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• VCIDU115

  Develop knowledge of vocabulary and structure to extend meanings, such as complex verbs, affixation, a range of cohesive devices and object-focus construction

  Elaborations

  • identifying people by pronouns or titles, for example, Kepala Sekolah, si (diminutive) and nicknames
  • describing the qualities of people using adjectives of character, for example, murah hati, bertanggung-jawab
  • indicating possibility, for example, mungkin, mudah-mudahan, semoga
  • specifying what is being referred to, for example, yang ini, yang itu
  • understanding embedded clauses using yang, for example, Saya belum berkenalan dengan murid yang baru datang dari Australia
  • indicating equivalence using adalah
  • indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms
  • showing lack of purpose, for example, jalan-jalan, duduk-duduk, melihat-lihat
  • relating people and position using prepositions, for example, kepada
  • comparing things using comparatives and superlatives, for example, ter-, makin lama…, makin + adjective
  • seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa
  • requesting that others do something for own benefit (minta, harap, mohon, tolong); for others’ benefit (silakan)
  • excusing and apologising, for example, permisi dulu, minta maaf, maafkan saya
  • giving advice with suffix -lah, for example, beristirahatlah, tunggulah, nasehat saya, sebaiknya, seharusnya, jangan
  • showing empathy and well-wishing, for example, kasihan, harap cepat sembuh, semoga sukses
  • giving opinion, for example, saya berpendapat bahwa, saya percaya
  • contrasting two ideas using conjunctions, for example, namun, namun demikian, walaupun begitu, meskipun
  • referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
  • referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan yang lalu
  • referring back to something specific using tersebut

  VCIDU115 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC117

  Participate in and respond to performances and shared reading of children’s stories, songs and rhymes with a focus on rhythm, gesture and stress

  Elaborations

  • performing songs and rhymes, noticing rhythmic features such as 押韵 and experimenting with stress and gestures to help convey meaning
  • interpreting language, facial expressions and other visual clues to inform own response to characters and stories presented in animations or songs
  • singing 儿歌 and 童谣 and discussing the traditional ideas and morals they convey
  • creating short plays based on extracts from familiar stories such as 《饥饿的毛毛虫, using puppets and props

  VCZHC117 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCDSCD006

  Experience and explore how designed solutions are created and produced safely to meet personal needs

  Elaborations

  • communicating a design idea by selecting and indicating materials, for example, identifying what ingredients to put in a sandwich
  • collecting, giving and sharing materials when prompted
  • working with others by helping hold, wait, stick, join and put materials together

  VCDSCD006 | Technologies | Design and Technologies | Level B | Creating Designed Solutions

• 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

• VCDSTS010

  Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs

  Elaborations

  • making design decisions in everyday activities, for example, what should we cook today and why?
  • exploring what technologies they use in their daily life, for example, what tools and equipment do we need to grow vegetables?
  • exploring how and why their local environment has changed over time, for example, new buildings or play equipment

  VCDSTS010 | Technologies | Design and Technologies | Level D | Technologies and Society

• VCDSTS013

  Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs

  Elaborations

  • exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
  • asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
  • making design decisions based on personal and family needs, for example comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
  • exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest

  VCDSTS013 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies and Society

• VCDTCD009

  Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • re-sequencing a known everyday activity using visual images or verbal cues
  • experimenting with very simple, visual step-by-step procedures to explore using a device or completing a task, for example printing a picture or starting a game
  • identifying sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for making a sandwich
  • following two to three-step series of instructions to use a piece of hardware or software, for example locating a website by keying in its URL or inserting an image in a file

  VCDTCD009 | Technologies | Digital Technologies | Level C | Creating Digital Solutions

• VCDTCD017

  Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner
  • jointly writing and entering a simple set of instructions to sequence events and actions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
  • presenting a sequence of instructions or events in a series of slides or screens with text and pictures
  • recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights, or how their lunch order is taken and delivered
  • following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion

  VCDTCD017 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• VCDTCD023

  Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them

  Elaborations

  • stating the nature of the problem and some of its features, such as what need is associated with the problem, who has the problem and why does the problem exist
  • describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example preparing a chart to show the order of events in a game and the decisions that a player must make
  • experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
  • explaining to others how to follow technical instructions, for example demonstrating how to capture and download images from a mobile device
  • defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example charting the sequence of steps in selecting and downloading images and sound to create a book trailer

  VCDTCD023 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VCEALL500

  Use a range of vocabulary from lexical sets related to immediate need, interest or learning

  Elaborations

  • using a small range of words related to familiar topics, such as family, school, numbers

  VCEALL500 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• 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

• VCEALL026

  Recognise and use words from lexical sets related to immediate communicative need, interest or experience

  Elaborations

  • use common words related to immediate needs, such as colours, numbers, days, family- and school-specific word sets
  • using a single word for a variety of purposes, for example using ‘book’ to mean ‘This is my book’, ‘Where is her book?’, ‘I’d like to borrow that book’
  • referring to classroom charts and personal vocabulary lists to identify, clarify and rehearse words
  • using a range of strategies to learn new words and phrases, such as private rehearsal, personal vocabulary lists, use in own speech and writing

  VCEALL026 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELA132

  Use vocabulary in the form of short phrases for a variety of purposes such as to request an object, communicate a need, recount information, or express a feeling

  Elaborations

  • building the vocabulary to label personal interests, experiences and associated objects
  • building vocabulary and images used to label experiences at school including those associated with topics or themes of study

  VCELA132 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCHPEP018

  Practise basic skills of personal care and communicate basic needs, likes and dislikes and experience the social skills of turn taking and sharing

  Elaborations

  • practising basic personal care and hygiene skills including hand washing, face washing, nose blowing and toilet routines
  • learning to follow class rules and routines
  • practising expressing needs, wants and feelings, active listening and showing self-discipline to be an effective group member
  • practising social skills in structured sessions

  VCHPEP018 | Health and Physical Education | Level B | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP033

  Explore their feelings and practice expressing their needs, likes and dislikes using simple communication tools

  Elaborations

  • learning through supported experiences about what feelings look like, when they have felt this way and how to act
  • learning to recognise their emotional expression
  • learning to use words, signs or symbols to name emotions for self and others
  • developing a vocabulary of key concepts and using pictures and real objects to indicate their understanding of their likes and dislikes and feelings, and events associated with each feeling
  • learning about the needs and viewpoints of others through group experiences and shared decision-making
  • selecting a solution and identifying cause and effect of actions for familiar social problems

  VCHPEP033 | Health and Physical Education | Level C | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDC053

  Take action to make plans, solve problems and address needs such as through corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance (for example, Mau makan apa?, Kita pergi ke mana?, Hari apa yang paling baik?), and negotiating and making decisions, for example, Bagaimana kalau kita…?, mungkin kalau kita bisa…
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
  • expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing or disagreeing, for example, saya kurang suka…
  • responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami
  • participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing issues such as relative cost and wages

  VCIDC053 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M1M02

  measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end

  Elaborations

  • using 2 different units (for example, icy pole sticks and pencils) to measure the length of an object (for example, a desk), and explaining why the number of units used may be different
  • comparing the length of 2 objects, such as a desk and a bookshelf, by laying multiple copies of a unit and counting to say which is longer and how much longer; and explaining why they should not have gaps or overlaps between the units, as this will change the length of the unit
  • measuring the distance between 2 locations using footsteps, comparing the results and explaining why there may be different results, for example, referring to the different lengths of footsteps as using different units
  • measuring and comparing the length of objects using blocks; for example, comparing the height of 2 toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller

  VC2M1M02 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VCRAC053

  Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification
  • expressing preferences for plans (for example, comparing and contrasting alternatives) and agreeing or disagreeing
  • responding to invitations to events by accepting, declining, and giving excuses
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary
  • participating in transactions and negotiations, such as purchasing food, clothing, souvenirs or transport, maintaining the interaction and discussing issues such as relative cost and wages

  VCRAC053 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCASFU252

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or adults in the Deaf community
  • exploring the nature and effect of culture, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • analysing and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, respect for elders, the importance of reciprocity and responsibility, for example, the signing TAP-2h++ reflects the responsibility to share information and pass on knowledge
  • understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN embody cultural meaning regarding distinctions made and values placed on fluent or awkward signing
  • identifying cultural differences between the use of personal names in Auslan and in their own background language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
  • observing that concepts may be culture and language specific, for example in relation to time and space, as in the spatial mapping of timelines in Auslan

  VCASFU252 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture