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• VCHHK026

  Explore different technologies used to make their daily life better

  Elaborations

  • experiencing high and low technical solutions to everyday problems, for example egg beater and mixer during cooking, story book and interactive multimodal story
  • learning how technology makes their daily routine and life better

  VCHHK026 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCHHK039

  Explore changes in technology and the difference between each

  Elaborations

  • using past and modern technological solutions to everyday problems and experience how they are the same and different
  • exploring how technology is used in daily life and learning to match current technology to the part of daily life it help us with

  VCHHK039 | The Humanities | History | Level C | Historical Knowledge | Community histories

• VCHPEM028

  Follow basic single word instructions when participating in structured physical activities

  Elaborations

  • waiting for and attending to teacher directions
  • wearing safety equipment during some physical activities
  • responding to single-word safety instructions from a familiar adult, including ‘stop’, ‘wait’, ‘come’
  • learning how to use equipment appropriately

  VCHPEM028 | Health and Physical Education | Level B | Movement and Physical Activity | Learning through movement

• VCHPEM054

  Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities

  Elaborations

  • participating in simple games with support and practising social skills
  • demonstrating an understanding of and following familiar game rules
  • demonstrating characteristics of a good sport
  • learning to negotiate with others when working or playing games in groups

  VCHPEM054 | Health and Physical Education | Level D | Movement and Physical Activity | Learning through movement

• VCHPEP007

  Experience play activities

  Elaborations

  • participate in structured play with significant people and classmates
  • experiencing objects and environments and learning to react to elements
  • experiencing a range of ways to play and reacting to and demonstrating a readiness to engage in play

  VCHPEP007 | Health and Physical Education | Level A | Personal, Social and Community Health | Contributing to healthy and active communities

• VCITC069

  Reflect on own participation in intercultural exchange and consider how this shapes own identity over time

  Elaborations

  • creating a learning journal or autobiography relating intercultural experiences and their impact
  • recognising own culture-based understanding of ideas and experiences
  • reflecting on own positioning in exchanges with members of the Italian community

  VCITC069 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCPSCSE037

  Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals

  Elaborations

  • identifying positive and negative factors that influence independent learning to achieve goals
  • responding to scenarios and identifying a range of responses and analyse their effectiveness
  • writing a journal entry identifying enablers and barriers after the completion of an independent task

  VCPSCSE037 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Development of resilience

• VCPSCSE061

  Follow teacher direction and orientate their attention to an activity or person and persist in a task when supported by teacher

  Elaborations

  • demonstrating a readiness to explore and participate in new experiences
  • initiating a task once prompted by a teacher and following prompts to persist
  • exploring and using a variety of different resources and tools in structured learning activities

  VCPSCSE061 | Capabilities | Personal and Social Capability | Level B | Self-Awareness and Management | Development of resilience

• VCRAC001

  Participate in structured play and class activities, exchanging greetings and information about self, family and interests with peers and teacher

  Elaborations

  • learning how to greet others at different times of the day using appropriate forms of address and body language
  • expressing feelings, opinions and reactions
  • introducing and giving descriptions of self, family members, pets and favourite objects

  VCRAC001 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCSIS030

  Use pictures, symbols, concrete objects and/or simple familiar words to facilitate communication

  Elaborations

  • recognising and beginning to use words that describe the characteristics of substances, for example, ‘red’, ‘soft’, ‘hard’, ‘light’, ‘heavy’
  • learning to use words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’ and ‘pull’

  VCSIS030 | Science | Level C | Science Inquiry Skills | Communicating

• VCDEC161

  Interpret and/or translate for friends or visitors terms associated with German or own culture

  Elaborations

  • translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
  • translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
  • comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
  • explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools

  VCDEC161 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCFRC101

  Notice own and others’ ways of expressing identity, and consider the relationship between language, culture and identity

  Elaborations

  • talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’équipe…
  • preparing a class profile to exchange with French-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • considering the impact of stereotypes on how texts are understood and intercultural experiences interpreted
  • sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?
  • observing others’ ways of communicating, identifying elements of language or behaviour that might be unfamiliar to people from different cultures or communities, for example, ways of addressing people and expressing wishes, rituals associated with school sports, and the use of body language

  VCFRC101 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC198

  Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects

  Elaborations

  • creating songs or jingles to promote products, services or events in imaginative ways
  • performing Chinese songs, experimenting with rhythm, voice, emotion and gesture to convey the songs’ intended sentiment and meaning and to enhance entertainment
  • exploring personal response to people, places, events and experiences within texts (for example, creating a diary entry from the perspective of a character encountered in a traditional story), and reflecting on language choices made
  • creating short narratives to capture the experiences, thoughts and emotions of characters in imagined contexts
  • creating digital stories by producing labels for pictures, photographs and cartoons, and presenting them in combination with sound, voice and music to convey a sequence of events
  • plotting a storyline in Chinese, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • creating narratives to describe imagined experiences in diverse contexts, based on sample topics and texts, for example, imagining a visit to China and recounting a visit to a homestay family or an adventure on the Great Wall, or describing experiences when a Chinese student comes to stay in Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to capture the intensity of characters’ emotions and to create tension, for example, 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC198 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC073

  Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs

  Elaborations

  • constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动？澳洲人喜欢游泳、打板球和打橄榄球
  • comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do things a particular way? 大部分澳大利亚的学生功课压力没有那么重；很多中国学生在食堂吃饭
  • viewing texts related to the experiences of young Chinese speakers (for example, 偶像剧), and discussing aspects of their life, world or values conveyed, asking, for example: What assumptions or generalisations are made? How does this impact on our perception of Chinese youth? Does this reflect the reality of Chinese youth?
  • exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities
  • engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more appropriately and effectively?

  VCZHC073 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU080

  Analyse the ways in which language choices reflect cultural practices and values and how language is used to express familiarity and distance between participants in interactions

  Elaborations

  • exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect mediation of ideas between languages?
  • interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using appropriate ways to accept or decline requests, compliments or suggestions (你能不能帮我一点忙？---- 对不起，我没有空; 您找谁？- 你爸爸在家吗？)
  • examining how concepts such as humour and humility are conveyed in Chinese, and discussing how these may be perceived by non-native Chinese speakers
  • reflecting on taboos in language use and how these can impact on communication across cultures, for example: Is it okay to ask someone’s age in China? Why do numbers and colours matter? What are we superstitious about in Australia? What hand gestures are acceptable with Chinese speakers? What can I joke about?
  • defining familiarity and distance as they relate to language use

  VCZHU080 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• VCAMAP011

  Present media artworks that communicate an idea or concept

  Elaborations

  • using software to create an art work that expresses and communicates an experience in structured learning experiences
  • talking about aspects of their work, by pointing to and naming some basic features of their own art works to others
  • sequencing images and text to create books that retell familiar events and traditional stories to share with the class
  • producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using a tablet in a structured learning experience

  VCAMAP011 | The Arts | Media Arts | Level C | Present and Perform

• 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

• VCELA037

  Recognise and attend to images in texts and on the screen

  Elaborations

  • learning about print and screen through adaptive personal text using a keyboard, a touchscreen or switches
  • learning how to use a book through observation of others reading, for example pick up, hold upright, turn pages and attend to the pictures
  • touching a switch, keyboard or touchscreen to cause something to happen
  • identifying repeated images and objects within a text

  VCELA037 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELA236

  Identify language that can be used for appreciating texts and the qualities of people and things

  Elaborations

  • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
  • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
  • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

  VCELA236 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELY221

  Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

  Elaborations

  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high-frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation

  VCELY221 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy