"asf\">TOILET, FATHER</span>, or abbreviations of English words, for example, state names: <span lang=\"asf\" class=\"asf\">S-A, N-S-W, V-I-C, T-A-S</span>, and organisation names: <span lang=\"asf\" class=\"asf\">N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A</span>, and lexicalised fingerspelling, such as <span lang=\"asf\" class=\"asf\">HOW, BUT, ABOUT, FOR</span>",
"Ordering": 7751
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU106",
"ContentDescription": "Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages",
"Elaboration": "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",
"Ordering": 7752
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU106",
"ContentDescription": "Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages",
"Elaboration": "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",
"Ordering": 7753
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "identifying where and when different people learnt to sign and whether they are from deaf or hearing families",
"Ordering": 7754
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "exploring and providing possible explanations for variation in Auslan fluency among their classmates and members of the Deaf community",
"Ordering": 7755
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family",
"Ordering": 7756
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on accessibility and communication for members of the Deaf community",
"Ordering": 7757
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "considering ways that Auslan is evolving due to different influences, including the capacity for new technologies to store, record and share sign languages",
"Ordering": 7758
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "discussing the degree to which their classroom/school is an Auslan-accessible and Deaf-friendly environment, and how this might be further enhanced",
"Ordering": 7759
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU107",
"ContentDescription": "Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change",
"Elaboration": "investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian Deaf Games or Deaf art exhibitions",
"Ordering": 7760
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own",
"Ordering": 7761
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of ‘difference’, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)",
"Ordering": 7762
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising how they as deaf people live in ways that may be different from how hearing people live and that these ways are primarily visual, for example by responding to prompts such as: <i>Compare how deaf and hearing people get the attention of someone on the other side of the room;</i> and <i>How do deaf and hearing people make sure they wake up at a particular time in the morning?</i>",
"Ordering": 7763
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture",
"Ordering": 7764
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "understanding that culture is more than the visible aspects of people’s lives, that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to themselves as users of Auslan",
"Ordering": 7765
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages",
"Ordering": 7766
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or the positioning of communication partners",
"Ordering": 7767
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising that shared experiences shape cultural values in Auslan and in other cultures, for example, the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on sharing information with each other",
"Ordering": 7768
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 7 and 8",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU108",
"ContentDescription": "Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan",
"Elaboration": "considering how some spaces make deaf people feel comfortable, for example, open-plan spaces with long sight lines allowing easy visual access",
"Ordering": 7769
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "recounting classroom events using indicating, plain and depicting verbs, for example:<div lang=\"asf\" class=\"asf\">MONDAY PRO1-<sub>plural</sub> DS:many-people-go-to SPORT DAY. PRO1 ENJOY</div><div lang=\"en\" class=\"en\"><i>We all went to a sports day on Monday. I enjoyed it.</i></div>",
"Ordering": 7770
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "describing the appearance of people, objects and places using SASS depicting signs and spatial location",
"Ordering": 7771
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "recounting personal experiences using specific time-related signs and conjunctions, such as:<div lang=\"asf\" class=\"asf\">LAST HOLIDAYS PRO1 CAMP</div><div lang=\"en\" class=\"en\"><i>Last holidays I went camping.</i></div>",
"Ordering": 7772
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "describing activities they have completed using some verb modifications to show manner, for example:<div lang=\"asf\" class=\"asf\">PRO1 WRITE-<sub>carelessly</sub></div><div lang=\"en\" class=\"en\"><i>I wrote it very quickly.</i></div>",
"Ordering": 7773
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "interacting with members of the Deaf community to share details of their personal world",
"Ordering": 7774
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "describing relationships between themselves and members of their school community, for example:<div lang=\"asf\" class=\"asf\">PRO3 POSS1 BEST FRIEND</div><div lang=\"en\" class=\"en\"><i>She’s my best friend.</i></div><div lang=\"asf\" class=\"asf\">M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER</div><div lang=\"en\" class=\"en\"><i>Mrs Smith is my science teacher.</i></div>",
"Ordering": 7775
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "recounting events involving more than one person using constructed action",
"Ordering": 7776
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "describing events that they have experienced and how they made them feel, for example:<div lang=\"asf\" class=\"asf\">MONDAY DEAF PERSON VISIT SCHOOL PRO1 EXCITED MEET</div><div lang=\"en\" class=\"en\"><i>On Monday a Deaf visitor came to school. I was excited to meet them.</i></div><div lang=\"asf\" class=\"asf\">MOVIE SCARY BUT PRO1 LIKE</div><div lang=\"en\" class=\"en\"><i>The movie was scary but I liked it.</i></div>",
"Ordering": 7777
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "comparing attributes or characteristics of classmates or classroom objects, for example:<div lang=\"asf\" class=\"asf\">S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED</div><div lang=\"en\" class=\"en\"><i>Sam runs fast but Chris runs the fastest.</i></div><div lang=\"asf\" class=\"asf\">THAT BEST COMPUTER</div><div lang=\"en\" class=\"en\"><i>That’s the best computer.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/epWo-JGhDpc\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7778
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC109",
"ContentDescription": "Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community",
"Elaboration": "comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:<div lang=\"asf\" class=\"asf\">REGULAR SUMMER PRO1-<sub>plural</sub> GROUP-MOVE-TO COUNTRY STAY++ TWO WEEK</div><div lang=\"en\" class=\"en\"><i>We go to the beach for three weeks in summer.</i></div><div lang=\"asf\" class=\"asf\">WEEKEND PRO1 GO-TO-AND-BACK++ CAMP</div><div lang=\"en\" class=\"en\"><i>I go camping on weekends.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/qJMd8gEBUOE\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7779
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "negotiating roles and responsibilities in shared learning activities, using expressions such as:<div lang=\"asf\" class=\"asf\">PRO2 TYPE PRO1 WRITE</div><div lang=\"en\" class=\"en\"><i>You type and I’ll write.</i></div>",
"Ordering": 7780
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "understanding and using expressions of support, encouragement or praise during shared activities, for example, <span lang=\"asf\" class=\"asf\">EXCELLENT, THAT GREAT</span>",
"Ordering": 7781
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:<div lang=\"asf\" class=\"asf\">PRO3 HAVE GLASSES?</div><div lang=\"en\" class=\"en\"><i>Does he have glasses?</i></div>",
"Ordering": 7782
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:<div lang=\"asf\" class=\"asf\">BEST PLAY WHERE?</div><div lang=\"en\" class=\"en\"><i>Where will we play?</i></div><div lang=\"asf\" class=\"asf\">TEAM+ HOW MANY?</div><div lang=\"en\" class=\"en\"><i>How many teams are there?</i></div>",
"Ordering": 7783
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "following and giving directions for outdoor activities such as an obstacle course",
"Ordering": 7784
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:<div lang=\"asf\" class=\"asf\">HANDWRITING PRO1 DON’T-LIKE RATHER TYPING</div><div lang=\"en\" class=\"en\"><i>I don’t like handwriting; I prefer to type it</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/N7ORVJar-Dk\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7785
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC110",
"ContentDescription": "Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions",
"Elaboration": "working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks",
"Ordering": 7786
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "responding to multistep classroom instructions, for example:<div lang=\"asf\" class=\"asf\">IN YOUR COMPUTER FINISH CLICK-ON ELAN</div><div lang=\"en\" class=\"en\"><i>Log in to your computer and then click on ELAN.</i></div>",
"Ordering": 7787
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "asking for repetition or clarification, for example:<div lang=\"asf\" class=\"asf\">THAT RIGHT THAT?</div><div lang=\"en\" class=\"en\"><i>Is that right?</i></div><div lang=\"asf\" class=\"asf\">PRO1 DON’T-UNDERSTAND</div><div lang=\"en\" class=\"en\"><i>I don’t get it.</i></div>",
"Ordering": 7788
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "negotiating turn-taking by using visual or tactile methods in taking or yielding a turn, for example:<div lang=\"asf\" class=\"asf\">PRO2 FIRST NEXT-TURN-<sub>around</sub><sub>-</sub><sub>circle</sub></div><div lang=\"en\" class=\"en\"><i>You go first then we’ll take turns around the group.</i></div>",
"Ordering": 7789
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "using NMFs such as raised eyebrows to indicate interest, or head tilt to indicate lack of understanding",
"Ordering": 7790
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "initiating protocols within the classroom such as: <ul><li>gaining group attention through flashing lights, tapping, foot stomping and waving</li><li>maintaining eye gaze and back-channelling</li><li>positioning seating to keep visual communication clear, for example, sitting across from signers when communicating</li></ul>",
"Ordering": 7791
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "following protocols and using appropriate language when using or accessing an interpreter, for example:<div lang=\"asf\" class=\"asf\">SIT THERE PLEASE CAN YOU?</div><div lang=\"en\" class=\"en\"><i>Can you sit there, please?</i></div>",
"Ordering": 7792
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC111",
"ContentDescription": "Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people",
"Elaboration": "following protocols for interrupting others, such as waiting for pauses in conversations and eye contact, or by using language such as:<div lang=\"asf\" class=\"asf\">HOLD</div><div lang=\"en\" class=\"en\"><i>Hold that thought.</i></div><div lang=\"en\" class=\"en\"><i>QUICK INTERRUPT</i></div><div lang=\"asf\" class=\"asf\">Can I just interrupt you quickly?</div><div class=\"asf-video\"><a href=\"https://youtu.be/901__bU9WSA\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7793
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "retelling key points of multistep information used in classroom interactions, such as announcements or directions for a task",
"Ordering": 7794
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "watching signed texts that show people expressing likes and dislikes and recording and organising their observations in table form",
"Ordering": 7795
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "watching a presentation by a teacher or peer, identifying specific points of information, such as where they went for a holiday or what activities they did",
"Ordering": 7796
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "surveying peers in relation to their interests and preferences, categorising and comparing findings in charts or graphs",
"Ordering": 7797
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "following the steps of a signed demonstration of procedures, such as how to cook something or play a new game",
"Ordering": 7798
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "learning new Auslan vocabulary and language structures through interacting with Deaf visitors, teachers and mentors, recording the new language in personal sign dictionaries",
"Ordering": 7799
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "viewing live or recorded interviews or informal conversations between deaf people in different situations and contexts, identifying key points and topics covered",
"Ordering": 7800
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC112",
"ContentDescription": "Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms",
"Elaboration": "viewing different types of signed texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions",
"Ordering": 7801
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC113",
"ContentDescription": "Convey factual information and opinions in signed texts",
"Elaboration": "describing home and school routines in the correct sequence, for example, weekend activities or their school timetable",
"Ordering": 7802
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC113",
"ContentDescription": "Convey factual information and opinions in signed texts",
"Elaboration": "reporting to the class about a shared school event such as Deaf Sports Day or school camp",
"Ordering": 7803
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC113",
"ContentDescription": "Convey factual information and opinions in signed texts",
"Elaboration": "creating signed texts to explain a hobby or interest using visual supports such as photos or props",
"Ordering": 7804
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC113",
"ContentDescription": "Convey factual information and opinions in signed texts",
"Elaboration": "presenting descriptions of school equipment such as those used in woodwork, science or sports and giving simple signed explanations of how they work",
"Ordering": 7805
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC113",
"ContentDescription": "Convey factual information and opinions in signed texts",
"Elaboration": "instructing the class in a procedural text such as a simple recipe, using props",
"Ordering": 7806
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "participating in Auslan games using simple clauses in creative ways, for example, a freeze tag game, building on a text",
"Ordering": 7807
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "viewing creative performance texts and identifying characters and events from Auslan narratives, poems and theatre performances, such the Australian Theatre of the Deaf",
"Ordering": 7808
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "viewing and expressing personal responses to creative visual texts such as handshape art and art produced by/about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan",
"Ordering": 7809
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "comparing versions of creative signed texts and indicating preferences, for example, between different Auslan versions of the same story signed by different deaf people",
"Ordering": 7810
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "responding to signed poems and ‘visual vernacular’ descriptions of a character’s appearance by shadowing, mimicking and drawing, for example, work by Frédéric Vaghi",
"Ordering": 7811
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "participating in performance activities such as unscripted response-to-stimulus role-plays, recognising how characters’ feelings and attitudes are expressed through NMFs and manner",
"Ordering": 7812
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC114",
"ContentDescription": "Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork",
"Elaboration": "viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience",
"Ordering": 7813
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "participating in games and activities that focus on depicting the appearance and characteristics of people, animals or objects and their relationships",
"Ordering": 7814
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "working collaboratively to create and present signed skits to entertain a targeted audience",
"Ordering": 7815
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "re-enacting individual short stories or wordless animations that include two or more characters and their interactions through the use of constructed action",
"Ordering": 7816
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "reinterpreting creative texts for effect, for example by changing emotions or movements through the use of NMFs and manner",
"Ordering": 7817
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "using ‘visual vernacular’ to enact short scenarios involving imaginary characters, contexts and objects, by employing a range of depicting signs and constructed action",
"Ordering": 7818
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "choreographing and performing a creative text (dance, signed song, poem), incorporating Auslan and focusing on matching timing, beat and rhythm",
"Ordering": 7819
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "performing stories for a live audience with a focus on the visual communication of emotion and humour",
"Ordering": 7820
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon",
"Ordering": 7821
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "creating original handshape poetry to present at a school assembly or community festival",
"Ordering": 7822
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC115",
"ContentDescription": "Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects",
"Elaboration": "creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses",
"Ordering": 7823
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "translating the school song into Auslan with support, identifying words or phrases that do not easily translate and finding suitable equivalents in Auslan that match the English concept",
"Ordering": 7824
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "shadowing online Auslan translations and captioning, such as the <i>Catching Fire</i> series of safety videos or the emergency disaster preparedness videos",
"Ordering": 7825
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "comparing their own translations of short familiar texts with those of their classmates, noting discrepancies or variations and discussing possible reasons for these",
"Ordering": 7826
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "observing and interacting with deaf guests to the classroom who use different signed languages, such as ASL or a traditional signed language used by deaf Aboriginal and Torres Strait Islander elders, identifying differences between the languages and acting as interpreter with support",
"Ordering": 7827
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "creating basic translations of song lyrics or simple poems from English to Auslan",
"Ordering": 7828
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "translating and explaining the meaning of words or expressions associated with figurative language use in Auslan, such as <i>train gone, sorry</i> and comparing these to some common English idioms",
"Ordering": 7829
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "conducting sight translations of plain, high-interest, low-readability English texts such as short news articles that are written for their age group",
"Ordering": 7830
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "comparing existing translations in Auslan of narratives, such as fairytales or short stories, to their own ideas of how they would translate specific segments of these texts",
"Ordering": 7831
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC116",
"ContentDescription": "Translate and interpret different types of familiar short texts, demonstrating awareness of individual interpretations of meaning",
"Elaboration": "explaining the role of accredited Auslan–English interpreters and that of Deaf interpreters, demonstrating through role-play correct protocols for working with interpreters",
"Ordering": 7832
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC117",
"ContentDescription": "Create bilingual texts such as notices, displays or newsletters for use in the wider school community",
"Elaboration": "creating captions for pre-recorded signed texts to be used in a variety of school contexts, for example, a translation of the Auslan version of the school song or a ‘welcome to the school’ video",
"Ordering": 7833
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC117",
"ContentDescription": "Create bilingual texts such as notices, displays or newsletters for use in the wider school community",
"Elaboration": "creating bilingual texts for use in the school community, such as informative posters that include signed images or digital library displays about Auslan, considering how to represent meaning in the two languages for different audiences",
"Ordering": 7834
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC117",
"ContentDescription": "Create bilingual texts such as notices, displays or newsletters for use in the wider school community",
"Elaboration": "composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements",
"Ordering": 7835
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC117",
"ContentDescription": "Create bilingual texts such as notices, displays or newsletters for use in the wider school community",
"Elaboration": "using bilingual online dictionaries and electronic tools to compose bilingual texts such as an online Auslan–English version of a school newsletter",
"Ordering": 7836
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC117",
"ContentDescription": "Create bilingual texts such as notices, displays or newsletters for use in the wider school community",
"Elaboration": "contributing items of signed news and information to a bilingual school website or web page associated with their class, school or local community",
"Ordering": 7837
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence",
"Ordering": 7838
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing",
"Ordering": 7839
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of",
"Ordering": 7840
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity",
"Ordering": 7841
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning",
"Ordering": 7842
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture",
"Ordering": 7843
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes",
"Ordering": 7844
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing",
"Ordering": 7845
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses",
"Ordering": 7846
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information",
"Ordering": 7847
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance",
"Ordering": 7848
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community",
"Ordering": 7849
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family",
"Ordering": 7850
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants",
"Ordering": 7851
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC118",
"ContentDescription": "Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces",
"Elaboration": "discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community",
"Ordering": 7852
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, responding to prompts such as <i>What are the main differences you notice when observing a conversation between deaf people and one between hearing people?</i>",
"Ordering": 7853
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "reflecting on similarities and differences in language and communication access, such as the extent of incidental learning acquired by hearing children through interaction with their external environment, for example by overhearing conversations or news on the radio",
"Ordering": 7854
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "reflecting on similarities and differences between signed language and spoken language users when joining interactions, taking turns, using names, or passing between people who are communicating with each other",
"Ordering": 7855
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "identifying and comparing how various emotions and different attitudes such as respect, shyness, exuberance or embarrassment are expressed across different languages and cultures",
"Ordering": 7856
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "reflecting on the experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their own perceptions, understandings or attitudes",
"Ordering": 7857
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "reflecting on social attitudes and on their own reactions to observed responses to differences in behaviours or communicative styles, such as their feelings when hearing people fail to make eye contact with them during interactions in the wider community",
"Ordering": 7858
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC119",
"ContentDescription": "Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed",
"Elaboration": "reflecting on how their own ways of communicating may be interpreted when interacting with hearing people, and on how they may need to modify elements of their behaviour, such as the use of eye contact, facial expression or body language, and to consider other communication strategies such as the use of notes or gestures",
"Ordering": 7859
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "understanding that NMFs are important in sign language for marking forms such as questions",
"Ordering": 7860
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body",
"Ordering": 7861
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "identifying the NMFs in statements, yes/no questions, wh- questions, and negatives",
"Ordering": 7862
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "noticing that in signed languages meaning can be expressed through signs or through fingerspelling",
"Ordering": 7863
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object",
"Ordering": 7864
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary",
"Ordering": 7865
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU120",
"ContentDescription": "Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs",
"Elaboration": "exploring, with support, software such as ELAN to annotate signed texts",
"Ordering": 7866
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical signing and gesture",
"Ordering": 7867
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "understanding that fully-lexical signs are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs can be changed to show information such as location or who is involved in indicating verbs",
"Ordering": 7868
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages, for example, <span lang=\"asf\" class=\"asf\">5-YEARS-OLD</span> or adverbs of time, for example, <span lang=\"asf\" class=\"asf\">3-WEEKS-AGO</span> or pronouns, for example, <span lang=\"asf\" class=\"asf\">WE3, WE4</span>",
"Ordering": 7869
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "identifying where and how a signer has established a location in space (through pointing, modifying the movement of a verb, or locating a non-body-anchored noun sign)",
"Ordering": 7870
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "recognising that signers must make explicit which referent is associated with a location",
"Ordering": 7871
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "recognising that signers can set up referents in the signing space close to them (viewer space), for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table or distant (diagrammatic) for example, using 5claw in two locations to represent two houses",
"Ordering": 7872
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "identifying independently instances of DSs and their type",
"Ordering": 7873
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another",
"Ordering": 7874
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU121",
"ContentDescription": "Understand that signs can include different information, including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action",
"Elaboration": "knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions",
"Ordering": 7875
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example <span lang=\"asf\" class=\"asf\">WRITE-</span><sub><span lang=\"asf\" class=\"asf\">carelessly</span></sub>)",
"Ordering": 7876
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: <span lang=\"asf\" class=\"asf\">MAN-SPRINT</span> (base form), <span lang=\"asf\" class=\"asf\">MAN SPRINT</span><sub><span lang=\"asf\" class=\"asf\">-</span></sub><sub><span lang=\"asf\" class=\"asf\">fast</span></sub> (manner added)",
"Ordering": 7877
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)",
"Ordering": 7878
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings",
"Ordering": 7879
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "recognising how conjunctions such as <span lang=\"asf\" class=\"asf\">PLUS, IF</span> or <span lang=\"asf\" class=\"asf\">BUT</span> are used to join clauses and create cohesion",
"Ordering": 7880
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs",
"Ordering": 7881
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance",
"Ordering": 7882
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU122",
"ContentDescription": "Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs",
"Elaboration": "realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements",
"Ordering": 7883
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU123",
"ContentDescription": "Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text",
"Elaboration": "identifying differences in different types of texts, for example by looking at a monologic recount compared to a dialogic one, and noticing differences such as the use of back-channels or hesitations",
"Ordering": 7884
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU123",
"ContentDescription": "Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text",
"Elaboration": "conducting an analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer",
"Ordering": 7885
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU123",
"ContentDescription": "Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text",
"Elaboration": "noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space",
"Ordering": 7886
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU123",
"ContentDescription": "Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text",
"Elaboration": "noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example <span lang=\"asf\" class=\"asf\">BUT</span> and <span lang=\"asf\" class=\"asf\">G:WELL</span>",
"Ordering": 7887
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU123",
"ContentDescription": "Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text",
"Elaboration": "identifying where signers have established referents in locations in a text and noticing how this helps the audience to recognise who or what the referents are (actor and undergoer)",
"Ordering": 7888
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU123",
"ContentDescription": "Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text",
"Elaboration": "noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs <span lang=\"asf\" class=\"asf\">NEXT</span> or <span lang=\"asf\" class=\"asf\">G:WELL</span> or NMFs and pausing",
"Ordering": 7889
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU124",
"ContentDescription": "Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times",
"Elaboration": "recognising that there is a greater degree of flexibility and variability in ‘oral’ languages such as Auslan that only exist in face-to-face form, compared to spoken languages that are written down and that are passed on from parents to children",
"Ordering": 7890
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU124",
"ContentDescription": "Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times",
"Elaboration": "understanding that other signed languages such as BSL, ISL and ASL have influenced Auslan over different periods of time",
"Ordering": 7891
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU124",
"ContentDescription": "Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times",
"Elaboration": "recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, <span lang=\"asf\" class=\"asf\">COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE</span>",
"Ordering": 7892
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU124",
"ContentDescription": "Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times",
"Elaboration": "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 <span lang=\"asf\" class=\"asf\">FILM</span> (old sign), <span lang=\"asf\" class=\"asf\">TOILET</span> (old sign)",
"Ordering": 7893
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU124",
"ContentDescription": "Explore the concept of language flexibility, variation and change in relation to the use of Auslan across different contexts and times",
"Elaboration": "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, or the vehicle handshape in depicting signs",
"Ordering": 7894
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics",
"Ordering": 7895
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms",
"Ordering": 7896
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages",
"Ordering": 7897
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "recognising that some languages have no written form and have historically been passed on face to face/orally, making them less well recorded and documented",
"Ordering": 7898
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed",
"Ordering": 7899
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects",
"Ordering": 7900
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms",
"Ordering": 7901
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "identifying language documentation tools, such as ELAN, as important ways of recording, transmitting and maintaining the vitality of a language",
"Ordering": 7902
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU125",
"ContentDescription": "Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages",
"Elaboration": "recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language",
"Ordering": 7903
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or as adults in the Deaf community",
"Ordering": 7904
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "exploring ways in which language choices reflect attitudes towards certain topics, such as oralism or cochlear implants, identifying examples of sign choices that reflect particular attitudes or views",
"Ordering": 7905
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "understanding that knowledge about past and present Deaf people and about Deaf cultural values is embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embody cultural meaning, regarding distinctions made and values placed on fluent or awkward signing",
"Ordering": 7906
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "identifying differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages",
"Ordering": 7907
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, and using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly",
"Ordering": 7908
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "appreciating the cultural value and importance of festivals and other events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity",
"Ordering": 7909
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions among members of either community",
"Ordering": 7910
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "7–10 Sequence",
"Level": "Levels 9 and 10",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU126",
"ContentDescription": "Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages",
"Elaboration": "understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience",
"Ordering": 7911
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "interacting with others using greetings according to relationship, context and time of day, for example: <span lang=\"asf\" class=\"asf\">HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S</span>",
"Ordering": 7912
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "asking and answering questions about families, friends, pets, routines or pastimes, for example:<div lang=\"asf\" class=\"asf\">PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?</div><div lang=\"en\" class=\"en\"><i>How do you get to school?</i></div><div lang=\"asf\" class=\"asf\">WHAT POSS2 FAVOURITE SPORT WHAT?</div><div lang=\"en\" class=\"en\"><i>What’s your favourite sport?</i></div><div lang=\"asf\" class=\"asf\">POSS1 BIRTHDAY WHEN D-E-C</div><div lang=\"en\" class=\"en\"><i>My birthday is in December.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/5YeTnZLmoYY\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7913
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example:<div lang=\"asf\" class=\"asf\">THANK-YOU HELP-<sub>me</sub></div><div lang=\"en\" class=\"en\"><i>Thank you for helping me.</i></div><div lang=\"asf\" class=\"asf\">SORRY A-C-C</div><div lang=\"en\" class=\"en\"><i>I’m sorry, it was an accident.</i></div><div lang=\"asf\" class=\"asf\">GOOD-LUCK POSS2 RACE</div><div lang=\"en\" class=\"en\"><i>Good luck for your race.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/MFqnT4v8If8\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7914
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "introducing themselves or a friend to class visitors, for example:<div lang=\"asf\" class=\"asf\">HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN</div><div lang=\"en\" class=\"en\"><i>Hi, my name’s Gavin and this is my sign name</i>.</div><div class=\"asf-video\"><a href=\"https://youtu.be/XfIEE32xHNg\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7915
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "supporting interaction when socialising with their peers, for example by indicating agreement or disagreement through nodding or head shaking",
"Ordering": 7916
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "recounting personal experiences using specific time markers such as <span lang=\"asf\" class=\"asf\">BEFORE, AFTER, LONG-TIME-AGO, YESTERDAY</span>",
"Ordering": 7917
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "recounting experiences shared as a class, such as excursions or special visitors, using appropriate sequencing of information",
"Ordering": 7918
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "describing family members, friends or teachers in terms of physical appearance and characteristics, for example:<div lang=\"asf\" class=\"asf\">PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES?</div><div lang=\"en\" class=\"en\"><i>You know the principal? She’s short, has long hair and wears glasses.</i></div><div lang=\"asf\" class=\"asf\">POSS1 BROTHER OLD++ TALL SKINNY</div><div lang=\"en\" class=\"en\"><i>My brother is older</i><i>; he’s tall and skinny</i>.</div><div class=\"asf-video\"><a href=\"https://youtu.be/KKehSdE_DZs\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7919
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "comparing likes, dislikes and preferences, for example:<div lang=\"asf\" class=\"asf\">PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE</div><div lang=\"en\" class=\"en\"><i>I like apples but I don’t like oranges.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/HlkKrQW4bu8\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7920
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example:<div lang=\"asf\" class=\"asf\">PRO3 TEASE-<sub>me</sub></div><div lang=\"en\" class=\"en\"><i>She teased me.</i></div><div lang=\"asf\" class=\"asf\">NOW PRO1 HAPPY BEFORE PRO1 CRANKY</div><div lang=\"en\" class=\"en\"><i>I’m happy now but before I was cranky</i>.</div><div class=\"asf-video\"><a href=\"https://youtu.be/kfv9DsYX8jM\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7921
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example:<div lang=\"asf\" class=\"asf\">S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED</div><div lang=\"en\" class=\"en\"><i>Sam runs fast but Chris runs the fastest</i><i>.</i></div><div lang=\"asf\" class=\"asf\">THAT BEST COMPUTER</div><div lang=\"en\" class=\"en\"><i>That’s the best computer</i><i>.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/0cXPxlOYEoU\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7922
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "sharing information about personal experiences or recent events, using time markers that incorporate numerals, such as <span lang=\"asf\" class=\"asf\">THREE-DAYS-AGO, NEXT-WEEK, LAST YEAR, IN-TWO-DAYS</span>",
"Ordering": 7923
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate",
"Ordering": 7924
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "describing class activities using plain or indicating verbs, modifying the indicating verbs some of the time, for example:<div lang=\"asf\" class=\"asf\">THERE SIT BOOK READ, FINISH PUT++</div><div lang=\"en\" class=\"en\"><i>Over there we sit and read books, and when we’re finished we put them away.</i></div><div lang=\"asf\" class=\"asf\">PENCIL PRO1 GIVE++</div><div lang=\"en\" class=\"en\"><i>I’ll give out the pencils.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/iVok2LVRLgg\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7925
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "conversing with friends using appropriate turn-taking strategies",
"Ordering": 7926
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "asking and answering questions related to time, place, number, days of the week, months and seasons, for example:<div lang=\"asf\" class=\"asf\">WHY SHOULD LOOK-<sub>left</sub> LOOK-<sub>right</sub> BEFORE ROAD CROSS</div><div lang=\"en\" class=\"en\"><i>Why do we need to look left and right before crossing the road?</i></div><div lang=\"asf\" class=\"asf\">ONE WEEK DS:length HOW-MANY DAY?</div><div lang=\"en\" class=\"en\"><i>How many days in a week?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/9mk04fErR4I\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7927
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC001",
"ContentDescription": "Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills",
"Elaboration": "describing relationships between members of their family or between classmates, for example:<div lang=\"asf\" class=\"asf\">PRO3 POSS1 COUSIN WE2 GOOD FRIEND.</div><div lang=\"en\" class=\"en\"><i>She’s my cousin</i><i>; we’re good friends.</i></div><div lang=\"asf\" class=\"asf\">POSS3 FATHER PUNISH PRO3</div><div lang=\"en\" class=\"en\"><i>Her father punished her.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/x6E1Xi7_6tY\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7928
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, <i>I went to the market and I bought … Old MacDonald had a farm …</i>",
"Ordering": 7929
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "participating in activities that involve classifying objects by attributes such as shapes, colours and numbers",
"Ordering": 7930
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as<div lang=\"asf\" class=\"asf\">DS:turn-left DEAD-END DS:turn-right</div><div lang=\"en\" class=\"en\"><i>Go left, then at the end turn right.</i></div><div lang=\"asf\" class=\"asf\">PLEASE BRING MILK FRIDGE DS:open-door POINT</div><div lang=\"en\" class=\"en\"><i>Please bring the milk</i><i>; it’s at the bottom of the fridge door.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/5Gc4rfQM8T0\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7931
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "playing games that involve choice, memory or information exchange to reinforce number skills or language patterns",
"Ordering": 7932
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "collaborating in art or craft activities that involve making decisions about choices or contributions",
"Ordering": 7933
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back",
"Ordering": 7934
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC002",
"ContentDescription": "Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items",
"Elaboration": "participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback",
"Ordering": 7935
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call",
"Ordering": 7936
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "asking for help, offering assistance or requesting permission in polite ways, for example:<div lang=\"asf\" class=\"asf\">PLEASE HELP-<sub>me</sub>?</div><div lang=\"en\" class=\"en\"><i>Can you help me, please?</i></div><div lang=\"asf\" class=\"asf\">CAN SHARE?</div><div lang=\"en\" class=\"en\"><i>Can we share these?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/gxci9FUZpKc\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7937
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions",
"Ordering": 7938
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "following instructions for class routines, for example:<div lang=\"asf\" class=\"asf\">PLEASE WITH-2++ DS:sit-opposite</div><div lang=\"en\" class=\"en\"><i>Please find a partner and sit opposite each other.</i></div><div lang=\"asf\" class=\"asf\">DS:line-up PLEASE</div><div lang=\"en\" class=\"en\"><i>Line up, please.</i></div><div lang=\"asf\" class=\"asf\">LOOK-AT-<sub>me</sub> PRO1</div><div lang=\"en\" class=\"en\"><i>Look to the front.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/hmG7k8NzAKY\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7939
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention",
"Ordering": 7940
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "following protocols such as stopping when lights are flashed, and observing appropriate distance between signers",
"Ordering": 7941
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement",
"Ordering": 7942
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "formulating different kinds of open and closed questions, including <span lang=\"asf\" class=\"asf\">WHEN</span>, <span lang=\"asf\" class=\"asf\">WHY</span> and <span lang=\"asf\" class=\"asf\">HOW</span> questions",
"Ordering": 7943
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "signing appropriately to maintain or change a topic, to remain on task and take turns",
"Ordering": 7944
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding",
"Ordering": 7945
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "negotiating turn-taking, for example:<div lang=\"asf\" class=\"asf\">PRO1 FIRST YOUR-TURN</div><div lang=\"en\" class=\"en\"><i>It’s my turn first, then your turn.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/b8sBty89SX8\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7946
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom",
"Ordering": 7947
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC003",
"ContentDescription": "Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking",
"Elaboration": "using the appropriate NMFs for asking questions and making statements when interacting in small groups",
"Ordering": 7948
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "retelling and responding to key points of information in class messages, directions or introductions",
"Ordering": 7949
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class",
"Ordering": 7950
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects",
"Ordering": 7951
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "identifying and categorising signs in simple Auslan texts according to handshape",
"Ordering": 7952
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course",
"Ordering": 7953
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers",
"Ordering": 7954
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information",
"Ordering": 7955
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC004",
"ContentDescription": "Identify specific points of information in simple Auslan texts and use the information to complete guided tasks",
"Elaboration": "recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world",
"Ordering": 7956
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape",
"Ordering": 7957
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work",
"Ordering": 7958
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps",
"Ordering": 7959
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs",
"Ordering": 7960
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "recounting to the class details of a personal experience such as a holiday or weekend event",
"Ordering": 7961
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch",
"Ordering": 7962
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "categorising and displaying pictures of signs, for example on a handshape wall",
"Ordering": 7963
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "presenting specific information such as a weather report using visual prompts or a digital presentation",
"Ordering": 7964
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation",
"Ordering": 7965
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts",
"Ordering": 7966
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC005",
"ContentDescription": "Present information about self, family, people, places and things using signed descriptions and visual prompts",
"Elaboration": "providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’",
"Ordering": 7967
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting",
"Ordering": 7968
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives",
"Ordering": 7969
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as <span lang=\"asf\" class=\"asf\">LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY</span>",
"Ordering": 7970
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings",
"Ordering": 7971
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as <span lang=\"asf\" class=\"asf\">WHAT YOUR NAME? or YOU HUNGRY G:WELL?</span>",
"Ordering": 7972
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’",
"Ordering": 7973
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’",
"Ordering": 7974
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance",
"Ordering": 7975
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC006",
"ContentDescription": "Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action",
"Elaboration": "viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events",
"Ordering": 7976
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action",
"Ordering": 7977
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement",
"Ordering": 7978
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’",
"Ordering": 7979
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "depicting the movement of people, animals or means of transport by using handshapes in creative ways",
"Ordering": 7980
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "creating amusing sequences of signs using a fixed handshape, such as <span lang=\"asf\" class=\"asf\">YOU THINK PRO1 SHY</span>",
"Ordering": 7981
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon",
"Ordering": 7982
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "experimenting with facial expressions to match different emotional expressions, such as <span lang=\"asf\" class=\"asf\">HAPPY, SCARED, TIRED</span>",
"Ordering": 7983
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences",
"Ordering": 7984
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "representing objects using combined bodies and hands in amusing or creative ways",
"Ordering": 7985
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures",
"Ordering": 7986
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "making their own handshape creations",
"Ordering": 7987
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC007",
"ContentDescription": "Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action",
"Elaboration": "assuming the role of a character from a story and responding to signed questions from classmates, such as:<div lang=\"asf\" class=\"asf\">YOUR NOSE DS:long-nose WHY?</div><div lang=\"en\" class=\"en\"><i>Why is your nose so long, Pinocchio?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/PJl-pJTbUJ8\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 7988
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC008",
"ContentDescription": "Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ",
"Elaboration": "recognising that every language uses words or signs to make meaning",
"Ordering": 7989
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC008",
"ContentDescription": "Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ",
"Elaboration": "identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet",
"Ordering": 7990
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC008",
"ContentDescription": "Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ",
"Elaboration": "participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book",
"Ordering": 7991
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC008",
"ContentDescription": "Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ",
"Elaboration": "translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, <span lang=\"asf\" class=\"asf\">DOG, CAT, BIRD</span>",
"Ordering": 7992
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC008",
"ContentDescription": "Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ",
"Elaboration": "comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, <span lang=\"asf\" class=\"asf\">HOW-ARE-YOU?</span> compared to <span lang=\"asf\" class=\"asf\"><i>How are you?</i></span>",
"Ordering": 7993
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC009",
"ContentDescription": "Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words",
"Elaboration": "labelling objects and classroom items in both English and Auslan, using posters, word cards and alphabet cards, pictures and images of Auslan signs and words, for example, ‘<i>a is for apple’</i> with a fingerspelled letter for ‘a’",
"Ordering": 7994
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC009",
"ContentDescription": "Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words",
"Elaboration": "creating and using handshape images to represent signs and label with words, for example, flat hand = <em>FISH</em>",
"Ordering": 7995
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC009",
"ContentDescription": "Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words",
"Elaboration": "developing a simple handshape dictionary with English captions",
"Ordering": 7996
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC009",
"ContentDescription": "Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words",
"Elaboration": "using photos of family members to create a family tree or similar representation of relationships, captioning and labelling in English with corresponding images of Auslan signs for each family member",
"Ordering": 7997
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children",
"Ordering": 7998
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "exploring concepts of difference and sameness",
"Ordering": 7999
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "representing their relationships with others by drawing pictures, adding captions to photos, creating posters or digital presentations to depict their family, labelling immediate and extended family members as <i>deaf</i> or <i>hearing</i>",
"Ordering": 8000
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society",
"Ordering": 8001
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "identifying and describing physical markers of identity among deaf children, for example hearing devices such as hearing aids, cochlear implants and FM systems",
"Ordering": 8002
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "identifying and discussing their own and each other’s family names, given name/s and name signs",
"Ordering": 8003
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "identifying elements of their behaviours or relationships that mark their individual or Deaf community identity such as the use of Auslan",
"Ordering": 8004
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "identifying places that are significant to them personally and are important to their identity",
"Ordering": 8005
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of belonging, for example those that facilitate face-to-face communication",
"Ordering": 8006
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family",
"Ordering": 8007
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC010",
"ContentDescription": "Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community",
"Elaboration": "exploring their shared experience as ‘people of the eye’, for example by identifying the importance of space for waving or using flashing lights to gain attention or to give visual applause",
"Ordering": 8008
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC011",
"ContentDescription": "Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games",
"Elaboration": "comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community",
"Ordering": 8009
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC011",
"ContentDescription": "Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games",
"Elaboration": "discussing changes or adaptations they have to make to their communicative style when interacting with non-signers",
"Ordering": 8010
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, <span lang=\"asf\" class=\"asf\">COCKATOO</span> (hs:5) and <span lang=\"asf\" class=\"asf\">SOCCER</span> (hs:fist)",
"Ordering": 8011
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "recognising that signs are categorised by the handshape at the start of the sign",
"Ordering": 8012
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known",
"Ordering": 8013
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, <span lang=\"asf\" class=\"asf\">THROUGH</span> (forwards) or <span lang=\"asf\" class=\"asf\">FULL</span> (down to up)",
"Ordering": 8014
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as <span lang=\"asf\" class=\"asf\">SEE</span> (head/face), <span lang=\"asf\" class=\"asf\">SAY</span> (mouth/chin), <span lang=\"asf\" class=\"asf\">WHY</span> (chest), <span lang=\"asf\" class=\"asf\">TALK</span> (hand) and <span lang=\"asf\" class=\"asf\">ONE</span> (signing space)",
"Ordering": 8015
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs",
"Ordering": 8016
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "recognising that some signs are iconic, linking to the appearance of a referent, for example, <span lang=\"asf\" class=\"asf\">HOUSE, TREE, DRINK, ELEPHANT</span> and that some are not, such as <span lang=\"asf\" class=\"asf\">SISTER, WHY, SIMPLE</span>",
"Ordering": 8017
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’",
"Ordering": 8018
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU012",
"ContentDescription": "Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic",
"Elaboration": "experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet",
"Ordering": 8019
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU013",
"ContentDescription": "Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships",
"Elaboration": "realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming",
"Ordering": 8020
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU013",
"ContentDescription": "Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships",
"Elaboration": "describing the range of signing space in normal signed discourse",
"Ordering": 8021
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU013",
"ContentDescription": "Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships",
"Elaboration": "noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, <span lang=\"asf\" class=\"asf\">5-YEARS-OLD</span>) or adverbs of time (for example, <span lang=\"asf\" class=\"asf\">3-WEEKS-AGO</span>) or pronouns (<span lang=\"asf\" class=\"asf\">WE3, WE4</span>)",
"Ordering": 8022
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU013",
"ContentDescription": "Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships",
"Elaboration": "noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, <span lang=\"asf\" class=\"asf\">WE2</span> (inclusive) and <span lang=\"asf\" class=\"asf\">WE3</span> (inclusive) or <span lang=\"asf\" class=\"asf\">WE2-NOT-INCLUDING-YOU</span> (exclusive)",
"Ordering": 8023
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU013",
"ContentDescription": "Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships",
"Elaboration": "noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:<div><span lang=\"asf\" class=\"asf\">PRO1 ASK PRO3</span> versus <span lang=\"asf\" class=\"asf\">PRO1 ASK-<sub>her</sub></span></div><div lang=\"asf\" class=\"asf\">PRO3 ASK-<sub>me</sub> CA:I-was-shocked</div><div class=\"asf-video\"><a href=\"https://youtu.be/yVl-nGBxnmY\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8024
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU013",
"ContentDescription": "Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships",
"Elaboration": "identifying what sort of things can be represented in a DS by a particular handshape, for example a distant <i>person</i>, <i>pole</i> or <i>tree</i> can be represented by a point handshape, and a <i>cylinder</i> can be traced by a C handshape",
"Ordering": 8025
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "categorising noun signs into those for people, animals, places or things",
"Ordering": 8026
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "understanding that proper nouns can have a sign name or be fingerspelled",
"Ordering": 8027
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "knowing that adjectives describe nouns in different ways, such as how they look (<span lang=\"asf\" class=\"asf\">BIG or RED</span>), feel (<span lang=\"asf\" class=\"asf\">SOFT</span> or <span lang=\"asf\" class=\"asf\">HOT</span>), smell (<span lang=\"asf\" class=\"asf\">SMELLY</span>) or sound (<span lang=\"asf\" class=\"asf\">LOUD</span>)",
"Ordering": 8028
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "identifying verb signs (<span lang=\"asf\" class=\"asf\">SIT, EAT, FEEL, WONDER, HAVE</span>) and recognising that they are central to a clause",
"Ordering": 8029
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "recognising that there is no verb ‘to be’ in Auslan",
"Ordering": 8030
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "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,<div lang=\"asf\" class=\"asf\">CALL-<sub>him</sub></div><div lang=\"en\" class=\"en\"><i>I called him.</i></div><div lang=\"asf\" class=\"asf\">MAN THERE GO-TO POSS3 HOUSE</div><div lang=\"en\" class=\"en\"><i>That man went to his house.</i></div><div lang=\"asf\" class=\"asf\">BIG MONSTER SCREAM</div><div lang=\"en\" class=\"en\"><i>A big monster screamed.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/RRuQHPs9hh4\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8031
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "recognising different nouns in clauses, including those that are shown with a pointing sign, such as <span lang=\"asf\" class=\"asf\">GIRL READ</span> versus <span lang=\"asf\" class=\"asf\">PRO3 READ</span>, or <span lang=\"asf\" class=\"asf\">VISIT FRIEND</span> versus <span lang=\"asf\" class=\"asf\">VISIT PRO3</span>",
"Ordering": 8032
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "noticing that Auslan has more flexibility in word order than English",
"Ordering": 8033
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "distinguishing between clauses that are statements and those that are questions",
"Ordering": 8034
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU014",
"ContentDescription": "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",
"Elaboration": "knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)<div lang=\"asf\" class=\"asf\">MAN WALK SLOW</div><div lang=\"asf\" class=\"asf\">DS(point):man-walks-slowly</div><div lang=\"asf\" class=\"asf\">CA:man-swinging-arms-nonchalantly</div><div class=\"asf-video\"><a href=\"https://youtu.be/TSwRoN3tLnw\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8035
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU015",
"ContentDescription": "Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose",
"Elaboration": "recognising that texts are made up of one or more clauses which together make meaning",
"Ordering": 8036
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU015",
"ContentDescription": "Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose",
"Elaboration": "recognising that different signed texts serve different purposes, and discussing and comparing these purposes (for example, the text genre <i>procedure</i> is to explain how, a <i>narrative</i> is to narrate, tell or entertain)",
"Ordering": 8037
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU015",
"ContentDescription": "Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose",
"Elaboration": "identifying characteristic structures and features of particular types of Auslan texts and noticing how they suit the intended purpose, for example, the expression of emotions in a recount compared to presenting facts in an information report",
"Ordering": 8038
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU015",
"ContentDescription": "Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose",
"Elaboration": "identifying different signs used by a signer to refer to the same person in a text, considering how this helps to maintain interest and understanding",
"Ordering": 8039
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU016",
"ContentDescription": "Understand that all languages including signed languages vary and borrow words and signs from each other",
"Elaboration": "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",
"Ordering": 8040
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU016",
"ContentDescription": "Understand that all languages including signed languages vary and borrow words and signs from each other",
"Elaboration": "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",
"Ordering": 8041
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU016",
"ContentDescription": "Understand that all languages including signed languages vary and borrow words and signs from each other",
"Elaboration": "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",
"Ordering": 8042
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU016",
"ContentDescription": "Understand that all languages including signed languages vary and borrow words and signs from each other",
"Elaboration": "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",
"Ordering": 8043
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU016",
"ContentDescription": "Understand that all languages including signed languages vary and borrow words and signs from each other",
"Elaboration": "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",
"Ordering": 8044
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU017",
"ContentDescription": "Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world",
"Elaboration": "identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map",
"Ordering": 8045
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU017",
"ContentDescription": "Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world",
"Elaboration": "exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate",
"Ordering": 8046
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU017",
"ContentDescription": "Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world",
"Elaboration": "recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language",
"Ordering": 8047
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU017",
"ContentDescription": "Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world",
"Elaboration": "recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages",
"Ordering": 8048
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU018",
"ContentDescription": "Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them",
"Elaboration": "recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own",
"Ordering": 8049
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU018",
"ContentDescription": "Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them",
"Elaboration": "appreciating that culture and cultural difference means that people may value different things or live differently, and noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)",
"Ordering": 8050
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU018",
"ContentDescription": "Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them",
"Elaboration": "exploring how hearing people live in ways that may be different from how deaf people live, for example by responding to stimuli such as: <i>Compare how deaf and hearing people know someone is at the front door</i>. or <i>How do deaf and hearing people wake up in the morning</i>?",
"Ordering": 8051
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU018",
"ContentDescription": "Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them",
"Elaboration": "recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture",
"Ordering": 8052
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU018",
"ContentDescription": "Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them",
"Elaboration": "recognising the importance of language, community and culture in relation to their own lives and in relation to other language groups and their communities",
"Ordering": 8053
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Foundation to Level 2",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU018",
"ContentDescription": "Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them",
"Elaboration": "considering how some spaces make deaf people feel comfortable, for example, contexts where distance between signers allows for easy visual access",
"Ordering": 8054
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "sharing feelings about important experiences or events, for example:<div lang=\"asf\" class=\"asf\">PRO1 EXCITED HOLIDAY SOON</div><div lang=\"en\" class=\"en\"><i>I am excited about the holidays</i><i>.</i></div><div lang=\"asf\" class=\"asf\">POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD</div><div lang=\"en\" class=\"en\"><i>I was sad when my friend moved away.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/2Ea1M-DQ0GU\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8055
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "discussing preferences in relation to school or community activities, using comparatives and superlatives<div lang=\"asf\" class=\"asf\">PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART</div><div lang=\"en\" class=\"en\"><i>I like maths and science, but my favourite subject is art.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/n1RpI0lK8gU\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8056
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "comparing routines or activities, using signs for time, sequence and location, such as:<div lang=\"asf\" class=\"asf\">WHAT TIME PRO2 GO-TO-BED?</div><div lang=\"en\" class=\"en\"><i>What time do you go to bed?</i></div><div lang=\"asf\" class=\"asf\">EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL?</div><div lang=\"en\" class=\"en\"><i>Every Monday my class has reading, then maths, then swimming. What about your class?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/0XOgP9wX_bI\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8057
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time",
"Ordering": 8058
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "interacting with younger children or with people who are just beginning to learn to sign, adapting language to suit the situation",
"Ordering": 8059
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "describing actions and activities using NMFs to show manner, for example, <span lang=\"asf\" class=\"asf\">PRO1 <strong>WORK</strong></span> versus <span lang=\"asf\" class=\"asf\">PRO1 <strong>WORK-<sub>hard</sub></strong></span>",
"Ordering": 8060
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "participating in online exchanges such as vlogs to compare daily routines or interests with other deaf children or families",
"Ordering": 8061
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC019",
"ContentDescription": "Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes",
"Elaboration": "using persuasive language in social interactions with each other, for example:<div lang=\"asf\" class=\"asf\">PLEASE POPCORN GIVE-<sub>me</sub>++ BEG?</div><div lang=\"en\" class=\"en\"><i>Please can I have some of your popcorn?</i></div>",
"Ordering": 8062
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "working together in shared tasks such as cooking, craft activities or creating displays, signing questions or statements, for example:<div lang=\"asf\" class=\"asf\">BOOK WHICH WANT MAKE WHICH? PICK.</div><div lang=\"en\" class=\"en\"><i>Which recipe do you want to make? You choose.</i></div><div lang=\"asf\" class=\"asf\">PLEASE PRO2 BRING SCISSORS PLUS PAPER?</div><div lang=\"en\" class=\"en\"><i>Can you please bring scissors and paper?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/pv50YmG9-ew\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8063
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "negotiating roles and responsibilities and expressing preferences when working on shared projects, using expressions such as I would prefer to do that; What job do you want to do?<div lang=\"asf\" class=\"asf\">PRO1 FILM PRO2 QUESTION-<sub>her</sub></div><div lang=\"en\" class=\"en\"><i>I’ll film</i><i>; you ask her the questions.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/3ro46zgsbOk\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8064
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "contributing to the development of a set of class rules",
"Ordering": 8065
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "engaging in activities such as treasure hunts that involve making choices, solving problems and giving and following directions, for example:<div lang=\"asf\" class=\"asf\">LIBRARY IN DS:turn-right AUSLAN DICTIONARY DS:fat-book SHELF++ THAT. PLEASE BRING-<sub>me</sub></div><div lang=\"en\" class=\"en\"><i>Go into the library, turn right and the Auslan dictionary will be on the second shelf. Bring that back to me.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/mfSDASFmCjY\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8066
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "playing games that involve the exchange or discovery of hidden information, using descriptive language and appropriate questioning, for example:<div lang=\"asf\" class=\"asf\">HAVE BROWN EYES CURLY HAIR?</div><div lang=\"en\" class=\"en\"><i>Does he have brown eyes and curly hair</i></div><div lang=\"asf\" class=\"asf\">CAN COOK WITH?</div><div lang=\"en\" class=\"en\"><i>Can you use it for cooking?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/TFPGQxSG-jk\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8067
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "checking on understanding when completing learning activities, for example:<div lang=\"asf\" class=\"asf\">KNOW WHAT PRO1 MEAN?</div><div lang=\"en\" class=\"en\"><i>Do you know what I mean?</i></div><div lang=\"asf\" class=\"asf\">THIS PRO2 FINISH THIS?</div><div lang=\"en\" class=\"en\"><i>Do you think that’s finished now?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/3aHgYx6cqE8\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8068
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "participating in games that involve turn-taking, active watching, memory and information exchange",
"Ordering": 8069
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC020",
"ContentDescription": "Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language",
"Elaboration": "working together in design projects such as short films or displays to demonstrate content knowledge from different curriculum areas, sharing decisions about content, vocabulary and sequencing",
"Ordering": 8070
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "asking for repetition and clarification, for example:<div lang=\"asf\" class=\"asf\">WHAT?</div><div lang=\"en\" class=\"en\"><i>What was that?</i><i></i></div><div lang=\"asf\" class=\"asf\">PLEASE AGAIN SIGN</div><div lang=\"en\" class=\"en\"><i>Please sign that again</i><i>.</i></div><div lang=\"asf\" class=\"asf\">WHAT MEAN?</div><div lang=\"en\" class=\"en\"><i>What do you mean?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/TE0oOwbv3Qk\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8071
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "responding to instructions when completing work or preparing for class",
"Ordering": 8072
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter",
"Ordering": 8073
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "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 <span lang=\"asf\" class=\"asf\">EXCUSE</span> or <span lang=\"asf\" class=\"asf\">SORRY INTERRUPT</span> or <span lang=\"asf\" class=\"asf\">QUICK INTERRUPT</span> when interrupting a conversation",
"Ordering": 8074
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "responding appropriately to impromptu or more formal class and school announcements, such as assembly procedures",
"Ordering": 8075
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "indicating understanding, for example:<div lang=\"asf\" class=\"asf\">RIGHT-YEAH</div><div lang=\"en\" class=\"en\"><i>Aaah, right.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/hwwq6S0ps9o\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8076
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "clarifying points of information, for example by asking:<div lang=\"asf\" class=\"asf\">PRO2 MEAN…?</div><div lang=\"en\" class=\"en\"><i>Do you mean …?</i></div><div lang=\"asf\" class=\"asf\">THAT RIGHT?</div><div lang=\"en\" class=\"en\"><i>Is that right?</i></div><div lang=\"asf\" class=\"asf\">…RIGHT PRO1?</div><div lang=\"en\" class=\"en\"><i>… am I right?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/viJJaIdM59E\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8077
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "using eye contact and clear signing with peers, teachers, visitors and community members",
"Ordering": 8078
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations",
"Ordering": 8079
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "understanding how to walk between signers engaged in conversation without interrupting",
"Ordering": 8080
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as:<div lang=\"asf\" class=\"asf\">SURPRISE</div><div lang=\"en\" class=\"en\"><i>oooh (with appropriate intonation)</i></div><div lang=\"asf\" class=\"asf\">INCREDIBLE</div><div lang=\"en\" class=\"en\"><i>No way!</i></div><div lang=\"asf\" class=\"asf\">WOW</div><div lang=\"en\" class=\"en\"><i>Wow!</i></div><div lang=\"asf\" class=\"asf\">UM</div><div lang=\"en\" class=\"en\"><i>um</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/SWiIw4jAypM\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8081
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC021",
"ContentDescription": "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",
"Elaboration": "understanding and producing phrases to encourage and praise each other, for example, <span lang=\"asf\" class=\"asf\">GOOD, EXCELLENT, CONGRATULATIONS</span>",
"Ordering": 8082
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "recalling specific points of information in signed classroom instructions or descriptions and responding to comprehension questions in Auslan",
"Ordering": 8083
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "paraphrasing the content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website",
"Ordering": 8084
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "conducting an interview with a member of the Deaf community and reporting back to the class on key points",
"Ordering": 8085
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "using factual questions to request information about planned events or activities, for example in relation to details such as place, time or cost",
"Ordering": 8086
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "surveying peers about interests, preferences or routines, presenting findings in formats such as profiles, charts or graphs",
"Ordering": 8087
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "locating, organising and presenting information from Auslan resources related to other learning areas, such as science materials or cooking demonstrations, for example, <i>Sign &amp; Cook for Kids</i> (Auslan Storybooks)",
"Ordering": 8088
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC022",
"ContentDescription": "Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community",
"Elaboration": "learning new Auslan vocabulary and language structures through interacting with Deaf visitors and mentors, recording the new language in personal sign dictionaries",
"Ordering": 8089
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "assembling an information pack about their school to support newly arrived deaf students using Auslan and visuals, including a signed glossary of the most relevant signs",
"Ordering": 8090
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "conveying information about cultural events, for example a digital report about a Deaf visitor for a school newsletter or a class website",
"Ordering": 8091
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "presenting factual information related to cultural activities and significant events such as Deaf festivals or sporting events, using visual supports such as a timeline",
"Ordering": 8092
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "explaining a favourite computer game, sport or playground game to a younger audience, highlighting key terms and supporting the information with pictures, gestures and demonstrated actions",
"Ordering": 8093
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "planning, rehearsing and delivering short presentations on chosen topics that take into account the particular purpose and intended audience",
"Ordering": 8094
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "relaying messages between different members of groups/teams during different stages of a group activity such as a cross-country or relay event, noting any changes in meaning or content at the end of the process",
"Ordering": 8095
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC023",
"ContentDescription": "Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content",
"Elaboration": "signing a weekly informative text such as announcements, news updates or weather forecasts for the school website",
"Ordering": 8096
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "viewing a signed story that involves progressive action, tension and resolution",
"Ordering": 8097
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "identifying how signers use space to track a character or location throughout a text",
"Ordering": 8098
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse",
"Ordering": 8099
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "using NMFs to express changing emotions such as anticipation, fear or relief in response to elements of live or recorded signed stories",
"Ordering": 8100
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "viewing and responding to short recorded skits, for example by re-enacting favourite elements and modifying manner or aspect to provide additional emphasis or expression",
"Ordering": 8101
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "freezing cartoons or video clips of people/animals in amusing situations, signing a commentary on what has just happened and predicting what might happen next",
"Ordering": 8102
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf",
"Ordering": 8103
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "participating in games that focus on modifying manner or aspect for effect",
"Ordering": 8104
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience",
"Ordering": 8105
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime",
"Ordering": 8106
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film <i>Labyrinth</i>",
"Ordering": 8107
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other",
"Ordering": 8108
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC024",
"ContentDescription": "Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment[ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]",
"Elaboration": "responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions",
"Ordering": 8109
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "performing stories for a live audience with a focus on the visual communication of emotion and humour",
"Ordering": 8110
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "adapting an element of a familiar cartoon or story to achieve a different effect, for example by varying the use of manner",
"Ordering": 8111
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "adapting a signed advertisement for a product popular with their age group to create a change in effect, for example by inserting additional elements, mood or characters",
"Ordering": 8112
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "signing stories or participating in play-based activities that require the use of constructed action to represent other people’s actions, thoughts, feelings or attitudes",
"Ordering": 8113
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "adapting key elements of a popular picture book to create a short signed performance suitable for younger children being introduced to Auslan",
"Ordering": 8114
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "experimenting with the genre of storytelling, adapting the use of signing space and signing techniques and changing perspectives according to character",
"Ordering": 8115
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "performing an adaptation of a humorous story with two or more characters, using elements of constructed action such as shifting eye gaze and head orientation",
"Ordering": 8116
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon",
"Ordering": 8117
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "choreographing and performing music-less dance, focusing on matching timing, beat and rhythm",
"Ordering": 8118
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "creating original handshape poetry to present at a school assembly or community festival",
"Ordering": 8119
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC025",
"ContentDescription": "Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects",
"Elaboration": "playing with light and shadow, handshapes and movement, for example in shadow puppet performances",
"Ordering": 8120
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC026",
"ContentDescription": "Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence",
"Elaboration": "comparing key signs in Auslan used in versions of children’s stories, for example, ‘Jack and the Beanstalk’, to English words used in written texts, and noticing how signs can convey rich, multilayered meaning which might not have a direct match in English captioning",
"Ordering": 8121
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC026",
"ContentDescription": "Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence",
"Elaboration": "playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in both languages associated with concepts such as weather or animals",
"Ordering": 8122
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC026",
"ContentDescription": "Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence",
"Elaboration": "discussing the types of words/signs that seem to have direct matches/equivalents and those that equate to chunks of English in a single sign, for example <span lang=\"asf\" class=\"asf\">GO-TO</span> meaning <i>to travel to/to attend/to go to</i> in English",
"Ordering": 8123
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC026",
"ContentDescription": "Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence",
"Elaboration": "identifying the iconicity of some signs, such as <span lang=\"asf\" class=\"asf\">RAINBOW</span> or <span lang=\"asf\" class=\"asf\">DRINK</span><i>,</i> and how similar they are to the object/referent, and discussing how this transparency might help ‘translatability’ of concepts for non-signers",
"Ordering": 8124
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC026",
"ContentDescription": "Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence",
"Elaboration": "identifying a list of gestures used by deaf people that might be easily understood by hearing people, for example, head nodding and shaking, pointing to the wrist for <i>time</i>, shrugging shoulders for <i>don’t know</i>",
"Ordering": 8125
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC026",
"ContentDescription": "Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence",
"Elaboration": "creating a class signed translation of repeated lines in familiar children’s stories, such as <i>I’ll huff and I’ll puff and I’ll blow your house down</i> and filming segments of such stories to screen to younger children in story reading sessions",
"Ordering": 8126
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC027",
"ContentDescription": "Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays",
"Elaboration": "creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video",
"Ordering": 8127
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC027",
"ContentDescription": "Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays",
"Elaboration": "creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences",
"Ordering": 8128
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC027",
"ContentDescription": "Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays",
"Elaboration": "creating cards for use by younger children that contain pictures, labels and signs, for example, cards relating to different forms of transport",
"Ordering": 8129
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC027",
"ContentDescription": "Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays",
"Elaboration": "making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape",
"Ordering": 8130
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "creating individual family trees and identifying deaf and hearing family members",
"Ordering": 8131
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "interacting with Deaf elders to discuss visual ways of being, interacting and behaving associated with identity",
"Ordering": 8132
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "designing visual representations such as concept maps, posters or captioned slide presentations to show individual and group connections within the Deaf community such as friendship, family or sporting groups, or state and national Deaf community associations, discussing how these contribute to a sense of identity",
"Ordering": 8133
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "exploring the concept of ‘family’ as it relates to the Deaf community, considering how it extends beyond the traditional concept to include broader social networks",
"Ordering": 8134
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "explaining how deaf families play a key role in language maintenance and shared sense of identity across generations",
"Ordering": 8135
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "exploring how name signs are created and form part of an individual identity, for example by providing contemporary examples such as signs for their peers, teachers and Deaf elders",
"Ordering": 8136
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "using a vlog journal entry to discuss how having peers who share the same language develops social bonds, personal confidence and a sense of shared identity",
"Ordering": 8137
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "responding to presentations by Deaf visitors to the classroom who share their experiences of education, family life, social networks, community and sense of identity, for example by discussing similarities and differences to their own lives",
"Ordering": 8138
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "sharing views on why certain places have special significance to the Deaf community, evoking a sense of belonging and pride and representing particular bonds between people, place and experience, for example, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places",
"Ordering": 8139
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC028",
"ContentDescription": "Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity",
"Elaboration": "identifying how deaf people share modifications to space to maximise visual attention, such as adjusting seating or removing visual obstacles",
"Ordering": 8140
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC029",
"ContentDescription": "Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression",
"Elaboration": "reflecting on their observations of similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, when greeting/leave-taking, introducing people or using body language, facial expression and eye contact",
"Ordering": 8141
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC029",
"ContentDescription": "Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression",
"Elaboration": "considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners",
"Ordering": 8142
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC029",
"ContentDescription": "Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression",
"Elaboration": "comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language",
"Ordering": 8143
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC029",
"ContentDescription": "Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression",
"Elaboration": "reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing conversations or news on the radio",
"Ordering": 8144
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC029",
"ContentDescription": "Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression",
"Elaboration": "reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment",
"Ordering": 8145
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC029",
"ContentDescription": "Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression",
"Elaboration": "describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, for example by responding to questions such as <i>What are the main differences you notice when observing a conversation between deaf people and one between hearing people?</i>",
"Ordering": 8146
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "noticing the orientation of handshapes in signs",
"Ordering": 8147
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "identifying and demonstrating signs with a change in handshape, for example <span lang=\"asf\" class=\"asf\">FIND</span> or <span lang=\"asf\" class=\"asf\">BEST</span>",
"Ordering": 8148
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "identifying and demonstrating signs with a change in orientation, for example <span lang=\"asf\" class=\"asf\">CAN-NOT</span> or <span lang=\"asf\" class=\"asf\">HOW</span>",
"Ordering": 8149
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "distinguishing between single, double and two-handed signs, and identifying which hand is dominant and which is non-dominant in two-handed signs",
"Ordering": 8150
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "thinking of body-anchored signs, such as <span lang=\"asf\" class=\"asf\">HEAD</span> or <span lang=\"asf\" class=\"asf\">WHY</span>, and signs that are not body anchored, such as <span lang=\"asf\" class=\"asf\">HAVE</span> or <span lang=\"asf\" class=\"asf\">STOP</span> and recognising that non-body anchored signs can be located in space around the signer",
"Ordering": 8151
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative",
"Ordering": 8152
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "comparing iconic signs that provide visual images of referents, such as <span lang=\"asf\" class=\"asf\">DRINK, ELEPHANT</span>, with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as <i>bang</i>",
"Ordering": 8153
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th",
"Ordering": 8154
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU030",
"ContentDescription": "Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan",
"Elaboration": "learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign",
"Ordering": 8155
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs",
"Ordering": 8156
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign <span lang=\"asf\" class=\"asf\">TELL -</span><sub><span lang=\"asf\" class=\"asf\">me</span></sub> is not listed separately to <span lang=\"asf\" class=\"asf\">TELL</span> (towards neutral space) and <span lang=\"asf\" class=\"asf\">GO-TO</span> includes <span lang=\"asf\" class=\"asf\">GO-TO -</span><sub><span lang=\"asf\" class=\"asf\">often</span></sub>",
"Ordering": 8157
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "discussing the functions of different pointing signs, such as pronouns, determiners and locatives",
"Ordering": 8158
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape",
"Ordering": 8159
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "noticing the relationship between the location of referents and the direction of some indicating verbs",
"Ordering": 8160
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "recognising who is the actor and undergoer of the verb in a clause",
"Ordering": 8161
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "identifying with support examples of DSs and becoming familiar with the terms <i>entity</i>, <i>handling</i> and <i>SASS DSs</i>",
"Ordering": 8162
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "comparing English adjectives with SASS DSs",
"Ordering": 8163
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU031",
"ContentDescription": "Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action",
"Elaboration": "knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA",
"Ordering": 8164
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "exploring different semantic types of verbs in a text, for example by showing how: <ul><li><i>doing</i> (<span lang=\"asf\" class=\"asf\">WALK, WRITE</span>) and <i>saying</i> (<span lang=\"asf\" class=\"asf\">TELL, CALL-OUT, ANNOUNCE</span>) verbs in narrative texts give information about a characters’ actions</li><li><i>sensing</i> (<span lang=\"asf\" class=\"asf\">SEE, THINK</span>) or possessing (<span lang=\"asf\" class=\"asf\">THAT’S-TYPICAL-OF-THEM, OWN</span>) verbs indicate what characters think, feel or own</li><li><i>relating</i> verbs identify or describe a noun (for example, <span lang=\"asf\" class=\"asf\">HAVE</span> in <span lang=\"asf\" class=\"asf\">PRO3 HAVE LONG-HAIR</span>)</li></ul>",
"Ordering": 8165
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "noticing that some signs modify the meaning of verbs, such as <span lang=\"asf\" class=\"asf\">READ <strong>CAREFUL</strong></span> and that these are called adverbs",
"Ordering": 8166
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "contributing examples of signs that tell: <ul><li>when a verb happens (<span lang=\"asf\" class=\"asf\"><strong>IN-2-WEEKS</strong> PRO1 HOLIDAY</span> or <span lang=\"asf\" class=\"asf\">WANT LUNCH <strong>NOW</strong></span>)</li><li>where a verb happens (<span lang=\"asf\" class=\"asf\">PRO3 RUN <strong>FAR</strong></span> or <span lang=\"asf\" class=\"asf\">COME <strong>HERE</strong></span>)</li><li>how a verb happens (<span lang=\"asf\" class=\"asf\"><strong>FAST</strong></span> or <span lang=\"asf\" class=\"asf\"><strong>SLOW</strong></span> or <span lang=\"asf\" class=\"asf\">PRO2 <strong>QUICK</strong> FINISH</span>)</li></ul>",
"Ordering": 8167
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "noticing that sometimes Auslan signers have information about how a verb happens through NMFs rather than separate signs, for example, <span lang=\"asf\" class=\"asf\">WRITE -</span><sub><span lang=\"asf\" class=\"asf\">carelessly</span></sub>",
"Ordering": 8168
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings",
"Ordering": 8169
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)",
"Ordering": 8170
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU032",
"ContentDescription": "Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features",
"Elaboration": "distinguishing between yes/no questions and wh- questions and noticing that each type of question has different NMFs",
"Ordering": 8171
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU033",
"ContentDescription": "Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion",
"Elaboration": "noticing that differing purposes in the creation of Auslan texts result in differing types and amounts of signing, for example, the use of more CA in narratives",
"Ordering": 8172
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU033",
"ContentDescription": "Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion",
"Elaboration": "comparing a short text in Auslan with an equivalent type of English text (for example, a recount in both languages) and noticing similarities and differences in structure and language features",
"Ordering": 8173
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU033",
"ContentDescription": "Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion",
"Elaboration": "identifying with support, examples of signers associating non-present referents with locations in signing space",
"Ordering": 8174
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU033",
"ContentDescription": "Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion",
"Elaboration": "identifying examples of signers pointing to an established location to refer to something",
"Ordering": 8175
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU033",
"ContentDescription": "Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion",
"Elaboration": "identifying how signers establish locations and noticing how this helps the audience to recognise who or what the referents are (actor and undergoer)",
"Ordering": 8176
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU034",
"ContentDescription": "Recognise that there is variation in Auslan use, for example in different locations or physical environments",
"Elaboration": "exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) dialects, such as <span lang=\"asf\" class=\"asf\">DINNER</span> or <span lang=\"asf\" class=\"asf\">AFTERNOON</span>",
"Ordering": 8177
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU034",
"ContentDescription": "Recognise that there is variation in Auslan use, for example in different locations or physical environments",
"Elaboration": "recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers",
"Ordering": 8178
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU034",
"ContentDescription": "Recognise that there is variation in Auslan use, for example in different locations or physical environments",
"Elaboration": "identifying Auslan signs or informal home signs that might be different from signs used by other people",
"Ordering": 8179
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU034",
"ContentDescription": "Recognise that there is variation in Auslan use, for example in different locations or physical environments",
"Elaboration": "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",
"Ordering": 8180
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU034",
"ContentDescription": "Recognise that there is variation in Auslan use, for example in different locations or physical environments",
"Elaboration": "recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling",
"Ordering": 8181
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpreters",
"Ordering": 8182
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "describing the visibility and use of Auslan in the wider community, for example in television programs; on the news; at community events, sporting fixtures; and in emergency announcements",
"Ordering": 8183
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values",
"Ordering": 8184
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "exploring the vitality of Auslan and other spoken and signed languages, appreciating that a language with strong vitality is one used by many people in the home and other domains, across generations, to talk about most topics",
"Ordering": 8185
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "understanding that some languages used in Australia such as English have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed",
"Ordering": 8186
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people",
"Ordering": 8187
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU035",
"ContentDescription": "Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality",
"Elaboration": "identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and identifying how this ownership rests with the Deaf community and is determined by traditional social groupings/families, place, history and stories",
"Ordering": 8188
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU036",
"ContentDescription": "Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan",
"Elaboration": "exploring culture as an essential part of human life, understanding that it is shared and passed on between generations and is closely connected to language and to identity",
"Ordering": 8189
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU036",
"ContentDescription": "Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan",
"Elaboration": "understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, and how these understandings apply to themselves as users of Auslan and members of the Deaf community",
"Ordering": 8190
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU036",
"ContentDescription": "Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages",
"Ordering": 8191
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU036",
"ContentDescription": "Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan",
"Elaboration": "recognising that language reflects values and beliefs, such as in expressions of personal identity or in the recognition of others (<i>sameness</i> and <i>difference)</i>, for example by identifying deaf family members as part of introductions, and by relaying cultural information about background and context and shared knowledge when interacting with others",
"Ordering": 8192
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 3 and 4",
"Mode": "N/A",
"Strand": "Understanding",
"CDCode": "VCASFU036",
"ContentDescription": "Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan",
"Elaboration": "appreciating the social and cultural nature of deaf humour in a visual language",
"Ordering": 8193
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC037",
"ContentDescription": "Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others",
"Elaboration": "comparing personal experiences and opinions and expressing agreement or disagreement in a respectful manner, for example:<div lang=\"asf\" class=\"asf\">AGREE YES or PRO1 AGREE</div><div lang=\"en\" class=\"en\"><i>Yes, I agree.</i></div><div lang=\"asf\" class=\"asf\">PRO1 KNOW WHAT MEAN, BUT…</div><div lang=\"en\" class=\"en\"><i>I know what you mean, but …</i></div><div lang=\"asf\" class=\"asf\">DOUBT</div><div lang=\"en\" class=\"en\"><i>I’m not sure</i></div><div lang=\"asf\" class=\"asf\">AGREE-NOT</div><div lang=\"en\" class=\"en\"><i>I don’t agree …</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/nA3WJav5f9A\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8194
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC037",
"ContentDescription": "Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others",
"Elaboration": "using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups",
"Ordering": 8195
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC037",
"ContentDescription": "Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others",
"Elaboration": "discussing school experiences or events, for example:<div lang=\"asf\" class=\"asf\">THEATRE GOOD, LONG-<sub>really</sub></div><div lang=\"en\" class=\"en\"><i>I liked the theatre performance but it was soo long.</i></div><div lang=\"asf\" class=\"asf\">SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?</div><div lang=\"en\" class=\"en\"><i>What did you think about the swimming carnival?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/BaeIkqXe_hk\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8196
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC037",
"ContentDescription": "Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others",
"Elaboration": "using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their peers or teacher",
"Ordering": 8197
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC037",
"ContentDescription": "Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others",
"Elaboration": "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",
"Ordering": 8198
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC037",
"ContentDescription": "Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others",
"Elaboration": "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",
"Ordering": 8199
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "working in teams to plan an event such as a performance for a younger audience or a presentation for school assembly",
"Ordering": 8200
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "negotiating roles, responsibilities and priorities in activities such as cooking or science experiments, making suggestions such as:<div lang=\"asf\" class=\"asf\">PRO2 THINK BEST THIS FIRST, FINISH, NEXT THAT</div><div lang=\"en\" class=\"en\"><i>Do you think we should do this first and when that’s done, that next</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/dT9cAt2Qfv0\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8201
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "and using conditional language such as:<div lang=\"asf\" class=\"asf\">IF FINISH, CAN NEXT++, IF NOT-YET HEADSHAKE</div><div lang=\"en\" class=\"en\"><i>If we finish this we can go on to the others</i><i>; if we don’t, we can’t.</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/S9nooBd9Q6M\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8202
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "organising activities such as excursions, using questions such as:<div lang=\"asf\" class=\"asf\">WE2 MEET WHERE?</div><div lang=\"en\" class=\"en\"><i>Where are we meeting?</i></div><div lang=\"asf\" class=\"asf\">TIME MEET?</div><div lang=\"en\" class=\"en\"><i>What time should we get there?</i></div><div lang=\"asf\" class=\"asf\">ARRIVE HOW?</div><div lang=\"en\" class=\"en\"><i>How are we getting there?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/LniuaMWs0X0\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8203
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "using digital technologies to prepare a humorous, dynamic perspective on a controversial proposition, such as ‘Homework should be banned’ to present to teachers or parents",
"Ordering": 8204
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "playing games that involve working competitively within groups to categorise or classify information",
"Ordering": 8205
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "problem-solving in teamwork activities, using language such as:<div lang=\"asf\" class=\"asf\">HOW FIX SOLVE?</div><div lang=\"en\" class=\"en\"><i>How can we solve this?</i></div><div lang=\"asf\" class=\"asf\">WHAT DO?</div><div lang=\"en\" class=\"en\"><i>What can we do next?</i></div><div class=\"asf-video\"><a href=\"https://youtu.be/QAX9GThlzV0\" target=\"_blank\"><img alt=\"Auslan video\" src=\"/static/img/auslan-icon.jpg\"></a></div>",
"Ordering": 8206
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "planning, rehearsing and producing a performance for school assembly or parent open night",
"Ordering": 8207
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "working in a group to plan a visual story to present to a younger group at school or via video",
"Ordering": 8208
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "planning and conducting an interview with a deaf visitor to class, using questions to elicit extra information",
"Ordering": 8209
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "working on collaborative tasks that involve negotiation and shared decision-making about content and design, for example, designing a class garden, creating digital picture books for ‘buddy’ classes, or promoting a school event",
"Ordering": 8210
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC038",
"ContentDescription": "Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions",
"Elaboration": "conducting, recording and presenting observations and findings of collaborative science experiments",
"Ordering": 8211
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC039",
"ContentDescription": "Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning",
"Elaboration": "helping to manage discussion, for example by asking specific questions to check meaning, making constructive comments to keep conversation moving, reviewing ideas expressed and conveying tentative conclusions",
"Ordering": 8212
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC039",
"ContentDescription": "Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning",
"Elaboration": "using strategies that support effective participation in shared learning activities, including signing clearly, pausing for others to respond, asking pertinent questions, rephrasing, repeating and linking their own contributions to those of others",
"Ordering": 8213
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC039",
"ContentDescription": "Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning",
"Elaboration": "exploring and clarifying others’ ideas and summarising their own, and reporting back to a larger group",
"Ordering": 8214
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC039",
"ContentDescription": "Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning",
"Elaboration": "engaging in conversations and discussions with guest speakers, using active watching behaviours and contributing their own ideas, questions and opinions",
"Ordering": 8215
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC039",
"ContentDescription": "Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning",
"Elaboration": "reflecting on their learning experiences, checking on their own and each other’s progress and providing each other with feedback, advice or reminders",
"Ordering": 8216
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and 6",
"Mode": "N/A",
"Strand": "Communicating",
"CDCode": "VCASFC039",
"ContentDescription": "Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning",
"Elaboration": "sharing information and providing context for a new participant joining a conversation",
"Ordering": 8217
},
{
"Area": "Languages",
"Discipline": "Auslan",
"Pathway": "First Language Learner",
"Sequence": "F–10 Sequence",
"Level": "Levels 5 and
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