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• VCADAP003

  Be involved in making and sharing dance that communicates ideas

  Elaborations

  • viewing own performance and reacting to elements
  • performing as part of a dance group, to classmates, teachers and parents
  • reacting to the audience, for example, change in expression when they hear or see known adults
  • experiencing the presenting of their dance in a digital format

  VCADAP003 | The Arts | Dance | Level A | Present and Perform

• VCCCTQ064

  Use past experience to inform choice making and responses

  Elaborations

  • reacting to sensory input in the environment and using personal preference to make choices
  • beginning to match things that are the same and developing consistency in reactions and responses
  • becoming familiar with everyday routines and responding to basic familiar routines, environmental changes and people

  VCCCTQ064 | Capabilities | Critical and Creative Thinking | Level B | Questions and Possibilities

• VCELA130

  Know how to greet and maintain a short interaction with others

  Elaborations

  • intentionally conveying information during a communication exchange
  • changing volume based on the context, for example inside and outside
  • learning to recognise the space required when communicating with another person

  VCELA130 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELT264

  Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features

  Elaborations

  • drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
  • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

  VCELT264 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT068

  Assist to modify a text by producing a sound, noise or using an object

  Elaborations

  • producing noises, sound or words to be added to a familiar text during shared text modification
  • assisting in the modifying of a familiar text by selecting an object to be added to the story or object to be changed in a story

  VCELT068 | Curriculum content | English | Level B | Speaking and Listening | Literature

• VCELY286

  Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts

  Elaborations

  • viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender

  VCELY286 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY034

  Respond to various types of communication

  Elaborations

  • changing behaviour as a consequence of their needs
  • encountering people who interact with them and interpret their behaviour for them
  • reacting to familiar people, voices and sounds
  • responding to interaction with others, for example, by smiling, turning head, making noises

  VCELY034 | Curriculum content | English | Level A | Speaking and Listening | Literacy

• VCMMG011

  Respond to personally relevant everyday events

  Elaborations

  • experiencing everyday events and their associated equipment and sensory elements
  • reacting to changes in their environment associated with everyday events
  • experiencing visuals being used to represent regular events
  • reacting to objects and tools associated with routine everyday events

  VCMMG011 | Mathematics | Level A | Measurement and Geometry | Using units of measurement

• VCMNA285

  Plot graphs of non-linear real life data with and without the use of digital technologies, and interpret and analyse these graphs

  Elaborations

  • investigating different combinations of length and width of a rectangle for a fixed area, and drawing the corresponding graph
  • using graphs to analysing change in the value of a currency against another currency over a specified period

  VCMNA285 | Mathematics | Level 8 | Number and Algebra | Linear and non-linear relationships

• VCPSCSE054

  Experience problems within everyday situations and assist to implement routine and accept assistance from familiar adults to manage problems

  Elaborations

  • reacting to major changes in the environment
  • experiencing their reactions being labelled and responded to, for example being comforted if sad or distressed
  • experiencing adult comfort or support to cope with emotional events and adults providing solutions to their everyday problems

  VCPSCSE054 | Capabilities | Personal and Social Capability | Level A | Self-Awareness and Management | Development of resilience

• VCSIS010

  Communicate by initiating and refining their responses and using accept-or-reject gestures or actions

  Elaborations

  • intentionally responding to an activity, change, object with accept-or-reject gestures or actions
  • gaining the attention of familiar adults and intentionally communicating with vocal sounds, eye gaze, facial expression

  VCSIS010 | Science | Level A | Science Inquiry Skills | Communicating

• VCSSU101

  Water is an important resource that cycles through the environment

  Elaborations

  • considering the water cycle in terms of changes of state of water
  • investigating factors that influence the water cycle in nature
  • exploring how human management of water impacts on the water cycle

  VCSSU101 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCAMUR045

  Evaluate a range of performances and compositions to inform and refine their own music making

  Elaborations

  • analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles, for example, features of a piece that are typical of the social context in which it was created
  • listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music, for example ‘what historical influences are evident in this performance?
  • comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice, for example, evaluating the use of the elements of music when listening to and interpreting music
  • investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music, for example, How are the elements of music used in this piece to convey a cultural identity?

  VCAMUR045 | The Arts | Music | Levels 9 and 10 | Respond and Interpret

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCAVCDR005

  Identify and describe the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts

  Elaborations

  • identifying the effectiveness of methods, media and materials in a range of visual communications
  • identify the use of design elements and principles in a range of visual communications and how these are used to effectively communicate ideas and engage the target audience.
  • identifying how design elements and principles are used in combination with drawing conventions, materials, methods and media to communicate ideas to a target audience
  • discussing how the use of materials, methods, media, design elements, design principles are applied to visual communication styles from different times and places, for example, investigating presentations from Aboriginal and Torres Strait Islander peoples and the styles that reflect particular ‘countries’ and groupings
  • discussing the influence of the target audience on visual communications, for example, how the target audience and purpose of a visual communication affects the use of design elements and principles and processes in visual communications

  VCAVCDR005 | The Arts | Visual Communication Design | Levels 7 and 8 | Respond and Interpret

• VCDTCD050

  Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

  Elaborations

  • developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
  • investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
  • investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
  • identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
  • using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
  • testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made

  VCDTCD050 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCELU185

  Analyse culturally specific ways of interacting in Greek and how and why language use varies according to cultural contexts, considering why these differ from interactions in English or in other languages

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
  • investigating the nature and use of Greek language in different contexts of interaction, for example, asking Greek-speaking students in Australia with whom they communicate in Greek and for what purposes, reflecting on similarities and differences to interactions in English or other languages
  • analysing a range of correspondence and dialogue to identify features of language that affect levels of formality, such as the use of the subjunctive, imperative mood and plural polite register, for example, Αγαπημένε μου φίλε Γιάννη, γεια σου, Αξιότιμη κυρία Λασκαρίδη, Πες μου, Πείτε μου, Ας μιλήσουμε, Για να σε ακούσω
  • identifying English words in the Greek language, for example, πάρκινγκ, ζάπινγκ, and discussing their emergence and use

  VCELU185 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHHK081

  The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions

  Elaborations

  • investigating contact with Aboriginal and Torres Strait Islander peoples before 1788, for example, the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people
  • comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
  • exploring early contact history with the British, for example, Pemulwuy or the Black War, and the impact that British colonisation had on the lives of Aboriginal people such as dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines
  • exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
  • examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal peoples' country

  VCHHK081 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHIC046

  Discuss the effects of switching between languages, noticing when they choose to use either Hindi or English and how each language and associated cultures influences their ways of communicating

  Elaborations

  • reflecting on the experience of moving between Hindi- and English-speaking contexts, comparing instances that have resulted in difficulties, surprises or amusement due to differences in cultural expectations
  • comparing gestures and other forms of non-verbal behaviour used when communicating in Hindi, English and other languages
  • reflecting on situations when they use both Hindi and English, discussing why they do this, for example, when talking about sport, food or music or when using social media
  • identifying adjustments they make when moving between languages, for example, to ways of addressing people or expressing affection or respect, discussing why these adjustments are necessary and whether they are easy to make
  • developing metalanguage for explaining the relationship between languages and cultures and for describing intercultural communication in different contexts, for example, discussing the need to apply distinctions such as तू जा, तुम जाओ, आप जाइए, आप जाइएगा or using forms of language to show respect or status

  VCHIC046 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCITU092

  Investigate how language varies according to context and speakers

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs for urban and rural communities or different regions, noticing how the language reflects ideas and concerns that are important to different communities
  • analysing differences in lexis and syntax between regional uses of Standard Italian and dialect
  • exploring texts associated with particular subgroups in Italian communities (for example, children, youth, women, the elderly, rappers, police, athletes) to understand how groups develop their own language and how this influences membership
  • analysing degrees of formality in correspondence and dialogue to discover features of language that affect formality, for example, the use of the subjunctive (Qualunque cosa vuoi, non fare complimenti. Qualunque cosa Lei voglia, non faccia complimenti)

  VCITU092 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change