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• VCADAD022

  Use choreographic devices to select and organise movement ideas and create and practise dance sequences

  Elaborations

  • practising fundamental movements such as walking, running, marching, galloping, skipping, crawling, bending, stretching, twisting and turning, focusing on technical skills of body control, posture, strength, balance and coordination
  • devising a range of body shapes and travelling movements suggested by action words focusing on the dynamic qualities, for example, rising, jumping, stopping, falling, opening, closing and then use the devices of repetition and contrast to form dance sequences
  • using questions as part of the dance-making process, for example, asking how ideas are communicated in this dance, how they are varying speeds, levels, directions?
  • exploring movement possibilities and making choices about ways of communicating emotions or observations about the texture of an object, for example, eating something sticky
  • making decisions about how a short dance will begin and end, refining and evaluating options through feedback, practice and repetition

  VCADAD022 | The Arts | Dance | Levels 1 and 2 | Dance Practices

• VCADAE021

  Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance

  Elaborations

  • trialling ways of safely using the whole body and different body parts, bases and zones to communicate ideas, experiences and feelings, for example, making a rounded shape to explore ideas about enclosed spaces
  • exploring options for creating and extending movements, alone and then with a partner, for example, forming and changing shapes within space
  • using questions to explore ways of using forms and elements, for example, dancers consider how they can communicate an emotion or idea, how a shape can be varied, how two shapes can be combined
  • using stimulus materials to explore ideas for dance, for example, using percussion instruments or body percussion to explore how movements can be varied by performing them at different speeds, or identifying patterns in images and recreating the ideas through movement

  VCADAE021 | The Arts | Dance | Levels 1 and 2 | Explore and Express Ideas

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCADAR024

  identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge

  Elaborations

  • identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
  • recognising that dance can show that people have different feelings about the world based on their experiences
  • using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
  • recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

  VCADAR024 | The Arts | Dance | Levels 1 and 2 | Respond and Interpret

• VCADRD022

  Use voice, facial expression, movement and space to imagine and establish role and situation

  Elaborations

  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation
  • practising movement within a space to create the difference between their performance space and the audience space
  • manipulating objects, puppets, 2D images and available technologies to create stories
  • responding to feedback as they develop their drama, for example, responding to questions such as ‘how is the character’s mood communicated?, why did they use a freeze-frame (tableaux) in their drama?’

  VCADRD022 | The Arts | Drama | Levels 1 and 2 | Drama Practices

• VCADRE021

  Explore roles, characters and dramatic action in dramatic play, improvisation and process drama

  Elaborations

  • taking part in small-group improvisations and story-telling, focusing on experiencing the roles and situations they create
  • taking turns in offering and accepting ideas
  • exploring possibilities for role and situation when participating in whole group teacher-led process drama and role-play
  • taking photos or videoing drama they devise to view and extend their drama ideas
  • using observations from drama they view to explore possibilities for drama they will make, for example, how did the performers use their voices, what sorts of movements did the performers use, and what voice and movement from others’ performances they might consider using when making their own drama, and why?

  VCADRE021 | The Arts | Drama | Levels 1 and 2 | Explore and Express Ideas

• VCADRP023

  Present drama that communicates ideas, including stories from their community, to an audience

  Elaborations

  • presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as re-telling a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action, ideas and stories in their drama
  • considering meanings and interpretations when rehearsing and performing sequences of ideas to communicate stories through drama, for example, ‘what do they want the audience to think about their drama?
  • enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

  VCADRP023 | The Arts | Drama | Levels 1 and 2 | Present and Perform

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCAMAE021

  Experiment with ideas and develop characters and settings through stories using images, sounds and text

  Elaborations

  • exploring and experimenting with sound to communicate ideas, for example, creating sound effects to enhance the mood of a story
  • experimenting with image, text and character, for example, retelling a story of the school day in a series of captioned images
  • experimenting with media technologies in still or moving images moving images to tell a story

  VCAMAE021 | The Arts | Media Arts | Levels 1 and 2 | Explore and Represent Ideas

• VCAMAM022

  Use media technologies to capture and edit images and sounds and text to tell stories

  Elaborations

  • using digital cameras to capture still or moving images, reviewing captured images, zooming in and out, and deleting unwanted images, to sequence a story
  • using sound recording technology to create, record and edit sound effects to support a story
  • using computer software to add captions to images to enhance meaning to a series of still images
  • selecting and arranging images, sounds and text to organise the structure of a story

  VCAMAM022 | The Arts | Media Arts | Levels 1 and 2 | Media Arts Practices

• VCAMAP023

  Create and present media artworks that communicate ideas and stories to an audience

  Elaborations

  • capturing and sequencing images and text in a multimodal presentation that demonstrates a range of stories
  • collecting and sharing stories from a range of community areas, starting with their local area, and including Aboriginal and Torres Strait Islander communities, and presenting them in a multimodal form
  • creating, rehearsing and recording a sound sequence for a specified audience
  • producing and presenting a media artwork for a particular purpose, for example, creating an animation based on a class discussion on a social issue or theme

  VCAMAP023 | The Arts | Media Arts | Levels 1 and 2 | Present and Perform

• VCAMAR024

  Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks from Aboriginal and Torres Strait Islander peoples sustain and communicate cultural knowledge
  • identifying the artistic intentions in media artworks they make and view
  • identifying features in media artworks, including elements such as time, sound, colour and lighting, and story principles such as characters and setting
  • identifying how media language and technologies are used to tell stories, for example, discussing how a family story is told using images and text

  VCAMAR024 | The Arts | Media Arts | Levels 1 and 2 | Respond and Interpret

• VCAMUE021

  Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion

  Elaborations

  • improvising short pitch and rhythm patterns using voice and instruments
  • using voice and body percussion to experiment with the elements of music and create contrasting musical ideas, for example, noise and silence, faster and slower, longer and shorter, higher and lower, louder and softer, happy and sad
  • recording music ideas using technologies and graphic notation
  • exploring contrasting tone colours on the same instrument, for example, scraping and hitting a drum, using hands and different beaters
  • using listening as a starting point for exploration, for example, discussing how other performers use loud and soft or identifying ideas that could be used in compositions

  VCAMUE021 | The Arts | Music | Levels 1 and 2 | Explore and Express Ideas

• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCAMUP023

  Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience

  Elaborations

  • working collaboratively to make choices about dynamics to perform a variety of music such as songs and rounds using their natural voice
  • following cues when performing songs and short instrumental pieces they have learnt
  • experimenting with contrasting tempos and sudden and gradual changes of dynamics to achieve particular effects in performance
  • accurately playing and singing rhythmic and melodic phrases and patterns using their voices, tuned and untuned instruments
  • clapping the repeating pattern in a piece, identifying which instruments played the melody and the accompaniment

  VCAMUP023 | The Arts | Music | Levels 1 and 2 | Present and Perform

• VCAMUR024

  Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describing shapes and patterns in music they have composed or performed, for example, clapping a repeating rhythmic pattern in a song
  • focussing attention on other musical parts when composing or performing in a group, for example, what instruments play the melody? The accompaniment? Is the texture thick or thin in the opening/middle/end section of your composition?
  • when listening, describe how the different use of elements of music creates moods, effects or contrast
  • identifying where they might see and hear music in their lives and community and discussing their experiences, for example, sharing experiences of taking part in music performances or attending a Harmony Day concert featuring performances by a Koorie rock band and performers representing other cultural groups in the local area and asking questions such as why is music an important part of many celebrations or why did I feel like singing and dancing with the performers?

  VCAMUR024 | The Arts | Music | Levels 1 and 2 | Respond and Interpret

• VCARC105

  Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns

  Elaborations

  • following simple instructions, such as during roll call, and taking turns, for example,

    نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟

  • participating in everyday class routines with appropriate actions, such as

    إفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك

  • asking and responding to questions, for example,

    متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟

    لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي

  • asking for permission and responding appropriately, for example,ممكن أن أذهب إلى الحمام؟ ممكن أن آخذ الكتاب؛ ممكن أن أجلس هنا؟ شكراً؛ شكراً معلمة؛ مع السلامة؛ إلى اللّقاء
  • 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

  VCARC105 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCARC112

  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

  Elaborations

  • 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
  • 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 من فضلك or thanking someone شكراً؛ شكراً جزيلاً
  • 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 نعم أو لا

  VCARC112 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCARC103

  Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school

  Elaborations

  • greeting peers and the teacher using appropriate expressions and body language, for example,

    مرحبا؛ صباح الخير؛ كيف حالكَ/حالكِ؟؛ بخير شكرا

  • introducing self, family and friends using formulaic expressions such as

    إسمي عادل؛ إسمي رانيا؛ أنا مريم

    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

  • describing self, family, friends and aspects of school, for example,

    أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة

  • sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary and concrete materials such as toys, for example,

    هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها "ميلاني"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري

  • 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

    من تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدي كثيرا؛ لا أحب الرياضة في المدرسة

  VCARC103 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCARC110

  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

  Elaborations

  • using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • translating and interpreting particular words and expressions and simple texts such as songs for friends and family
  • playing matching games with Arabic and English words from Big Books and picture books
  • 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

  VCARC110 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating