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• VCSSU058

  Different living things have different life cycles and depend on each other and the environment to survive

  Elaborations

  • making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs and flowering plants
  • recognising that environmental factors can affect life cycles, for example, fire and seed germination
  • investigating the roles of living things in a habitat, for example, producers, consumers or decomposers
  • predicting the effects when living things in feeding relationships are removed or die out in an area

  VCSSU058 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• VCSSU057

  Living things can be grouped on the basis of observable features and can be distinguished from non-living things

  Elaborations

  • exploring differences between living, once living and products of living things
  • identifying variations in the features of plants, for example, colour and shape of leaves, or types of flowers
  • identifying variations in the features of animals, for example, body covering, ear shapes or number of legs

  VCSSU057 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• VCASFC025

  Create or adapt imaginative texts and expressive performances that feature favourite characters, amusing experiences or special effects

  Elaborations

  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • adapting an element of a familiar cartoon or story to achieve a different effect, for example by varying the use of manner
  • 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
  • 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
  • adapting key elements of a popular picture book to create a short signed performance suitable for younger children being introduced to Auslan
  • experimenting with the genre of storytelling, adapting the use of signing space and signing techniques and changing perspectives according to character
  • 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
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • choreographing and performing music-less dance, focusing on matching timing, beat and rhythm
  • creating original handshape poetry to present at a school assembly or community festival
  • playing with light and shadow, handshapes and movement, for example in shadow puppet performances

  VCASFC025 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCARU133

  Understand that familiar spoken and written Arabic texts, such as conversations and stories, have particular features and structures relating to different purposes and audiences

  Elaborations

  • 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
  • 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
  • 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
  • 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

  VCARU133 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU141

  Recognise similarities and differences in the structure of spoken and written texts that have the same purpose

  Elaborations

  • recognising features of various genres, including narratives and explanatory texts, identifying which genres are most suitable for different purposes, for example, 记叙文记叙一个事情，比如说《我最喜欢的假期》
  • identifying differences and similarities in language choices and text structure across spoken and written texts, for example, comparing an announcement with a public notice
  • comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?
  • applying cohesive devices in producing imaginative texts, correspondence and informative texts, for example, beginning a story with 很久很久以前

  VCZHU141 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCPSCSE018

  Identify how persistence and adaptability can be used when faced with challenging situations and change

  Elaborations

  • identifying ways to manage potentially difficult or harmful situations by considering possible actions or choices
  • listing a range of help-seeking strategies to assist them to cope with challenge and change
  • discussing the saying ‘If at first you do not succeed try try again’

  VCPSCSE018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience

• VC2M3SP01

  make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

  Elaborations

  • classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices
  • making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases
  • making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations
  • using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs
  • identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres
  • investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions

  VC2M3SP01 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VCELT265

  Create texts that adapt language features and patterns encountered in literary texts

  Elaborations

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

  VCELT265 | Curriculum content | English | Level 3 | Writing | Literature

• VCDEU133

  Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes

  Elaborations

  • classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
  • comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
  • identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
  • discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning

  VCDEU133 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGGK080

  The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability

  Elaborations

  • investigating how the Australian continent was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places, drawing on languages maps, geographical features and other sources such as Traditional Owners
  • compare the characteristics of two Aboriginal and Torres Strait Islanders Countries/Places. For example, where students live and one elsewhere in Australia
  • exploring how oral traditions of Aboriginal and Torres Strait Islander people were used to describe Country/Place
  • recognising that the distribution of Aboriginal and Torres Strait Islander peoples before colonisation was concentrated in more productive areas such as in the coastal and riverine areas of Australia and investigating how Aboriginal people were able to trade across the continent
  • investigating how Aboriginal and Torres Strait Islander peoples’ ways of living were adapted to the resources of their Country/Place. For example, the alpine country of the Ngarigo People, the rainforests, beaches and dunes of the KuKu Yalanji People, the desert country of the Arrernte People, the savannah country of the Jawoyn People, the riverine plains of the Wiradjuri People, and the local Country/Place

  VCGGK080 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCKOU148

  Recognise differences in language features and text structures in different types of texts, including those in digital form, used in familiar contexts

  Elaborations

  • identifying familiar text types in different modes and using them in activities such as converting dialogues to chants
  • recognising language features typically associated with particular texts, for example, the use of imperatives in games
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCKOU148 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCCCTQ012

  Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas

  Elaborations

  • using a table to compare observable features of living, non-living and once living things; creating a checklist of what makes something living; and using the table and checklist to imagine a new living creature
  • using a technique such as ‘SCAMPER’ to generate novel ideas for the use of particular objects, for example adapting an object originally intended for cooking to be a musical instrument
  • exploring the technique of breaking down a movement sequence into its smaller parts and then rethinking the combination of those parts when creating a new movement sequence
  • exploring strategies to determine the strength of rules to explain patterns of numbers or shapes

  VCCCTQ012 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCIDU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language between a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCIDU031 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCRAU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language in a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCRAU031 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELY257

  Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCGGK084

  Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there

  Elaborations

  • exploring different types of settlement, and classifying them into hierarchical categories, for example, isolated dwellings, outstations, isolated communities, villages, towns, regional centres and large cities
  • investigating the diversity of people who live in their place, using census data on age, birthplace, ancestry, language, religious affiliation, family composition or household composition, comparing them with the people in another place in Australia, and discussing their results
  • discussing the similarities and differences in the types of work and other activities people do in their own place with a different type of place in Australia and a place in another country
  • examining the similarities and differences between their daily lives and those of young people in a place outside Australia and discussing what it would be like to live in these places
  • proposing possible actions that could promote awareness about the similarities and differences between particular places and discussing reasons for raising this awareness

  VCGGK084 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCASFC147

  Respond to questions, directions and requests, using non-manual features and simple questions and statements to ask for help, to indicate understanding or agreement and to negotiate turn-taking

  Elaborations

  • responding to classroom instructions such as
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me
    Look to the front.
    
  • attracting attention or asking for help, repetition or clarification, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PLEASE AGAIN SIGN
    Please sign that again.
    PLEASE EXPLAIN-_{to self} AGAIN
    Please explain that again.
    WHAT MEAN?
    What do you mean?
    PRO2 MEAN…?
    Do you mean …?
    
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • using back-channels, for example, head nodding to indicate understanding, or raised eyebrows or head shaking to indicate lack of understanding
  • gaining the attention of a group or an individual, for example by flashing classroom lights, waving or multiple tapping or tapping or pointing to alert third parties
  • maintaining eye contact when communicating

  VCASFC147 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAU141

  Recognise that texts such as stories, games and conversations have particular language features and textual conventions

  Elaborations

  • recognising features of familiar genres of Japanese texts such as picture books, digital books or games, video clips or songs
  • recognising differences between the layout and language features of different types of texts, including たてがき, よこがき
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • recognising patterns in simple spoken or written texts in Japanese, for example, in relation to the use of particles, verb endings and other frequently occurring features

  VCJAU141 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVU165

  Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features

  Elaborations

  • distinguishing the purpose and characteristic features of different types of texts, for example, stories are usually about journeys across Country and convey explanations about why features of Country exist and are important
  • understanding that for many Aboriginal languages conventions of written text are in the process of being developed
  • recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories
  • linking ideas using appropriate grammatical forms and processes, for example, connectives, serialisation, embedding
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • investigating the purpose and use of sign language in various Aboriginal languages, for example, for hunting, for recent bereavement, for communicating at a distance, for restricting who can understand the message

  VCLVU165 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language