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• VCGGK093

  Differences in the demographic, economic, social and cultural characteristics of countries across the world

  Elaborations

  • identifying examples of indigenous peoples who live in different regions in the world and appreciating their similarities and differences. For example, the Aboriginal and Torres Strait Islander peoples of Australia, Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia
  • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region
  • comparing people’s lives in places with different levels of income
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

  VCGGK093 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCGGK068

  Natural, managed and constructed features of places, their location and how they change

  Elaborations

  • identifying the places they live in and belong to and places they are familiar with, for example, a neighbourhood, suburb, town or rural locality and describing their features
  • recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place
  • using observations to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) of the local place, and locating them on a map
  • using observations and/or photographs to identify changes in natural, managed and constructed features in their place. For example, recent erosion, revegetated areas, planted crops or new buildings
  • identifying constructed features such as eel traps and exploring activities in local rivers and lakes

  VCGGK068 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCHHK065

  The effect of changing technology on people’s lives and their perspectives on the significance of that change

  Elaborations

  • examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives, for example, changes to land, air and sea transport, the move from wood-fired stoves to gas/electrical appliances, the introduction of television, transistors, FM radio and digital technologies
  • identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today
  • examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn, for example, Arrernte children learn to play string games so they can remember stories they have been told
  • creating models of toys used by children who lived when electricity was not available

  VCHHK065 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCHHK060

  How the present, past and future are signified by terms indicating and describing time

  Elaborations

  • discussing what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
  • discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • examining Aboriginal and Torres Strait Islander seasonal calendars, for example, the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three

  VCHHK060 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHIU054

  Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how these may be differently interpreted by speakers of other languages

  Elaborations

  • understanding that people ‘read’ intercultural communication in different ways depending on their own cultural perspectives, and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • noticing ways in which the Hindi language reflects values and traditions of Indian communities, for example, understanding concepts such as सत्संग, घूँघट
  • reflecting on how different languages and cultures represented in the classroom influence ways of talking or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed in Hindi कल, परसों, the concepts of अहिंसा and कर्म
  • identifying Australian values and traditions such as informality, mateship and loyalty that resonate in particular words, expressions or behaviours that may be misunderstood by others, for example, ‘bring a plate’, ‘fair dinkum’, ‘mate’

  VCHIU054 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCIDU085

  Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility; norms such as showing deference and saving face; and values such as patience, humility and selflessness, for example, setahu saya, kalau saya tidak salah, numpang tanya, permisi dulu
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, such as the origins of Bahasa Indonesia, and its historical and contemporary uses
  • developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCIDU085 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCKOU037

  Understand the symbolic nature and power of language in local and global contexts

  Elaborations

  • understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies social discrimination or replacing it with alternatives or newly created vocabulary
  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags
  • exploring and discussing how and why new products and practices from other cultures are adopted, typically with terminology in the language/s associated
  • collecting and discussing examples of language impacting on society and culture, drawing on other learning areas such as history, social studies and the arts

  VCKOU037 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU169

  Recognise the dynamic nature of languages and cultures, and the changing and influential relationships that exist between languages

  Elaborations

  • listening to and viewing stories on the creation of Hangeul and reflecting on the background/rationale for its creation, for example, stories about 세종대왕, 홍익인간, • (천), ㅡ (지), ㅣ (인)
  • sharing knowledge of some historical aspects of own languages, including Australian English and Aboriginal languages, for example, koala/gula, kangaroo/gangurru
  • identifying Korean words used in Australia and sharing own experience of using/encountering them, for example, 비빔밥 (bibimbap), 아리랑 (arirang)
  • matching Korean loan words from English and other languages, and exploring their origins, for example, 피아노 (piano), 피자 (pizza), 케밥 (kebab)

  VCKOU169 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M10A09

  solve simultaneous linear equations, using algebraic and graphical techniques including using digital tools

  Elaborations

  • investigating situations involving simultaneous linear equations in context (such as multiple quotes for a job, or profit and loss) and solving the equations graphically, giving solutions in everyday language (such as ‘break-even point’ or ‘point to change providers’ for the job)
  • describing the solution of simultaneous equations within the context of the situation
  • using the algebraic methods of substitution and elimination, with and without the use of digital tools, and identifying which technique is the most efficient for a given pair of equations
  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs
  • investigating the strategies inherent in Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Weme from the Warlpiri Peoples of central Australia, and their connection to strategies to solve simultaneous linear equations in 2 variables

  VC2M10A09 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2MFA01

  follow a short sequence of instructions; recognise, copy, continue and create repeating patterns represented in different ways

  Elaborations

  • carrying out a specified sequence of actions to move an object from one location to another
  • playing a simple rule-based game, moving a specified number of places according to the result on a dice in a chance-based game
  • recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as ‘red, blue, green, red, blue, green, red, blue, green’, or copying repeating patterns of drumbeats or dance moves during music activities
  • recognising repeating patterns used at home and in daily activities to help make tasks easier or to solve problems; for example, setting the table to eat
  • recognising and describing repeating patterns that can be observed on Country/Place and in Aboriginal and Torres Strait Islander artwork, cultural performances and material cultures, for example, shell and seed necklaces, dances and songs

  VC2MFA01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Algebra

• VC2MFN06

  represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies

  Elaborations

  • using materials to role-play equal sharing; for example, sharing pieces of fruit or a bunch of grapes between 4 people and discussing how you would know they have been shared equally; or, when playing card games where each player is dealt the same number of cards, counting the number of cards after the deal to ensure they have the same amount
  • representing situations that involve counting several items; for example, starting with 9 beads or 6 $1 coins and then sharing them equally between 3 people by subitising or counting each group by ones to decide how many beads or coins each person will receive
  • exploring instructive games of Aboriginal and/or Torres Strait Islander Peoples that involve sharing; for example, playing Yangamini of the Tiwi Peoples of Bathurst Island to investigate and discuss equal sharing

  VC2MFN06 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2MFN04

  partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts

  Elaborations

  • recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’
  • partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3
  • representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole
  • exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10

  VC2MFN04 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2MFSP02

  describe the position and location of themselves and objects in relation to other people and objects within a familiar space

  Elaborations

  • describing the position of an item in relation to other items in the space using language like ‘inside’, ‘underneath’ and ‘on top of’; for example, when asked ‘Where are the scissors kept?’, responding with ‘They are in a box, on the bottom shelf at the back of the classroom’
  • describing where they have moved themselves and items in relation to other items within a space, using familiar terms; for example, playing a hiding game and when asked ‘Where did you hide the ball?’, responding, ‘I hid it behind the garbage bin over there near the bench’
  • exploring Aboriginal and/or Torres Strait Islander instructive games, for example, Thapumpan from the Wik-Mungkan Peoples of Cape Bedford in northern Queensland, describing position and movement of self in relation to other participants, objects or locations

  VC2MFSP02 | Mathematics | Mathematics Version 2.0 | Foundation Level | Space

• VC2M3M05

  identify angles as measures of turn and use right angles as a reference to compare angles in everyday situations

  Elaborations

  • using quarter, half and three-quarter turns and comparing them to a right angle, for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as 2 right angles; a three-quarter turn is greater than a right angle and is the same as 3 right angles
  • recognising that right angles occur at the corners of many everyday objects, for example, books, windows, tabletops and whiteboards
  • identifying angles that are bigger than, smaller than and the same as a right angle in the environment; for example, opening doors partially and fully and comparing the angles created to a right angle
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games to investigate angles as measures of turn, for example, in the game Waayin from the Datiwuy People in the northern part of the Northern Territory

  VC2M3M05 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2M10M03

  solve practical problems by applying Pythagoras’ theorem and trigonometry to right-angled triangles, including problems involving direction and angles of elevation and depression

  Elaborations

  • applying right-angled trigonometry to solve navigation problems involving bearings; for example, determining the bearing and estimating the distance of the final leg of an orienteering course
  • applying Pythagoras’ theorem and trigonometry to problems in surveying and design, where three-dimensional problems are decomposed into two-dimensional problems; for example, investigating the dimensions of the smallest box needed to package an object of a particular length
  • using a clinometer to measure angles of inclination, and applying trigonometry and proportional reasoning to determine the height of buildings in practical contexts
  • applying Pythagoras’ theorem and trigonometry and using dynamic geometry software to design three-dimensional models of practical situations involving angles of elevation and depression; for example, modelling a crime scene
  • exploring navigation, design of technologies or surveying by Aboriginal and Torres Strait Islander Peoples, investigating geometric and spatial reasoning and how these connect to trigonometry 

  VC2M10M03 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M3M03

  recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events

  Elaborations

  • estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time
  • planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take
  • reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time, or setting the time on a digital clock
  • using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, 3 minutes and 5 minutes
  • exploring how cultural accounts of Aboriginal and Torres Strait Islander Peoples explain cycles of time that involve the sun, moon and stars

  VC2M3M03 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2M9M05

  use mathematical modelling to solve practical problems involving direct proportion, rates, ratio and scale, including financial contexts; formulate the problems and interpret solutions in terms of the situation; evaluate the model and report methods and findings

  Elaborations

  • modelling situations that involve direct proportion (such as pro rata pay rates, exchange rates, multiple quotes for a job, conversion between scales or other appropriate science contexts); for example, situations that involve Hooke’s law and other science contexts involving wavelengths and frequencies
  • modelling situations that impact on image editing used in social media and how proportion may not be maintained and can result in distorted images
  • modelling situations involving compliance with building and construction standards in design and construction, such as the rise and tread of staircases, and vertical and horizontal components of escalators
  • modelling situations involving the application of rates in practical contexts, for example, density, birth, flow or heartbeats
  • exploring fire techniques in land management practices used by Aboriginal and Torres Strait Islander Peoples that use proportion relationships, including the rate of fire spread in different fuel types to wind speed, temperature and relative humidity

  VC2M9M05 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M3N05

  multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

  Elaborations

  • applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem
  • using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems
  • matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve
  • formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences

  VC2M3N05 | Mathematics | Mathematics Version 2.0 | Level 3 | Number