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• VCHPEP126

  Investigate and select strategies to promote health, safety and wellbeing

  Elaborations

  • investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
  • researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
  • researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
  • proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
  • examining strategies for safe practices in different environments, including home, transport and aquatic environments

  VCHPEP126 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCCCG030

  Analyse how citizens’ political choices are shaped, including the influence of the media

  Elaborations

  • analysing a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
  • discussing how social media is used to influence people’s understanding of issues

  VCCCG030 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• VCCCTQ002

  Consider personal reactions to situations or problems and how these reactions may influence thinking

  Elaborations

  • matching reactions to a series of visual prompts with an action, for example, selecting a happy emoji in response to a dog, and matching this to a picture of patting, and reflecting on how the personal reaction influenced the choice of action
  • responding to a variety of sounds such as voices, electronic instruments and everyday objects and reflecting on how this influences their ideas when developing/creating a soundscape
  • making a prediction as part of science inquiry and considering whether their initial reaction influenced their prediction, for example predicting which object is heaviest/lightest

  VCCCTQ002 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• VCCCTQ082

  Investigate how past experience influences thinking and reactions to situations and problems

  Elaborations

  • exploring similarities and differences in personal reactions to situations and problems
  • exploring problems and the various action/ options, and their preference
  • mapping reactions and thinking to situations and problems and exploring the link between reaction and thinking

  VCCCTQ082 | Capabilities | Critical and Creative Thinking | Level D | Questions and Possibilities

• VCEALA780

  Understand how writing contexts, audience and purpose influence function and form

  Elaborations

  • choosing from a repertoire of text types to communicate a message clearly, for example writing an analytical essay or creating a short slideshow to explain an issue to the class
  • identifying the context, purpose and audience for a text when planning and drafting
  • choosing and sustaining appropriate language for the audience and purpose, for example using a formal register for an intended academic audience

  VCEALA780 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCGGK134

  Environmental, economic and technological factors that influence crop yields in Australia and across the world

  Elaborations

  • investigating the environmental constraints on agricultural production in Australia, such as soil moisture, water resources and soils, and the extent to which agricultural innovations have overcome them
  • investigating how high crop yields around the world (for example from wheat, rice and maize) are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies, such as high yielding varieties
  • using the concept of soil moisture budget to examine the spatial and seasonal quantity of soil moisture available for agriculture in different places in Australia

  VCGGK134 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK139

  Perceptions people have of place, and how this influences their connections to different places

  Elaborations

  • comparing people's perception and use of places and spaces in their local area, such as different age groups
  • investigating how people in places in other countries perceive, use and are connected to their place and space

  VCGGK139 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• VCGGK096

  Environmental and human influences on the location and characteristics of places and the management of spaces within them

  Elaborations

  • comparing how people have responded to climatic conditions in similar and different places and factors that may have influenced this such as culture and technology
  • investigating the influence of landforms on the development of settlements that are involved in food and fibre production. For example, river valleys such as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges
  • explaining why most Australians live close to the coast rather than in inland Australia
  • examining how the use of the space within their local place is organised through zoning
  • investigating a current local planning issue, such as the redevelopment of a site, preservation of open space or subdivision of farming land, exploring why people have different views on the issue, and developing a class response to it

  VCGGK096 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCGGK112

  Influence of accessibility to services and facilities; and environmental quality, on the liveability of places

  Elaborations

  • comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries. For example, shops, access to clean water, sanitation, education and health services
  • examining the role transport plays in people’s ability to access services and participate in activities in the local area
  • explaining the importance of water quality to the liveability of places
  • investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
  • exploring the geomorphology of the land and how this affects the liveability of a place

  VCGGK112 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCHHK153

  Effects of the US civil rights movement and its influence on Australia

  Elaborations

  • outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms

  VCHHK153 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Rights and freedoms (1945 – the present)

• VCHPEP151

  Critique behaviours and contextual factors that influence the health and wellbeing of their communities

  Elaborations

  • examining social, cultural and economic factors that influence the health behaviours of people in their community
  • investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
  • analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, sexism, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
  • investigating the role that extended family and broader community play in the lives of Aboriginal and Torres Strait Islander peoples

  VCHPEP151 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP128

  Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity

  Elaborations

  • investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations at home, school and in the community
  • exploring different viewpoints, practising being empathetic and considering alternative ways to respond
  • recognising and interpreting emotional responses to stressful situations at home and at school, and proposing strategies for managing these responses

  VCHPEP128 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDU048

  Develop understanding of how grammatical structures and rules influence textual organisation

  Elaborations

  • noticing that different text types have a different register, for example, Bapak-Bapak dan Ibu-Ibu (speech), kamu semua (dialogue with peers), Anda (advertisement) , Yth (email or letter to someone in authority)
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade (terbaru, paling sehat), the imperative in signs designed to advise or prohibit (Dilarang), salutations in emails designed to maintain relationships (yang baik, salam dari), and declaratives in announcements designed to inform (Minggu depan pada waktu…)

  VCIDU048 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCIDU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts, for example, metaphor (adalah) and simile (sama dengan, seperti, bagai)
  • analysing and comparing textual features across cultures, for example, the convention of apologising at the opening and closing of formal Indonesian speeches, and showing humility in an Indonesian job application
  • understanding the prevalence of acronyms (for example, ultah, penjaskes, narkoba), and their use for convenience

  VCIDU116 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU050

  Recognise influences from other languages, such as regional and foreign languages

  Elaborations

  • noticing how the language is influenced by other languages and cultures such as words for food, music or sport
  • keeping a class record of borrowings from other languages
  • noticing the use of loan words from English in texts such as advertisements and television programs

  VCRAU050 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCRAU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts
  • analysing and comparing textual features across cultures
  • understanding the prevalence of acronyms and their use for convenience

  VCRAU116 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCVIU172

  Explore the impact on language of social, cultural and intercultural influences such as globalisation and new technologies

  Elaborations

  • recognising Vietnamese words, phrases and concepts that have emerged as a result of technological advances, for example, máy vi tính xách tay, nhấp chuột, điện thoại thông minh, thư điện tử, nhật ký điện tử, mạng lưới toàn cầu, trò chơi trực tuyến, tivi màn hình cong, phim ba chiều
  • reflecting on changes in own language use and identifying new terms and communicative modes that have been adopted as a result of the development of technology, for example, using abbreviations such as ‘u’, ‘LOL’, ‘YOLO’, ‘2u’ or ‘4u’ or emoticons instead of whole words or phrases
  • recognising and understanding new words (including Vietnamese and non-Vietnamese), phrases and concepts that have been developed as a result of globalisation and changing lifestyles, for example, toàn cầu hóa, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)

  VCVIU172 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change