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• VCASFU054

  Reflect on how communities’ ways of using language are shaped by and reflect cultural values and beliefs, and how these may be differently interpreted by users of other languages

  Elaborations

  • explaining the role of Auslan and Deaf culture in maintaining, reflecting and strengthening the Deaf community and its networks and significant places
  • understanding that knowledge about past and present Deaf people and cultural experience and values is embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN reflects cultural values placed on fluency
  • identifying the cultural importance of different elements of communication, such as the use of signing space and proxemics by Auslan users, particularly in relation to a person passing between two signers or the positioning of communication partners
  • identifying cultural differences between the use of personal names in Auslan and other languages, such as the fact that Auslan signers do not use a person’s name when addressing them directly as do users of many spoken languages
  • recognising that different types of expressive and imaginative performance in Auslan carry cultural as well as linguistic information, for example, a film or theatrical performance that represents typical miscommunication experiences
  • 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
  • exploring ways in which deaf people’s art incorporates sign language motifs and images as forms of cultural expression
  • analysing stories about deaf people’s history for the ways in which they embody cultural values and information, for example accounts of Thomas Pattison, FJ Rose and William Thomson establishing the first schools for deaf children

  VCASFU054 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCELT403

  Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups

  Elaborations

  • investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
  • comparing attitudes and ideas in texts drawn from contexts that are different to one's own

  VCELT403 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELU136

  Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions

  Elaborations

  • examining aspects of authentic Greek culture, for example, sugared almonds at weddings and baptisms, βασιλόπιτα,τσουρέκι, their symbolism and the language associated with them
  • understanding concepts and values such as το γλέντι, and η παρέα , το πανηγύρι for example, during Greek festivals, birthdays and name days
  • recognising and explaining to others the significance of some Greek cultural practices sustained over time, for example, reasons for traditional Greek housing and events, for example, offering visitors food and drink, το κέρασμα στη γιορτή
  • experiencing the importance of music and dance in Greek culture, as an expression of identity and emotions (happiness, joy, sadness, national pride)

  VCELU136 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCHHK106

  The significant beliefs, values and practices of Aboriginal and Torres Strait Islander peoples and cultures including trade with other communities, causes and effects of warfare, and death and funerary customs

  Elaborations

  • inviting a local elder to conduct a smoking ceremony and Welcome to Country
  • explaining why different language and tribal groups have different beliefs. Compare and contrast their understandings of creation beings, ancestral beings, and totemic beings
  • explaining the purpose of ceremonies of initiation of boys and girls and funeral ceremonies
  • identifying reasons for trade between tribes and explain that trading via overland pathways and songlines was a method of sharing resources and a form of social control and law, respect for others boundaries, marriage arrangements, sharing the Dreaming, songs, rituals and settling disputes

  VCHHK106 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCKOU019

  Identify beliefs, attitudes and value systems reflected in their own everyday language use in English, other languages and Korean, comparing ways of communicating across cultures

  Elaborations

  • identifying non-verbal expressions taken for granted in communication in different cultures, for example, the use/non-use of eye contact, bowing, nodding, pointing
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • discussing, questioning and explaining understanding of other cultures including Korean to others non-judgmentally, for example, without stereotyping
  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • exploring how politeness is expressed differently in Korean and English

  VCKOU019 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCKOU190

  Analyse how beliefs and value systems are reflected in language use and communicative behaviours, and reflect on how what is considered normal in communication varies across cultures

  Elaborations

  • investigating cultural and historical backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages; reflecting on and discussing differences across cultures
  • investigating and using language associated with significant cultural practices and events or celebrations, for example, 설날, 단오, 추석, 한글날
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • reflecting on own cultural identities and how they are expressed differently in different settings such as home, school and other social domains, considering how these might be interpreted and responded to by people from different cultures

  VCKOU190 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VC2M10AST01

  calculate and interpret the mean and standard deviation of data and use these to compare data sets; investigate the effect of individual data values, including outliers, on the standard deviation

  Elaborations

  • using the standard deviation to describe the spread of a set of data
  • using the mean and standard deviation to compare numerical data sets
  • constructing distributions for the mean and standard deviation of simple random samples from a population

  VC2M10AST01 | Mathematics | Mathematics Version 2.0 | Level 10A | Statistics

• VC2M3N04

  add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator

  Elaborations

  • using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary
  • using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539
  • choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850
  • solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139
  • justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems
  • applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week

  VC2M3N04 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M6N04

  apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers

  Elaborations

  • applying estimation strategies to addition and subtraction of decimals to at least thousandths before calculating answers or when a situation requires just an estimation
  • applying whole-number strategies; for example, using basic facts, place value, partitioning and the inverse relationship between addition and subtraction, and properties of operations to develop meaningful mental strategies for addition and subtraction of decimal numbers to at least hundredths
  • working additively with linear measurements expressed as decimals up to 2 and 3 decimal places; for example, calculating how far off the world record the athletes were at the last Olympic Games in the women’s long jump or shot-put and comparing school records to the Olympic records
  • deciding to use a calculator as a calculation strategy for solving additive problems involving decimals that vary in their number of decimal places beyond hundredths; for example, 1.0 − 0.0035 or 2.345 + 1.4999

  VC2M6N04 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VC2M4N05

  solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

  Elaborations

  • using physical or virtual materials to demonstrate the multiplicative relationship between the places
  • using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by 10 moves the digits one place to the left and dividing by 10 moves digits one place to the right
  • using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by tens, hundreds and thousands, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator

  VC2M4N05 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M2N02

  partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation

  Elaborations

  • comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials
  • renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones

  VC2M2N02 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCMSP372

  Calculate and interpret the mean and standard deviation of data and use these to compare data sets. Investigate the effect of individual data values including outliers, on the standard deviation

  Elaborations

  • using the standard deviation to describe the spread of a set of data
  • using the mean and standard deviation to compare numerical data sets
  • constructing distributions for the mean and standard deviation of simple random samples from a population

  VCMSP372 | Mathematics | Level 10A | Statistics and Probability | Data representation and interpretation

• VCNRU034

  Identify vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions to make connections between cultural practices and language use

  Elaborations

  • examining aspects of the authentic culture of the target language speakers
  • understanding concepts and values as expressed, for example, during festivals, birthdays and special occasions
  • recognising and explaining to others the significance of some cultural practices and events

  VCNRU034 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Role of language and culture

• VCTRU034

  Make connections between Turkish language and culture, for example, by identifying words, gestures, forms of address or expressions that reflect cultural values and practices

  Elaborations

  • noticing that languages carry cultural information, for example, by identifying words or expressions used by friends and family members in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
  • finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim iyi bayramlar, Allah kabul etsin
  • noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
  • recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture

  VCTRU034 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCESU018

  Recognise the interconnected relationship between language and culture

  Elaborations

  • identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these features differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more or less directly
  • considering how differences between ways of using language reflect cultural influences, for example, the adoption of varying systems of apellidos in different Spanish-speaking communities
  • identifying words or expressions that reflect values and ways of thinking about the world in Spanish, English and other languages, for example, the religious and cultural associations of relationships such as compadrazgo, names such as Jesús María, Dolores, Concepción and Asunción, and expressions such as la bendición, ¡Que Dios te bendiga! and ¡Adiós!; the connotations of ‘mateship’ in Australian English; or the significance of Country in Aboriginal culture
  • considering how Spanish language and interaction patterns around familiar routines such as mealtimes reflect practices and values associated with family life, food and social relationships, for example, sobremesa
  • noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro versus ‘Can you give me the book, please?’)

  VCESU018 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCDSTS055

  Explain how designed solutions evolve with consideration of preferred futures and the impact of emerging technologies on design decisions

  Elaborations

  • considering how creativity, innovation and enterprise contribute to how products, services and environments evolve
  • exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and carbon footprint
  • explaining the consequences of social, ethical and sustainability decisions for designed solutions, for example, a managed public environment such as a theme park
  • predicting the impact of emerging technologies for preferred futures
  • constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
  • recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia

  VCDSTS055 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies and Society

• VCHPEP113

  Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment

  Elaborations

  • exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments
  • discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing
  • discussing how access to natural and built environments can help or hinder participation in physical activities
  • exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of these places to physical activities

  VCHPEP113 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCIDU085

  Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility; norms such as showing deference and saving face; and values such as patience, humility and selflessness, for example, setahu saya, kalau saya tidak salah, numpang tanya, permisi dulu
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, such as the origins of Bahasa Indonesia, and its historical and contemporary uses
  • developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCIDU085 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCGGC102

  Collect and record relevant geographical data and information from useful primary and secondary sources, using ethical protocols

  Elaborations

  • gathering from a range of primary and digital sources, for example, from GIS layers, observation, annotated field sketches, surveys and interviews, or photographs, relevant data about the impacts of and responses to a hydrological hazard, or the factors influencing decisions people make about where to live
  • collecting geographical information from secondary sources, such as digital sources, thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media
  • applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
  • considering the usefulness of primary and secondary data by finding out when it was collected and for what purpose, and comparing this to the purpose of research
  • gathering relevant data about the ways to protect significant landscapes from a range of primary and digital sources, such as from observation, annotated field sketches, surveys and interviews, or photographs

  VCGGC102 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCGGC085

  Describe and explain the diverse characteristics of places in different locations from local to global scales

  Elaborations

  • researching the population size and density of a selection of countries around the world
  • exploring the diversity of environments and types of settlement, in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • examining how the use of space within an area may be influenced by designation of land, for example, national parks, reserves, significant sites

  VCGGC085 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection