Search results

Result list

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VCDSCD038

  Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

  Elaborations

  • exploring the steps involved in the process to satisfy a design brief, need or opportunity
  • investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
  • identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
  • testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make designed solutions, for example, a moving vehicle
  • investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment

  VCDSCD038 | Technologies | Design and Technologies | Levels 5 and 6 | 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

• VCELC005

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, Easter celebrations, using appropriate and related greetings, Καλό Πάσχα, Χριστός Ανέστη
  • describing aspects of life in Australia for an audience in Greece or Cyprus, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCELC005 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | 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

• VCGGK121

  Causes of a geomorphological hazard and its impacts on places and human responses to it to minimise harmful effects on places in the future

  Elaborations

  • investigating the natural causes and spatial distribution of a geomorphological hazard. For example, volcanic eruptions, earthquakes, tsunamis, landslides and avalanches
  • discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard
  • describing how the effects caused by geomorphological hazards are influenced by social, cultural and economic factors. For example, where people choose to live, poverty, and lack of infrastructure and resources to prepare and respond
  • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards
  • investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires

  VCGGK121 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCGGK137

  Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve food security over time

  Elaborations

  • investigating the knowledge and practices of Aboriginal and Torres Strait Islander peoples that enabled them to use resources and environments sustainably (such as rotational use and harvesting of resources through planned movement, controlled burning, temporary or permanent prohibitions on hunting animals and harvesting plants, and limitations on harvesting) and how some of this knowledge is currently shared among Aboriginal and Torres Strait Islander peoples and also with non-Aboriginal and Torres Strait Islander peoples
  • investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander peoples, for example, the Murnong (yam daisy) in Victoria

  VCGGK137 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK120

  Spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples, that influence the significance of places, and ways of protecting significant landscapes

  Elaborations

  • discussing the significance of landscapes in literature, song/music, film, art and identity
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander peoples
  • identifying different views about the recreational, psychological, aesthetic and spiritual value of particular environments and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
  • investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including Traditional Owners, with an interest in its use or protection

  VCGGK120 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCHHK078

  The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives

  Elaborations

  • examining early archaeological sites that show the longevity of the Aboriginal people, for example, Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo and Preminghana
  • mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory
  • investigating pre-contact ways of life of the Aboriginal and Torres Strait Islanders people, their knowledge of their environment including land management practices, their sense of the interconnectedness of Country/Place, people, culture and identity, and some of their principles, such as caring for country, caring for each other and respecting all things
  • studying totems in the lives of Aboriginal and Torres Strait Islander peoples and examining the differences between their totems

  VCHHK078 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHHK131

  Different experiences and perspectives of individuals or groups and how ideas, beliefs and values changed during the significant events of the Industrial Revolution

  Elaborations

  • describing the effects of steam, gas and electricity on people’s way of life during the Industrial Revolution
  • investigating the changes in working conditions, for example, longer working hours for low pay and the use of children as a cheap source of labour
  • investigating the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
  • explaining how religious groups responded to the ideas in Charles Darwin’s 1859 book On the Origin of Species
  • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate

  VCHHK131 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• VCHPEP035

  Participate in structured play in various settings

  Elaborations

  • learning how to use and play and be active with equipment in different settings
  • learning through a range of structured learning activities to cooperate and play with peers, to be socially active and participate with others
  • developing play and social skills by playing cooperatively with a chosen peer, engaging in play activities with several others, taking turns with a partner or in small groups when using equipment
  • learning to follow basic social rules regarding sharing and care of property and social expectations regarding behaviour
  • following safety directions and indicating how to be safe in the outdoors through play in natural environments

  VCHPEP035 | Health and Physical Education | Level C | Personal, Social and Community Health | Contributing to healthy and active communities

• VCIDC039

  Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports

  Elaborations

  • presenting factual information related to cultural activities and events of significance, for example, daily routines, celebrations, sporting events and concerts
  • conveying information about activities and environment using a range of text types and modes, for example, a report about an excursion for a school newsletter, a class website, a short documentary about the neighbourhood/region
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information (for example, about city and village life) based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCIDC039 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCITC105

  Create bilingual texts related to experiences in contexts where Italian and Australian realities might differ

  Elaborations

  • creating texts with bilingual captions, such as picture dictionaries and photo stories
  • creating digital texts such as annotated maps or building plans to highlight aspects of culture such as school life, for example, aula magna, bidello/a, mensa, andare a scuola in motorino/in microcar
  • creating captions and labels related to immediate environment (for example, producing bilingual school timetables and signage such as la mensa, il campo sportivo, le scale), and explaining how the translated labels do not necessarily capture differences in worldviews

  VCITC105 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC009

  Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions

  Elaborations

  • creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have cultural associations
  • preparing bilingual captions for texts such as a newsletter item for the school community or for Japanese-speaking peers, exploring how to convey specific ideas in two different languages
  • interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures
  • creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

  VCJAC009 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC119

  Share simple information about themselves, known people, everyday objects and places of interest

  Elaborations

  • reporting on information gathered from friends using simple structures such as ... 좋아해요 and ...있어요
  • contributing to aclass photo story, for example, creating and reading aloud captions to own photos (저는 ...이에요/예요) and aspects of personal information (저는 바나나를 좋아해요; 저는 토끼가 없어요)
  • using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to communicate about self and the immediate environment, for example, 뭐예요? 양이에요. 저는 씨월드를 좋아해요

  VCKOC119 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCKOC005

  Present ideas and information obtained from different sources in a variety of ways for a different audiences such as listing, tabulating, sequencing or charting information

  Elaborations

  • reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요
  • presenting in the form of graphs or tables information collected from surveys, for example, results from a class survey about likes and dislikes, leisure activities or diets
  • creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
  • describing and classifying aspects of Australian culture for a Korean audience, for example, food/diet, daily life, significant places or cultural practices

  VCKOC005 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCLVC184

  Participate in intercultural interactions and consider own reactions when engaging with respected community members and resources

  Elaborations

  • reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience
  • reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown, displayed and expressed across different languages and cultures

  VCLVC184 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Reflecting

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VC2M2M05

  identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

  Elaborations

  • identifying things that turn in the school environment, for example, the handle on a tap or a door, or the dial or switch on a piece of equipment; and identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn
  • giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance
  • investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anticlockwise
  • giving or following directions to locate an object in the room or to provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

  VC2M2M05 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement