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• VCGGC104

  Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • using aerial images of contrasting places to identify differences in housing density
  • using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world, such as countries of the Asia region, or from the Pacific region
  • using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena. For example, the relationship between economic activities and river systems and the availability of surface water
  • interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
  • reviewing the results of an analysis to propose and defend answers to a question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change

  VCGGC104 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCKOC030

  Reflect on own identity and on how it is affected by the experience of Korean language learning

  Elaborations

  • gathering examples of language/s used by various people in different contexts, including the Korean language spoken by Koreans in different social/age groups and in different places, and discussing how the examples reveal aspects of identity
  • discussing challenges and rewards they feel during intercultural interactions and how the experience of learning and using Korean challenges preconceptions or stereotypes and helps them to revise own attitudes
  • recounting personal stories, in oral, written or digital forms, about significant encounters, explaining why they consider them significant
  • monitoring own language use and sense of identity across a range of intercultural interactions, such as by using a blog or journal, and considering personal experience, perspectives and values about being a learner and user of Korean
  • sharing with others the ongoing influence of Korean language learning on the shaping of their identity

  VCKOC030 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCMSP177

  Identify events where the chance of one will not be affected by the occurrence of the other

  Elaborations

  • explaining that the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby

  VCMSP177 | Mathematics | Level 4 | Statistics and Probability | Chance

• VC2M10P01

  use the language of ‘if … then …’, ‘given’, ‘of’ and ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language, and describe and interpret situations involving conditional probability; design and conduct simulations using digital tools to model...

  Elaborations

  • using two-way tables and Venn diagrams to understand conditional statements using the language of ‘if … then …’, ‘given’, ‘of’ and ‘knowing that’ and identifying common mistakes in interpreting such language
  • using arrays and tree diagrams to represent, interpret and compare probabilities of dependent and independent events 
  • using samples of different sizes with and without replacement from a population to identify when the difference in methods becomes negligible
  • using simulations to gather data on frequencies for situations involving chance that appear to be counterintuitive, such as the three-door problem or the birthday problem
  • identifying situations in real life where probability simulations are used for decision-making, such as supply and demand of product, insurance risk and queueing 
  • using simulation to predict the number of people likely to be infected with a strain of flu or virus

  VC2M10P01 | Mathematics | Mathematics Version 2.0 | Level 10 | Probability

• VCHPEM137

  Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance

  Elaborations

  • performing a range of movements and analysing technique related to take-off, body position and landing
  • demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
  • creating, performing and appraising movement sequences that demonstrate variations in flow and levels
  • designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space

  VCHPEM137 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM041

  Test possible solutions to movement challenges through trial and error to maintain balance and coordination as they move over and through a range of surfaces and grasp and manipulate objects

  Elaborations

  • using basic play equipment purposefully
  • maintaining balance and coordination as they move over and through a range of surfaces
  • trialling a number of ideas when trying new movement activities
  • making positive choices when faced with a decision about how they participate in a movement activity

  VCHPEM041 | Health and Physical Education | Level C | Movement and Physical Activity | Learning through movement

• VCELU169

  Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change

  Elaborations

  • finding examples of Greek script throughout history, such as on pots and stone slabs, for example, the Rosetta Stone, the entrance to Delphi, tombstones in Vergina, Byzantine artefacts, coins and old books, observing how different styles of writing have developed
  • understanding that there are different forms of written Greek used in different contexts dating from the ancient world to today
  • recognising that meanings of particular words and expressions can originate from earlier times, for example, εντάξει

  VCELU169 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCSSU105

  Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum which is part of a larger spectrum of radiation

  Elaborations

  • exploring how images can change when the arrangement of the mirror or lens system is altered
  • exploring the mechanism of the human eye and corrective technologies
  • observing the spread and order of colours in the visible spectrum
  • describing the different types of radiation in the larger spectrum of radiation

  VCSSU105 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSIS084

  Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

  Elaborations

  • discussing in groups how investigations can be made as fair as possible
  • using tools and digital technologies to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
  • using digital technologies to make accurate measurements and record data

  VCSIS084 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting

• VCESU034

  Examine ongoing changes in Spanish as a language of local and international communication, considering the power of language to both influence and reflect culture

  Elaborations

  • identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá!, ¡olé!
  • identifying the movement of language elements across and between times and contexts, such as words from indigenous languages adopted into Spanish and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
  • noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
  • reflecting on the power of language in terms of their own experience, for example, by identifying comments from friends, teachers or public figures that have influenced or affected them
  • understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto en Chile

  VCESU034 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU090

  Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts

  Elaborations

  • introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
  • using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
  • connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
  • using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
  • developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

  VCITU090 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCMMG265

  Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning

  Elaborations

  • constructing parallel and perpendicular lines using their properties, a pair of compasses and a ruler, and dynamic geometry software
  • defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

  VCMMG265 | Mathematics | Level 7 | Measurement and Geometry | Geometric reasoning

• VCMSP348

  Use the language of ‘if ....then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language

  Elaborations

  • using two-way tables and Venn diagrams to understand conditional statements
  • using arrays and tree diagrams to determine probabilities

  VCMSP348 | Mathematics | Level 10 | Statistics and Probability | Chance

• VCRAU118

  Recognise how the language impacts and is impacted by social, political and cultural changes, such as new information and communication technologies

  Elaborations

  • recognising how and why a language may borrow vocabulary and expressions from other languages, particularly when adopting new products and practices, and the use of texting language for convenience and humour
  • analysing word borrowings in the language
  • understanding that cultures are constantly changing and consist of multiple subcultures with distinctive language practices such as family sayings and teenage slang
  • investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas

  VCRAU118 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU207

  Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

  Elaborations

  • exploring the extensive and ongoing role of idiom (for example, 成语 and 谚语) in contemporary texts and everyday speech
  • recognising the influences of other languages and cultures on the Chinese language (for example, and the use of code-switching), and exploring how language choice (such as communicating in regional Chinese, English, standard Chinese or youth slang) indicates membership of a group and can exclude others from the interaction
  • identifying situations in language can be used to position themselves or others as an insider or outsider, for example, the use of 老外 in Australia to refer to non-Chinese; the choice between 咱们 and 我们 to include or exclude participants
  • experimenting with voice projection, pitch and rhythm when trying to assert own view or idea without disempowering or dismissing others, for example, to appear authoritative when speaking on an issue or topic, or to reprimand, advise or motivate others

  VCZHU207 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCARU134

  Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose

  Elaborations

  • reflecting on how they communicate with their family and friends and with people less close to them, noticing differences in word choice, language use and communicative behaviour
  • understanding that Arabic as a language has a standard form called اللغة العربية الفصحى , which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi and Gulf regional dialects
  • understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

  VCARU134 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VC2M6SP02

  locate points in the 4 quadrants of the Cartesian plane; describe changes to the coordinates when a point is moved to a different position in the plane

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location with respect to a fixed origin
  • understanding that the axes are number lines that can have different scales, including fractions and decimals, depending on purpose
  • understanding that the horizontal coordinate is written first and is changed if there is a move to the left or right, whereas a move up or down will change the vertical coordinate
  • using the Cartesian plane to draw lines and polygons, listing coordinates in the correct order to complete a polygon
  • investigating and connecting land or star maps used by Aboriginal and Torres Strait Islander Peoples with the Cartesian plane through a graphical or visual way of describing location

  VC2M6SP02 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• VCZHU260

  Research the phenomenon of language change in Chinese-speaking communities and monitor language use in a range of contemporary contexts

  Elaborations

  • comparing the language of previous generations to their own language use and discussing the nature of the differences between them
  • exploring how language change reflects the values of the time, or how language use can be seen as emblematic of an era, for example, the use of respectful terms such as 老革命 and 硬骨头 in China in the 1960s
  • examining new words added to Chinese dictionaries or introduced to social media and considering the reasons behind their development
  • considering the impact of digital communication on language use, for example, that LOL in English now means ‘laugh out loud’ not ‘lots of love’, and that weibo has a 140-character word limit

  VCZHU260 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU198

  Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret

  Elaborations

  • providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations (for example, replying positively to the enquiry お元気(げんき)ですか), or strategies to preserve values of humility and honour
  • discussing how the cultural value of 内(うち)/外(そと) is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
  • exploring cultural concepts embedded in Japanese language which embody important core values and behaviours and for which there is no direct English translation, for example, えんりょ and 和(わ)
  • discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity

  VCJAU198 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHU259

  Explain how changes in context impact on how language is adapted to convey meaning within and across languages

  Elaborations

  • exploring how living in the Australian context impacts on how they present their ideas in Chinese, for example, considering how essays written in Chinese in Australia often follow the accepted organisation and formatting of essays in the Australian education system rather than the Chinese education system
  • analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or using technical vocabulary is considered to be reflective of a higher education level in many English-speaking communities
  • understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)
  • reflecting on their own different ways of communicating and how they adjust language, gesture and content to suit different contexts, cultures and languages, for example, considering topics that are acceptable in one culture but taboo in another
  • identifying differences in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 is pronounced ‘hé’ in mainland China but can be pronounced as ‘hàn’ in Taiwan

  VCZHU259 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change