Search results

Result list

• VCCCTR025

  Consider the importance of giving reasons and evidence and how the strength of these can be evaluated

  Elaborations

  • investigating different ways to evaluate reasons, for example presence of supporting evidence, logic (reasoning) involved, relevancy, clarity or precision
  • examining a set of reasons for completeness
  • investigating different ways to evaluate evidence, for example checking how data was collected, sources of funding and the appropriateness of selected criteria
  • discussing how reasons can be useful in helping make decisions for the future and/or to assess past decisions, and/or to mitigate risk

  VCCCTR025 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCEBW016

  Consider the ways in which work can contribute to individual and societal wellbeing

  Elaborations

  • exploring ways that work can affect an individual’s self-esteem, material and non-material living standards and happiness
  • investigating the ways work affects the economy such as avoiding poverty (relative and absolute), productivity, and generating income

  VCEBW016 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• 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

• VCELA348

  Understand that cohesive links can be made in texts by omitting or replacing words

  Elaborations

  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example, ‘Look at those apples. Can I take these big ones?’, where ‘ones’ substitutes for ‘apples’)
  • noting how writers often substitute a general word for a more specific word already mentioned, thus creating a cohesive link between the words (for example 'Look at those apples. Can I have one?')
  • recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
  • observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities

  VCELA348 | Curriculum content | English | Level 6 | Writing | Language

• VCELA272

  Examine how evaluative language can be varied to be more or less forceful

  Elaborations

  • exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of certainty, command or obligation
  • distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts

  VCELA272 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCELA109

  Recognise how a group of words can represent an object or image

  Elaborations

  • using a noun and adjective to refer to an object or image, for example ‘the red car’ to refer to an object or image
  • making a request using a group of words, for example ‘I want the red car’, ‘cold drink please’, ‘work book please’
  • identifying spaces, letters and words in text

  VCELA109 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELY360

  Develop a handwriting style that is legible, fluent and that can vary depending on context

  Elaborations

  • using handwriting efficiently as a tool for a wide range of formal and informal text creation tasks

  VCELY360 | Curriculum content | English | Level 6 | Writing | Literacy

• VCHHK023

  Awareness of significant commemorative events and ways they can assist with preparation

  Elaborations

  • using images and stories to investigate an event, its history, objects and characteristics of these celebrations
  • assisting to prepare for a significant event, for example being supported to make a hat for an Easter bonnet parade, or a card or gift for Father’s day
  • observing the construction and use of a class calendar that counts down and commemorates the events of students, their family and the community

  VCHHK023 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCPSCSO031

  Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

  Elaborations

  • brainstorming the characteristics of respectful relationships and displaying them on a concept map
  • working in groups to develop a tip sheet for achieving respectful relationships
  • using a story to stimulate discussion about the characteristics and achievement of respectful relationships

  VCPSCSO031 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• 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

• VCSSU059

  A change of state between solid and liquid can be caused by adding or removing heat

  Elaborations

  • investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate
  • exploring how changes from solid to liquid and liquid to solid can help us recycle materials

  VCSSU059 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences

• VCSSU080

  Light from a source forms shadows and can be absorbed, reflected and refracted

  Elaborations

  • classifying materials as transparent, opaque or translucent based on the extent to which light passes through them or is absorbed
  • exploring the use of mirrors to demonstrate the reflection of light
  • recognising the refraction of light at the surfaces of different transparent materials, for example, when light travels from air to water or air to glass
  • recognising that the colour of an object depends on the properties of the object and the colour of the light source

  VCSSU080 | Science | Levels 5 and 6 | Science Understanding | Physical sciences

• VCSSU097

  Differences between elements, compounds and mixtures can be described by using a particle model

  Elaborations

  • modelling the arrangement of particles in elements and compounds
  • recognising that elements and simple compounds can be represented by symbols and formulas
  • explaining why elements and compounds can be represented by chemical formulas while mixtures cannot

  VCSSU097 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU024

  Weather involves sun, rain, wind and clouds and can be hot, cold and warm

  Elaborations

  • responding to questions related to the weather, for example, ‘Do you think it will rain?’, ‘Do you feel hot?, ‘Is it snowing?’
  • identifying and sorting pictures and objects into 'hot' and 'cold' weather activities

  VCSSU024 | Science | Level C | Science Understanding | Earth and space sciences

• VCSSU023

  Objects have different names and properties, and some can be manipulated and changed

  Elaborations

  • identifying and naming a variety of natural materials in the environment, for example, ‘rock’, ‘grass’, ‘water’, ‘sand’, ‘tree’
  • combining substances and observing them change during mixing, for example, salt and sugar dissolving in water, making jelly

  VCSSU023 | Science | Level C | Science Understanding | Chemical sciences

• VCSSU132

  Energy flow in Earth’s atmosphere can be explained by the processes of heat transfer

  Elaborations

  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfers and transformations
  • recognising that in energy transfers and transformations, a number of steps can occur and the system is not 100% efficient so that usable energy is reduced
  • comparing energy changes in physical events, for example, car crashes, the motion of pendulums, lifting and dropping

  VCSSU132 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU096

  The properties of the different states of matter can be explained in terms of the motion and arrangement of particles

  Elaborations

  • modelling the arrangement of particles in solids, liquids and gases
  • using the particle model to distinguish between the properties of liquid water, ice and steam

  VCSSU096 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCZHU010

  Reproduce the four tones and recognise how they can change the meaning of words

  Elaborations

  • noticing the tonal nature of spoken Chinese and using gestures to enhance the differentiation of tones
  • applying tones to diverse sounds in Chinese to express different meanings, and recognising differences between words with different tones, for example, 妈mā and 马mǎ
  • practising the pronunciation of syllables that are unique to Chinese, such as 女nǚ, 下 xià
  • working with classmates and teachers to identify initials (, b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)

  VCZHU010 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELC181

  Engage in intercultural experience, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in Greek, for example, by keeping an online or digital diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by Greek speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of Greek migrants when they came to Australia, discussing the impact they have made on Australian society and the issue of cultural identity

  VCELC181 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCNRC079

  Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in the language, for example by keeping a diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by speakers of the language, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of migrants who speak the language being studied, for example discussing when they came to Australia, the impact they have made on Australian society, and issues of cultural identity

  VCNRC079 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting