Search results

Result list

• VCSSU073

  Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives

  Elaborations

  • exploring objects and devices that include parts that involve the reflection, absorption or refraction of light, for example, mirrors, sunglasses and prisms
  • considering how electricity and electrical appliances have changed the way some people live
  • considering how decisions are made to grow particular plants and crops depending on environmental conditions
  • considering how guidelines help to ensure the safe use of electrical devices
  • comparing the benefits of using solid, liquid or gaseous fuels to heat a home
  • designing shelters for living things that are exposed to changed or harsh environments, for example, as a result of bushfire or displacement

  VCSSU073 | Science | Levels 5 and 6 | Science Understanding | Science as a human endeavour

• VCSSU035

  The shape of objects will affect how they move

  Elaborations

  • investigating how the shape of an object affects how well it can roll or slide
  • investigating how the shape of a helicopter blade affects how long a model paper helicopter can stay in the air

  VCSSU035 | Science | Level D | Science Understanding | Physical sciences

• VCSSU015

  Objects can be changed and manipulated

  Elaborations

  • exploring the effects that simple physical actions have on everyday objects, for example, pushing a toy car to make it move, letting go of an inflated balloon, dropping a ball
  • investigating how objects can change shape, for example, by squeezing, tearing, twisting, pulling, dropping

  VCSSU015 | Science | Level B | Science Understanding | Physical sciences

• VCGGC101

  Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections

  Elaborations

  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms
  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • examining how urbanisation can affect environmental quality and analysing the effects of erosion and sedimentation produced by human activities on landscape quality

  VCGGC101 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCPSCSO021

  Describe the ways in which similarities and differences can affect relationships

  Elaborations

  • thinking about someone you admire and explore whether there are similarities or differences between yourself and that person
  • reading a story to enable students to discuss similarities and differences and the affect on relationships
  • discussing the statement ‘Differences can contribute to good relationships’

  VCPSCSO021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCHHK159

  Changing social, cultural, historical, economic, environmental, political and technological conditions on a major global influence in Australia

  Elaborations

  • Popular culture
    • identifying American and Asian influences on Australian popular culture since World War II, for example, through mainstream and Hollywood and Bollywood films
    • investigating the changing contribution of the Australian rock ’n’ roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example, the Easybeats from Sydney, the Go-Betweens from Brisbane and ‘Crocodile Dundee’ (1986)
    • describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
  • Environment movement
    • recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
    • explaining the significance of ideas about the environment, for example, Gaia, the limits of growth, sustainability and rights of nature
    • investigating a range of environmental effects, for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry
    • explaining the struggle over French nuclear weapon testing in the Pacific from 1966–1996, for example, the sinking of the Rainbow Warrior in 1985
    • evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
  • Migration experiences
    • describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
    • investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
    • analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
  • Political Crisis
    • identifying and evaluating the changes to Australia as a result of the political crisis
    • using a chart or graphic organiser to categorise the changes to Australia

  VCHHK159 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• VCARU186

  Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts

  Elaborations

  • recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used
  • examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such as الدّيمقراطيّة؛ الّليبراليّة
  • considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts

  VCARU186 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCGGK053

  Ways weather and seasons are described

  Elaborations

  • investigating the seasons and their associated weather, clothes and events
  • explore how local cultural groups view the seasons and related events

  VCGGK053 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCELA024

  Use sounds and facial expressions to affect familiar others

  Elaborations

  • encountering various languages and forms of communication at home, school and in the community
  • experiencing others engaging, communicating and changing things in the world around them
  • reacting to the sounds and voices of familiar others
  • reacting to a range of gestures, signs, images and facial features of familiar others
  • using sounds, noises, gestures, eye gaze etc. to gain attention or request an object, e.g. reaching towards something they want
  • turning towards a communication partner

  VCELA024 | Curriculum content | English | Level A | Speaking and Listening | Language

• VC2M8SP01

  identify the conditions for congruence and similarity of triangles and explain the conditions for other sets of common shapes to be congruent or similar, including those formed by transformations

  Elaborations

  • developing an understanding of what it means for shapes to be congruent or similar
  • using the enlargement transformation and digital tools to develop sets of similar shapes
  • investigating sufficient conditions to establish that 2 triangles are congruent
  • applying logical reasoning and tests for congruence and similarity, to problems and proofs involving plane shapes
  • comparing angle and side measurements of shapes under transformation to answer questions such as ‘What changes?’ and ‘What stays the same?’
  • establishing that 2 shapes are congruent if one lies exactly on top of the other after one or more transformations, including translations, reflections and rotations, and recognising that the matching sides and the matching angles are equal

  VC2M8SP01 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VC2M10M01

  solve problems involving the surface area and volume of composite objects using appropriate units

  Elaborations

  • determining the volumes and surface areas of composite solids, formed from a range of right prisms and cylinders, by considering the individual solids from which they are constructed
  • estimating the surface area and volume of composite objects in practical contexts
  • using mathematical modelling to provide solutions to problems involving surface area and volume; for example, ascertaining the rainfall that can be saved from a rooftop and the optimal shape and dimensions for rainwater storage based on where it will be located on a property, or determining whether to hire extra freezer space for the amount of ice cream required at a fundraising event for the school or community

  VC2M10M01 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M9M01

  solve problems involving the volume and surface area of right prisms, cylinders and composite objects using appropriate units

  Elaborations

  • analysing nets of objects to generate short cuts and establish formulas for surface area 
  • determining the amount of material needed to make can-coolers for a class fundraising project and working out the most cost-efficient way to cut out the pieces
  • finding different prisms that have the same volume but different surface areas, making conjectures as to what type of prism would have the smallest or largest surface area
  • investigating objects and technologies of Aboriginal and Torres Strait Islander Peoples, analysing and connecting surface area and volume, and exploring their relationship to their capacity

  VC2M9M01 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VCHHK136

  Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century

  Elaborations

  • Australia
    • using sources to examine the living and working conditions in Australia around the turn of the twentieth century (that is 1900)
    • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    • describing the impact of the gold rushes in the hinterland on the development of ‘Marvellous Melbourne’
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing how increasing foreign influence and imperialism was challenging and changing Imperial China and society through trade, railway networks, missionaries, foreign concessions in cities such as Shanghai
    • describing how increasing trade, modernisation expansions and nationalism in Japan were influencing change to everyday life in Japan, the fall of the Shogun and the Meiji Restoration

  VCHHK136 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCGGK025

  Observe and identify major weather type

  Elaborations

  • experiencing a sunny day and using their senses to identify this and respond to temperature
  • watching and listening to rainfall, and communicating their observations
  • using images to identify characteristics of a storm

  VCGGK025 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCSSU048

  The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape

  Elaborations

  • observing the way different shaped objects move, such as balls, blocks and tubes
  • comparing the way different sized, but similar shaped, objects roll and bounce, such as tennis balls, golf balls, marbles and basketballs
  • observing how the movement of different living things depends on their size and shape
  • exploring how different strengths of pushes and pulls affect the movement of objects
  • identifying toys from different cultures that use the forces of push or pull

  VCSSU048 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• VCDSTC024

  Investigate how forces and the properties of materials affect the behaviour of a designed solution

  Elaborations

  • examining models to identify how forces and materials are used in the design of a toy
  • exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
  • conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
  • deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
  • identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
  • experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height

  VCDSTC024 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Engineering principles and systems

• VC2M9ST02

  analyse how different sampling methods, and different samples using the same method, can affect the results of surveys and how choice of representation can be used to support a particular point of view

  Elaborations

  • investigating and analysing different visualisations of data such as infographics found in the media and commenting on the strengths, weaknesses and possible biases of particular examples
  • discussing the impact of decreased landline usage or an increased aversion to answering calls from unknown numbers on survey data 
  • exploring potential cultural bias relating to Aboriginal and Torres Strait Islander Peoples by critically analysing sampling techniques in statistical reports 

  VC2M9ST02 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• VCHHK129

  Causes that led to the Industrial Revolution, and other conditions and ideas that influenced the industrialisation of Britain and of Australia

  Elaborations

  • explaining why the agricultural revolution including access to raw materials, wealthy middle class, cheap labour, transport system, and expanding empire caused the Industrial Revolution
  • mapping the British Empire c.1800 CE and the raw materials it obtained from colonies, for example, sugar from Jamaica, wool from Australia, and cotton from India
  • explaining changes in technology, for example steam-driven spinning mills, railways and steam ships, which led to factories and cities
  • identifying the spread of innovations such as steam power, iron and steel production, transport; and chemicals in Europe, USA and Japan

  VCHHK129 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)