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• VCCCTM088

  Explore learning strategies required to address everyday problems and situations

  Elaborations

  • learning what learning strategies to use in a range of common situations
  • learning a variety of strategies they can use to solve common problems
  • practising and using learning strategies, for example thinking aloud, planning, brainstorming

  VCCCTM088 | Capabilities | Critical and Creative Thinking | Level D | Meta-Cognition

• VCCCTR075

  Create conclusions based on exploration

  Elaborations

  • communicating their discoveries and understandings from investigations and learning experiences
  • assisting to create conclusions about investigations and problem solving activities
  • indicating choices and how a decision can be made when selecting one

  VCCCTR075 | Capabilities | Critical and Creative Thinking | Level C | Reasoning

• VCEALA060

  Recognise the importance of accurate reproduction of letters and words

  Elaborations

  • forming both capital and lower-case letters consistently and legibly
  • showing awareness that spelling is consistent, for example copying words carefully, asking how to spell a word, asking for a word to be written so it can be copied

  VCEALA060 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALC265

  Use key words to understand the main idea in short texts

  Elaborations

  • identifying the main topic of a short paragraph, for example ‘This is about dogs’
  • identifying the main characters and events in a short narrative when given a prompt such as, ‘In this paragraph we can find the name of the main character’

  VCEALC265 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Communication

• VCEALL047

  Identify repetitive words or phrases in known texts

  Elaborations

  • pointing to or counting repeated words in a text, for example ‘How many times can you see the word “me”?’
  • identifying characters or objects that are represented in both images and print text

  VCEALL047 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL100

  Combine known formulas, structures and other vocabulary to communicate

  Elaborations

  • creating original utterances by using new words with known sentence structures, for example ‘Yesterday I went to the swim’
  • using a range of question beginnings, such as ‘Who’, ‘Where’, ‘How’, ‘Why’, ‘Do you …?’, ‘Can I …?’

  VCEALL100 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL665

  Develop writing through the use of compound and complex sentences

  Elaborations

  • writing compound sentences using a range of coordinating conjunctions, for example ‘They reduce training so they can rest their muscles’
  • constructing complex sentences using subordinating conjunctions, for example ‘Because of the flood, their homes were destroyed’

  VCEALL665 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL415

  Respond appropriately to structures through word order and vocabulary rather than through intonation

  Elaborations

  • understanding vocabulary and word order for structures, such as questions, statements and negation
  • using question words rather than intonation to indicate a question; for example ‘Do you …?’, ‘What is …?’, ‘Can anybody …?’

  VCEALL415 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCELA309

  Understand how texts vary in purpose, structure and topic as well as the degree of formality

  Elaborations

  • becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

  VCELA309 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA106

  Investigate different forms of texts and the relationship between symbols, images and objects

  Elaborations

  • making meaning from familiar environmental texts, for example a stop or exit sign
  • recognising that texts can be used to outline a series of actions or schedule, for example, a routine, sequence, daily timetable

  VCELA106 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCELY091

  Review choices made during shared construction of personalised multimodal texts during shared review

  Elaborations

  • using the delete button when editing own typing
  • making suggestions on what can change during a shared editing session, for example image, sound clip from a selection of options

  VCELY091 | Curriculum content | English | Level C | Writing | Literacy

• VCGGK028

  Places used regularly at school and activities I do there

  Elaborations

  • exploring objects and activities related to a place
  • matching objects to the place they can be found
  • indicating what they like or dislike about a place
  • identifying familiar places within the school

  VCGGK028 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCHPEM086

  Propose a range of alternatives and test their effectiveness when solving movement challenges

  Elaborations

  • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
  • asking for and responding to feedback from peers or teachers on their performance
  • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully

  VCHPEM086 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• VCHPEP096

  Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing

  Elaborations

  • participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation
  • comparing the characteristics and benefits of physical activities that can take place in a natural environment and those that take place in a built environment

  VCHPEP096 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCMMG318

  Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles

  Elaborations

  • understanding that Pythagoras' Theorem is a useful tool in determining unknown lengths in right-angled triangles and has widespread applications
  • recognising that right-angled triangle calculations may generate results that can be integers, fractions or irrational numbers

  VCMMG318 | Mathematics | Level 9 | Measurement and Geometry | Pythagoras and trigonometry

• VCMSP297

  Distinguish between a population and a sample and investigate techniques for collecting data, including census, sampling and observation

  Elaborations

  • identifying situations where data can be collected by census and those where a sample is appropriate
  • investigating the differences between convenience, judgemental and simple random sampling from a population

  VCMSP297 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCNRC020

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using frequently used phrases
  • asking how to say or write a word or expression
  • praising and encouraging peers
  • using words, phrases or interjections which can be used in conversation

  VCNRC020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising