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• VCELY427

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects

  Elaborations

  • creating texts that express views and values other than own
  • researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

  VCELY427 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCELY486

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action, speaking clearly and using logic, imagery and rhetorical devices in order to engage audiences

  Elaborations

  • using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view

  VCELY486 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• VC2M5N10

  follow a mathematical algorithm involving branching and repetition (iteration); create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns

  Elaborations

  • simulating a simple random walk
  • manipulating sets of numbers using a given rule, for example, if a number is even, halve it; or if a number is odd, subtract 1 then halve it
  • creating algorithms that use multiplication and division facts to determine if a number is a multiple or factor of another number; for example, using a flow chart that determines whether numbers are factors or multiples of other numbers using branching, such as yes/no decisions
  • identifying lowest common multiples and highest common factors of pairs or triples of natural numbers; for example, the lowest common multiple of {6, 9} is 18, and the highest common factor is 3, and the lowest common multiple of {3, 4, 5} is 60 and the highest common factor is 1
  • using the ‘fill down’ function of a spreadsheet and a multiplication formula to generate a sequence of numbers that represent the multiples of any number you enter into the cell, and describing and explaining the emerging patterns

  VC2M5N10 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• 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

• VCELU016

  Understand that Greek is a language that has influenced many global languages and continues to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that Greek is an official language of Greece, Cyprus and the European Union and is also spoken in Greek-speaking communities in the Greek Diaspora
  • exploring and discussing the influence of the Greek language on English, identifying examples of Greek words and morphemes used in English, such as prefixes, suffixes and base words, using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages, for example, anti-, astro-, auto-, bio-, cosmos, deca-, demo-, geo-, glossary, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, mega-, -meter-, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, peri, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • recognising loan words from English that are used in Greek, such as πάρτι, and other words used in Greek that have been borrowed from other languages such as μπλε, γκρι, ροζ, παλτό, ραντεβού, λέντι, κέφι, and discussing why these words have been borrowed

  VCELU016 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELU152

  Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge

  Elaborations

  • recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, macro-, mega-, -meter, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, -peri-, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • understanding that words derived from Ancient Greek are still being used today to create new words such as names of new technological/scientific discoveries for example, disc, giga-, mega-, metro
  • identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο ποδίατρος, το δράμα, το θέατρο
  • using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘a-‘ in words can make the opposite meaning (ψητό – άψητο, symmetrical – asymmetrical)
  • understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

  VCELU152 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCEALC613

  Extract specific information from spoken or visual texts, using guide questions from the teacher

  Elaborations

  • using questions to identify key words in the text or predict the sequence of information

  VCEALC613 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALL493

  Repeat short modelled utterances with understanding

  Elaborations

  • listening to and reproducing the sequence of ideas in a short spoken report or recount

  VCEALL493 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCELY269

  Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

  Elaborations

  • using features of relevant technologies to plan, sequence, compose and edit multimodal texts

  VCELY269 | Curriculum content | English | Level 3 | Writing | Literacy

• VCMNA181

  Identify and describe factors and multiples of whole numbers and use them to solve problems

  Elaborations

  • exploring factors and multiples using number sequences
  • using simple divisibility tests

  VCMNA181 | Mathematics | Level 5 | Number and Algebra | Number and place value

• VCELT089

  Retell an event or familiar text through images and illustrations

  Elaborations

  • labelling images from a familiar text or event
  • learning to sequence images to retell a significant event or routine

  VCELT089 | Curriculum content | English | Level C | Writing | Literature

• VCELY083

  Use images within text to identify key objects and events

  Elaborations

  • using images to select a text to be read or viewed
  • learning to sequence images to demonstrate an understanding of a text that has been listened to or viewed

  VCELY083 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCELY359

  Reread and edit own and others’ work using agreed criteria and explaining editing choices

  Elaborations

  • editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience

  VCELY359 | Curriculum content | English | Level 6 | Writing | Literacy

• VC2M10A06

  implement algorithms that use data structures using pseudocode or a general purpose programming language

  Elaborations

  • using two-dimensional arrays such as matrices to represent and implement sequences of transformations of sets of points in the plane
  • using pointers in algorithms

  VC2M10A06 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMMG079

  Compare and order the duration of events using the everyday language of time

  Elaborations

  • knowing and identifying the days of the week and linking specific days to familiar events
  • sequencing familiar events in time order

  VCMMG079 | Mathematics | Foundation Level | Measurement and Geometry | Using units of measurement

• VCMNA334

  Implement algorithms using data structures in a general-purpose programming language

  Elaborations

  • using two-dimensional arrays such as matrices to represent and implement sequences of transformations of sets of points in the plane
  • using pointers in algorithms

  VCMNA334 | Mathematics | Level 10 | Number and Algebra | Patterns and algebra

• VCMNA009

  Respond to repeated routines in everyday events

  Elaborations

  • experience steps to solve a problem
  • experience steps and sequences in everyday tasks
  • respond to repetition and repeated experiences within everyday life

  VCMNA009 | Mathematics | Level A | Number and Algebra | Patterns and algebra

• VCEALC675

  Participate in a range of school routines in mainstream classrooms

  Elaborations

  • understanding classroom routines, including listening to others before speaking, turn-taking and putting hand up
  • understanding and recounting a spoken sequence of instructions, or a description or explanation relating to a topic
  • comprehending topic-specific vocabulary and grammatical structures that connect and sequence ideas

  VCEALC675 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCEALL069

  Use a very simple text structure repeatedly

  Elaborations

  • using the same expression in writing as in speech
  • writing or dictating simple statements in time sequence, for example ‘I get my bag’, ‘I eat lunch’
  • writing recounts or stories using repetitive time or sequence connectives
  • copying the structure of classroom texts, for example using the same sentence stems or writing the details in the same order

  VCEALL069 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Linguistic Structures and Features

• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy