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• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCVIC180

  Create a range of imaginative texts in different formats, including multimodal and digital formats, for a range of audiences, contexts and purposes

  Elaborations

  • composing reviews in response to artworks, songs, films or stories, discussing themes, characters and language use
  • creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese communities
  • creating a range of texts, such as stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences, for example, children, peers, parents, teachers and social or interest groups
  • writing scripts and performing role-plays or plays that reflect own perspectives on Vietnamese values and practices, such as own view of traditional filial piety and value of education in the modern context
  • composing own imaginative texts, such as animated stories, games or short films, with different settings, characters and events, using a range of devices for effect, and reflecting on values and practices across cultures
  • creating own imaginative texts, such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness

  VCVIC180 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC227

  Interpret the stated and implied meanings in authentic informative texts, and use evidence to support or challenge different perspectives

  Elaborations

  • comparing a range of ideas on topics such as different generations’ perspectives on the importance of traditional festivals, the lifestyles of rural and urban communities, and the traditions and values of 少数民族
  • discussing and explaining own response to perspectives presented, for example, 有人说…还有人说…我认为他们站在不同的角度当然看问题不完全一样。我觉得… 因为…

  VCZHC227 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCHHK064

  The significance today of an historical site of cultural or spiritual importance

  Elaborations

  • discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
  • identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people, for example, engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains
  • identifying and designing a local historical tour of a site, for example, one related to a particular cultural group

  VCHHK064 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VC2M10A14

  solve simple exponential equations

  Elaborations

  • investigating exponential equations derived from authentic mathematical models based on population growth
  • recognising that in a table of values, if the ratio between consecutive values of the dependent variable is constant, then it is an exponential relation
  • investigating the links between algebraic and graphical representations of exponential functions using graphing software
  • using digital tools with symbolic manipulation functionality to systematically explore exponential relations
  • investigating Aboriginal and/or Torres Strait Islander ranger groups’ and other groups’ programs that attempt to eradicate feral animals for survival of native animals on Country/Place, exploring the competition between feral and native animals and their impact on natural resources by formulating exponential equations for population growth for each animal species 

  VC2M10A14 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCTRU017

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and invisible elements, such as ways of thinking and valuing
  • recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör
  • noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
  • noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

  VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VC2M5M02

  solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units

  Elaborations

  • investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’
  • using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result
  • solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space
  • creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden
  • using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter
  • exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs

  VC2M5M02 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VCAVCDE001

  Explore and apply methods, materials, media, design elements and design principles to create and present visual communications

  Elaborations

  • experiment with combinations of design elements and principles to create visual communications that effectively communicate ideas.
  • annotating the use of design elements and principles in visualisation drawings
  • discussing the use of design elements and design principles in visual communications appropriate to the communication need, for example, posing questions such as ‘Which design elements and design principles help communicate their ideas clearly and why?’
  • experimenting with a range of media and materials in a selected method, for example, printing, to develop and refine visual communications
  • experimenting with two different methods to communicate an idea in visual communications, for example, illustration and photography
  • justifying the use of methods to communicate ideas in visual communications, for example, which methods suit the style of the visual communication and the intended audience?

  VCAVCDE001 | The Arts | Visual Communication Design | Levels 7 and 8 | Explore and Represent Ideas

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VCEALC085

  Negotiate familiar social and learning situations using language appropriate to the situation

  Elaborations

  • negotiating in a range of familiar situations, such as explaining a problem to a teacher, negotiating the rules of a game with a friend, participating in a class discussion, describing an object, ordering at the school canteen
  • participating in classroom discussions about familiar topics or new topics that are well supported by visual material and/or scaffolding provided by the teacher
  • negotiating activities with peers in small group tasks, such as suggesting, agreeing, disagreeing, clarifying
  • participating in short, structured social interactions, such as exchanging basic information about family or school
  • initiating and managing interaction through conversational formulas, such as ‘Sorry, you help me?’
  • making simple requests and expressing needs, thoughts and opinions, such as ‘May I go to the toilet?’

  VCEALC085 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCEBW026

  Examine the roles and responsibilities of participants in the changing Australian or global workplace

  Elaborations

  • exploring emerging global needs and related opportunities in the workplace
  • identifying the responsibilities of various participants in a particular workplace, for example, employers, employees, industrial organisations or state, territory and the Commonwealth government
  • examining changes to the roles of employees in the workplace, for example, the increasing encouragement for workers to show initiative or act as intrapreneurs
  • identifying employer responsibilities to workers and the government, for example, superannuation, paid parental leave, income tax, company tax or the Goods and Services Tax (GST)
  • discussing the responsibilities of government in improving the conditions of workers, for example, occupational health and safety, and anti-discrimination laws

  VCEBW026 | The Humanities | Economics and Business | Levels 9 and 10 | Work and Work Futures

• VCELU168

  Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings

  Elaborations

  • identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
  • identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
  • understanding that different situations need different levels of politeness depending on the context and the speaker, such as thanking a peer for a gift, apologising to a host for lateness
  • recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions εδώ είπα, δεξιά παρακαλώ, σταμάτα

  VCELU168 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCESC009

  Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community

  Elaborations

  • creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus
  • creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
  • designing and maintaining a bilingual website with a sister school or another group of Spanish learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, such as songs or games for younger learners of Spanish, or a schedule for an online event likely to interest both English and Spanish speakers, noticing how meanings need to be tailored for different intended audiences

  VCESC009 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHHC123

  Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability

  Elaborations

  • developing a set of questions that support student’s analysis of sources
  • recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources, for example, a Google search for ‘significance of Kokoda’
  • identifying literal and symbolic features of sources and explain their purpose and inferences
  • understanding that the reliability and usefulness of a source depends on the questions asked of it, for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes. Discuss the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
  • corroborating a range of historical sources identifying similarities, differences and inconsistencies

  VCHHC123 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence

• VCIDC094

  Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

  Elaborations

  • creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use
  • creating bilingual texts for specific audiences (for example, a big book or game for young learners of Indonesian, invitations to a class event or posters for a performance), noticing how meanings need to be tailored for audience and cultural perspectives
  • preparing bilingual captions for texts such as a display, newsletter or web page for parents and Indonesian peers, exploring how to convey ideas in the different languages
  • noticing culture-specific expressions and idioms, for example, cuci mata (window-shopping/sightseeing) or ‘sick as a dog’, and considering how these might be expressed for audiences with a different cultural perspective

  VCIDC094 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC097

  Participate in individual or collective action, both orally and in writing, by making arrangements, inviting, planning, deciding and responding

  Elaborations

  • exchanging details about events, such as time, day, place, activity and participants, for example, Vieni a … con me? Sì/no. D’accordo. A che ora? Quando? Dove? Con chi? Che tempo fa?
  • negotiating and making arrangements for social or sporting events by using texts such as messages, emails, invitations and text messages, and using expressions of possibility, need and obligation [modal verb + infinitive] in set phrases, for example, Vuoi venire a … Non voglio venire …, Voglio/non voglio … Posso/non posso venire …, Forse sì/forse no

  VCITC097 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M1N06

  use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

  Elaborations

  • modelling problems involving repeated equal group situations, such as ‘How many wheels are needed for 3 cars?’, using materials and drawing a picture to show what they did, and recording the results with a number
  • modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the 2 players in a game, and then counting or subitising to ensure they both have the same number of tiles
  • modelling money problems involving equal sharing; for example, sorting coins from a moneybox according to their denominations, sharing the coins equally between 4 people, and using counting or subitising to ensure they have equal amounts of each denomination

  VC2M1N06 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCRAC093

  Translate and interpret texts such as descriptions, emails, signs and notices, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from the language to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing a cricket match
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal

  VCRAC093 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VC2M2M01

  measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary

  Elaborations

  • choosing suitable informal units to measure the length of a range of objects, and justifying their choice of a longer unit to measure things that are long (such as the width of a room) and a shorter unit to measure shorter things or when more accuracy is needed
  • comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results; writing an explanation of their measurement process, including using smaller units to be more accurate; and justifying the result
  • using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; and explaining why the informal units chosen need to be the same mass
  • recognising that the same informal unit needs to be used when measuring (for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different) and discussing why a smaller-sized informal unit may result in a larger number of units compared to a larger-sized informal unit
  • investigating Aboriginal and/or Torres Strait Islander Peoples’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects, for example, in the manufacturing of nets for a particular purpose
  • investigating and comparing measurable attributes that are interpreted by Aboriginal and/or Torres Strait Islander Peoples to understand animal behaviour, such as the length, width and depth of animal tracks

  VC2M2M01 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating