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• VCAVAE029

  Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs

  Elaborations

  • exploring how artists select and manipulate materials and techniques and use these in their own art making
  • exploring ideas and expressions when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
  • analysing the materials used by artists in artworks to enhance the meaning of the work, for example, the choice of material to enhance the viewer’s understanding of the artist’s intention
  • exploring the ways in which artists communicate their views, beliefs and opinions in artworks and use these in their own art making
  • making aesthetic choices about the expression of ideas and beliefs and describe the use of visual conventions and processes

  VCAVAE029 | The Arts | Visual Arts | Levels 5 and 6 | Explore and Express Ideas

• VCAVAV043

  Conceptualise, plan and design art works that express ideas, concepts and artistic intentions

  Elaborations

  • analysing and documenting the practices of selected visual artists and designers, including Aboriginal and Torres Strait Islander artists, to investigate their use of materials, technologies, techniques and processes, when developing their intentions
  • developing an individual focus for a series of artworks based on a given theme, concept or subject matter
  • developing different options for making artworks in different forms, that have similar concepts, for example, artworks made from different materials or produced in a different form to change the meaning of the artwork
  • applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
  • planning, manipulating and/or appropriating images, objects and spaces into new contexts and meanings, applying a personal aesthetic

  VCAVAV043 | The Arts | Visual Arts | Levels 9 and 10 | Visual Arts Practices

• VCDEU118

  Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other

  Elaborations

  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • exploring the different languages used by their family or peers, for example, by creating a language map with greetings in each language represented in the class
  • recognising that German is an important world language spoken in many countries in the world apart from Germany, including Australia
  • recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’

  VCDEU118 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCDSCD028

  Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions

  Elaborations

  • exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
  • critiquing and selecting appropriate joining techniques for materials to produce working models
  • exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
  • examining the structure and production of everyday products, services and environments to enhance their own design ideas
  • exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials

  VCDSCD028 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Investigating

• VCDSTC025

  Investigate food and fibre production used in modern or traditional societies

  Elaborations

  • exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
  • identifying and describing the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
  • describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

  VCDSTC025 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food and fibre production

• VCDSTS043

  Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures

  Elaborations

  • considering factors that influence the selection of appropriate materials, components, tools and equipment, for example Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country
  • investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
  • analysing an environment to decide if it meets personal or community needs, for example consulting with family members when designing an enhancement to an indoor or outdoor home environment
  • critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
  • investigating the ethics of using surveillance systems while balancing privacy, security and safety concerns

  VCDSTS043 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies and Society

• VCDTDI020

  Recognise different types of data and explore how the same data can be represented in different ways

  Elaborations

  • recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
  • using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
  • recognising representations of different types of data such as waves for sound
  • exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

  VCDTDI020 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDTDI049

  Manage and collaboratively create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities

  Elaborations

  • investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
  • applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
  • creating an interactive web-based project that complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
  • creating online interactive solutions for working with others by combining or modifying online software tools to support project work

  VCDTDI049 | Technologies | Digital Technologies | Levels 9 and 10 | Data and Information

• VCELC159

  Engage with and respond to imaginative texts, describing and expressing thoughts and opinions about key ideas, characters, places and events

  Elaborations

  • expressing personal opinions about ideas in Greek imaginative texts in various modes such as myths, legends, stories, film excerpts, paintings, songs or video clips
  • identifying key messages and beliefs from Greek texts and comparing them with the knowledge, cultural values and belief systems in Aboriginal and Torres Strait Islander stories
  • responding to imaginative texts, comparing ways in which people, places and experiences are represented, for example, the goddess Athena, Poseidon or characters in modern fiction
  • stating personal preferences about characters, attitudes and events in texts for example, Pandora’s box, Aesop’s fable ‘The Fox and the Grapes’

  VCELC159 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELT219

  Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

  Elaborations

  • describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
  • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
  • identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
  • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
  • comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

  VCELT219 | Curriculum content | English | Level 2 | Reading and Viewing | Literature

• VCELT315

  Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
  • examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
  • examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

  VCELT315 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELT435

  Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

  Elaborations

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

  VCELT435 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• VCELY466

  Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

  Elaborations

  • considering ethical positions across more than one culture as represented in text and consider the similarities and differences
  • questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
  • analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media

  VCELY466 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCGGC088

  Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols

  Elaborations

  • developing questions about the way connections affect places and people’s perceptions of places and collecting related data and information
  • planning an investigation to identify how significant events can connect places. For example, the Olympics or a tsunami
  • identifying the purpose and usefulness of information gained from primary and secondary sources such as fieldwork, maps, plans, photographs, satellite images, statistical sources and reports
  • finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal/Torres Strait Islander communities
  • exchanging geographical information from schools in countries of the Asia region
  • interviewing people, for example, on their knowledge and opinions of other places

  VCGGC088 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• VCGGC076

  Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance

  Elaborations

  • constructing tables or graphs to show the similarities and differences between places, and discussing possible reasons for them
  • discussing and comparing how Aboriginal and Torres Strait Islander peoples may represent places and their features visually, for example, in paintings and sand drawings, and identifying the symbols and patterns used.
  • comparing a range of thematic maps, for example, maps of relief, climate, vegetation, animals and bird life to find relationships
  • using geographical terms to explain relationships, for example between the environment and sustaining life
  • describing the relative location of different features in a place by distance and compass direction. For example, from their home to the local waste management site

  VCGGC076 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Data and information

• VCGGK069

  Reasons why some places are special and some places are important to people and how they can be looked after

  Elaborations

  • identifying and describing places they consider to be ‘special’. For example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them
  • discussing different ways people care for their ‘special places’
  • discussing how places provide people with their basic needs, for example, water, food and shelter
  • proposing possible actions that could be taken by the student to improve an important place such as the school grounds or local park
  • discussing with their teacher, other students and members of their family what they know and have learned about different places, why they need to be looked after, and how this could be achieved

  VCGGK069 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK063

  Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia

  Elaborations

  • creating story-maps or models to represent the location of the places and features in their local area, or class stories, poems or rhymes
  • identifying the ways Aboriginal and Torres Strait Islander peoples represent the location of Country/Place and their features. For example, by inscriptions on stone, stories, sand, bark and cave paintings, song, music and dance
  • describing how the globe is a representation of the world and locating Australia and other places on a globe
  • using geographical tools, such as a globe and world map, or electronic atlases, to locate the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map
  • describing the location of continents and oceans relative to Australia using terms such as north, south, near, far

  VCGGK063 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK119

  Human causes of landscape degradation, the effects on landscape quality and the implications for places

  Elaborations

  • analysing the effects of erosion and sedimentation produced by human activities on landscape quality, including farming and recreation
  • examining the effects of mining and quarrying, and urban development, on landscape quality and how this affects places
  • describing the effects of river regulation, including dams, locks, channel straightening and drains, on riverine and wetland landscape quality
  • investigating the effects on coastal landscape quality of the built elements of places. For example, urban development, marinas and sea walls
  • investigating the ways introduced plants or animals or activities such as mining affect landscape quality and examining the effects on Aboriginal and Torres Strait Islander communities

  VCGGK119 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCHHC054

  Identify the content features of primary sources when describing the significance of people, places or events

  Elaborations

  • how the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
  • engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery and creating a class museum
  • recognising that stories of the past may differ depending on who is telling them, for example, listening to stories about the same event related by two different people such as a mother and a grandmother

  VCHHC054 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence