Search results

Result list

• VC2MFST01

  collect, sort and compare data represented by objects and images in response to given investigative questions that have only 2 outcomes and relate to familiar situations

  Elaborations

  • using data displays to answer simple questions such as ‘How many students answered “yes” to having pets?’
  • collecting and deciding how to organise data to answer yes/no questions; for example, in relation to the question ‘Do more people in our class today have shoes with laces than without?’, explaining that lining up and matching shoes with and without laces one-to-one will answer the question
  • collecting data through everyday activities or events and sorting the collected data; for example, sorting toys into categories such as ‘toys that move’ and ‘toys that don’t move’
  • creating classroom charts and rosters using stickers to represent data; and comparing and interpreting the representations
  • investigating statistical contexts after reading a story; for example, after reading The Waterhole by Graeme Base, asking and responding to questions like ‘What different animals did you see?’, ‘How many different types of animals were there?’ or ‘Were there more tigers or kangaroos?’
  • exploring what and how information from the environment is collected and used by Aboriginal and/or Torres Strait Islander Peoples to predict weather events

  VC2MFST01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Statistics

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCEALL585

  Pronounce a range of words comprehensibly based on knowledge of vocabulary and letter–sound relationships

  Elaborations

  • pronouncing accurately and reading fluently basic vocabulary or phrases
  • sounding out letters and letter combinations when reading unfamiliar words

  VCEALL585 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL262

  Use comprehensible pronunciation for a range of high-frequency words learnt in class

  Elaborations

  • developing comprehensible pronunciation through imitation and rehearsal
  • accurately pronouncing a range of high-frequency words used in classroom instructions, texts and interactions

  VCEALL262 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCELY444

  Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

  Elaborations

  • predicting meanings of unfamiliar words by using morphographic patterns

  VCELY444 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCZHC116

  Convey simple information to peers using illustrations and gestures to support meaning, and respond to questions from others

  Elaborations

  • presenting their learning by creating pictures and labelling them to elaborate concepts, for example, 春天；中秋节
  • presenting and expanding on details of the topic, and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • presenting their knowledge of places in China and Australia, such as places they have visited or where they have relatives, supported with photographs, for example, 我的奶奶住在北京
  • sharing their knowledge of the world through and responding to questions from others, for example, 中国有什么动物？ 澳大利亚呢？ / 中国大还是澳大利亚大？/ 你抱过考拉吗？
  • creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃
  • identifying familiar words and concepts drawn from recent learning in other subject areas, for example, 数学（形状） and 科学（自然现象）
  • making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 尾巴 in 猫有长长的尾巴， 人没有尾巴

  VCZHC116 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VC2M4N02

  investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9

  Elaborations

  • recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences

  VC2M4N02 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCMNA154

  Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

  Elaborations

  • recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences

  VCMNA154 | Mathematics | Level 4 | Number and Algebra | Number and place value

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC165

  Communicate appropriately while involved in shared learning activities by asking and responding to questions, managing interactions, indicating understanding and monitoring learning

  Elaborations

  • responding to signed class and school announcements such as assembly procedures
  • showing agreement or disagreement or asking for clarification, for example:
    PRO1 AGREE
    I agree.
    PRO1 AGREE-NOT
    I don’t agree …
    THAT RIGHT THAT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using discourse markers in conversation to indicate understanding, attention or consideration, for example:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • respecting protocols for interrupting conversations, for example by walking between signers, waiting for eye contact and pauses in signing and using language such as EXCUSE or SORRY INTERRUPT
  • monitoring their own and each other’s learning, for example by making comments such as:
    SURPRISE KNOW-NOT PRO1
    I didn’t know that …
    THANKYOU PRO2 EXPLAIN CLEAR
    Thank you – that was really clear.
    
  • following appropriate protocols when interacting with interpreters, for example not standing between the interpreter and the deaf person
  • using non-auditory ways of signalling enjoyment, support or encouragement in large group or audience activities, for example, by foot stomping at a deaf basketball game

  VCASFC165 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCEALC485

  Interact simply with peers in group work activities

  Elaborations

  • responding verbally and non-verbally
  • responding to direct questions with brief and relevant answers

  VCEALC485 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCELY139

  Listen and respond to communication of others in classroom situations and routines

  Elaborations

  • asking and answering questions to seek information
  • communicating in pairs during a classroom activity

  VCELY139 | Curriculum content | English | Level D | Speaking and Listening | Literacy

• VC2M10A07

  solve problems involving linear equations, including those derived from formulas

  Elaborations

  • representing word problems with simple linear equations and solving them to answer questions

  VC2M10A07 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA335

  Solve problems involving linear equations, including those derived from formulas

  Elaborations

  • representing word problems with simple linear equations and solving them to answer questions

  VCMNA335 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA336

  Solve linear inequalities and graph their solutions on a number line

  Elaborations

  • representing word problems with simple linear inequalities and solving them to answer questions

  VCMNA336 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VC2M5ST03

  plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation

  Elaborations

  • posing questions about insect diversity in the playground, and collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time
  • posing a question or identifying a problem of interest; collecting, interpreting and analysing the data; and discussing if the data generated provides the information necessary to answer the question
  • developing survey questions that are objective, without opinion, and have a balanced set of answer choices without bias
  • exploring Aboriginal and/or Torres Strait Islander ranger groups’ and other groups’ biodiversity detection techniques to care for Country/Place, posing investigative questions, and collecting and interpreting related data to represent and communicate findings

  VC2M5ST03 | Mathematics | Mathematics Version 2.0 | Level 5 | Statistics

• VCIDU013

  Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
  • describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…
  • greetings and farewelling others, for example, Selamat pagi/siang/sore/ malam, sampai jumpa
  • specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
  • describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur
  • interacting using auxiliary verbs, for example, ada, mau, tahu, boleh, bisa
  • understanding different question words and the anticipated answer, for example, siapa? (people), apa? (objects, actions), di mana? (location), berapa? (quantity)
  • using imperatives to tell others to do something, for example, Duduklah, Lipat tangan, Tepuk tangan
  • referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)
  • describing the colour, size, shape and character of a person, place or thing using noun–adjective phrases, for example, buku merah, anjing besar, kucing kecil, bapak tinggi, saya pendek, adik lucu
  • joining words or phrases using conjunctions, for example, dan, tetapi
  • referring to things using demonstratives ini and itu, for example, Ini buku merah
  • negating verbs and adjectives using tidak
  • expressing modality, for example, mau, ingin, boleh, bisa

  VCIDU013 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCMNA214

  Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers

  Elaborations

  • extending whole-number strategies to explore and develop meaningful written strategies for addition and subtraction of decimal numbers to thousandths
  • exploring and practising efficient methods for solving problems requiring operations on decimals, to gain fluency with calculating with decimals and with recognising appropriate operations

  VCMNA214 | Mathematics | Level 6 | Number and Algebra | Fractions and decimals

• VCHIC093

  Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following directions, giving praise or encouragement and reflecting on learning experiences

  Elaborations

  • participating in regular classroom interactions such as asking and answering questions, for example, आज २० जून है; आज सोमवार है; आज बहुत सर्दी है; requesting permission or clarification, नहीं, मुझे समझ नहीं आया, कृपया फिर से दोहराइए। यह बहुत कठिन है। इस में मुझे क्या करना है? इस प्रश्न का उत्तर क्या है? कृपया, यह फिर से समझाइए; and responding to praise or criticism, बहुत बढ़िया! बुरा नहीं है। ठीक ठाक हैl
  • using language of comparison, opinion, reflection and response, for example, इस विकल्प को अधिक लोग चुनते हैं ... मुझे यह कार्य बहुत कठिन लगा।
  • monitoring progress during learning experiences, responding to each other’s contributions and expressing opinions and preferences, किसकी बारी है? यह बहुत कठिन लग रहा है। मैं फिर से शुरू करूंगा …
  • using evaluative language to provide feedback and encouragement and to review learning experiences, for example, by reflecting on completed tasks, हमने अच्छा प्रबंध किया। हमें उम्मीद से ज़्यादा समय लगा, प्रभावशाली सुधार, प्रयत्न करते रहो
  • identifying and discussing Hindi idioms and proverbs that may be applied to the experience of learning languages, for example, डूबते को तिनके का सहारा, नाच न जाने आंगन टेढ़ा, अँधे की लाठी, चार–चाँद लगाना

  VCHIC093 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCEALA008

  Understand when a response is required and attempt to respond using either known words or non-verbal language

  Elaborations

  • responding appropriately to comments with simple non-verbal language, or indicating non-comprehension, such as by smiling when greeted, shaking or nodding head in response to questions
  • indicating agreement or non-agreement through body language or simple utterances such as ‘yes’ or ‘no’
  • giving simple, short responses to familiar questions, for example ‘My name is …’

  VCEALA008 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness