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• VCAMAP019

  Present media artworks that communicate ideas

  Elaborations

  • capturing and sequencing images to create comic books that retell familiar and traditional stories to share with the class
  • selecting images to tell a traditional story
  • collecting and sharing class stories and presenting them in the form of a class news bulletin
  • producing and presenting a media artwork for a particular purpose such as a school event

  VCAMAP019 | The Arts | Media Arts | Foundation Level | Present and Perform

• VCASFC011

  Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games

  Elaborations

  • comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • discussing changes or adaptations they have to make to their communicative style when interacting with non-signers

  VCASFC011 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCCCC015

  Identify different points of view on a contemporary issue relating to democracy and citizenship

  Elaborations

  • analysing where points of view differ about an issue and clarifying the reasons for the points of view others have taken
  • investigating an international human rights or environmental issue and research the responses of the Australian government and other nation's governments
  • participating in a relevant democratic process, for example in school decision-making process such as student council

  VCCCC015 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCCCC014

  Identify who can be an Australian citizen and describe the rights, responsibilities and shared values of Australian citizenship and explore ways citizens can participate in society

  Elaborations

  • investigating how people become Australian citizens
  • discussing the Australian citizenship pledge to explore the values and dispositions that characterise Australian citizenship
  • clarifying the formal rights and responsibilities of Australian citizenship
  • explaining personal roles and actions as a citizen in the school and in the community

  VCCCC014 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCCCC006

  Investigate why and how people participate within communities and cultural and social groups

  Elaborations

  • identifying groups in the local community and exploring their purpose
  • investigating ways they could participate in a school or community project, for example raising money for a local or regional aid project that they have studied, or helping reduce pollution
  • discussing the motivations of people who have contributed to communities, for example local community volunteers, leaders and elders

  VCCCC006 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCCCL004

  Explain how and why people make rules

  Elaborations

  • identifying how some rules can protect the rights of others, for example rules in the classroom
  • identifying who has the authority to make rules, for example at school or in a sporting club
  • investigating and explaining cultural norms behind some rule making, such as removing shoes before entering places of cultural significance

  VCCCL004 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Laws and Citizens

• VCEALA510

  Demonstrate interest in reading books

  Elaborations

  • engaging in library sessions, shared reading and independent reading activities
  • seeking and selecting books from the school or class library to read or share with family members
  • discussing books with peers and the teacher, for example talking about a character or topic, pointing out illustrations of interest

  VCEALA510 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALL564

  Use words from lexical sets related to communicative need, interest, experience or learning

  Elaborations

  • recalling and applying a range of words related to familiar topics, such as words related to family, school, colours, numbers, days, months
  • using common synonyms (such as ‘hot’ and ‘warm’) and antonyms (such as ‘fast’ and ‘slow’) to communicate a range of meanings
  • connecting a small number of words from a lexical set, for example ‘soccer’, ‘ball’, ‘team’, ‘match’

  VCEALL564 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCEBR003

  Identify types of resources (natural, human, capital) and explore the ways societies use them in order to satisfy the needs and wants of present and future generations

  Elaborations

  • brainstorming resources that are used in their school and categorising them as natural (water, coal, oil), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)
  • listing the needs and wants of a local community and exploring the ways resources are allocated to meet these needs and wants

  VCEBR003 | The Humanities | Economics and Business | Levels 5 and 6 | Resource Allocation and Making Choices

• VCEBR002

  Explore the concept of opportunity cost and explain how it involves choices about the alternative use of limited resources and the need to consider trade-offs

  Elaborations

  • explaining why when one choice is made about how to use a resource, the next best alternative is not available (trade-off). For example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off)

  VCEBR002 | The Humanities | Economics and Business | Levels 5 and 6 | Resource Allocation and Making Choices

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELT252

  Develop criteria for establishing personal preferences for literature

  Elaborations

  • building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
  • selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

  VCELT252 | Curriculum content | English | Level 3 | Reading and Viewing | Literature

• VCGGC004

  Experience geographical information by using their senses

  Elaborations

  • exposed to environmental changes within a place
  • exposed to the collection and construction of texts which record different places, their features and their purpose
  • exposed to places being represented by images and photos
  • experiencing multimedia texts which represent the location of the places and/ or the location and features they pass on their way from school to the place

  VCGGC004 | The Humanities | Geography | Level A | Geographical Concepts and Skills | Data and information

• VCHHK061

  Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications

  Elaborations

  • exploring and comparing aspects of family life in the past and present such as family traditions, leisure time, communication technologies and schooling
  • examining and commenting on photographs and oral histories, for example talking to parents, grandparents and other elders, to find out how daily lives have changed

  VCHHK061 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHIC022

  Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information
  • collecting information from print or digital resources about selected topics, such as animal species, famous places, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in Australia
  • finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

  VCHIC022 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCHPEP110

  Examine the influence of emotional responses on behaviour, relationships and health and wellbeing

  Elaborations

  • analysing situations in which emotions can influence decision making, including in peer-group, family and movement situations
  • discussing how inappropriate emotional responses impact relationships at home and at school
  • exploring why emotional responses can be unpredictable

  VCHPEP110 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP061

  Identify and describe emotional responses people may experience in different situations

  Elaborations

  • identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused
  • learning and using appropriate language and actions to communicate their feelings in different situations at home and at school
  • recalling and sharing emotional responses to different situations and representing this in a variety of ways

  VCHPEP061 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP020

  Participate in a variety of health, safety and wellbeing actions

  Elaborations

  • actively participate in activities associated with their personal health and life skills
  • cooperating and learning to complete some health and safety steps independently
  • learning actions associated with healthy eating including assisting in the grouping of foods into categories
  • learning to follow safety routine symbols and procedures at school, and in aquatic and road environments and use safety equipment

  VCHPEP020 | Health and Physical Education | Level B | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP109

  Practise skills to establish and manage relationships

  Elaborations

  • exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team
  • assessing the impact of different relationships on personal health and wellbeing
  • proposing strategies for managing the changing nature of relationships, including dealing with bullying, violence and harassment and building new friendships

  VCHPEP109 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing