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• VCCCTQ063

  Explore questions about the world around them

  Elaborations

  • experiencing the sensory characteristics of familiar objects and exploring what is the same and different
  • actively exploring objects and materials in a wide variety of familiar contexts and structured environments
  • exploring the answer to questions related to their feelings and preferences in structured experiences and situations
  • answering questions by making choices and experiencing the consequences

  VCCCTQ063 | Capabilities | Critical and Creative Thinking | Level B | Questions and Possibilities

• VCEBW008

  Investigate the influences on the ways people work and explore factors affecting work now and into the future

  Elaborations

  • investigating the effect factors such as online shopping, technological change or outsourcing of labour, have on the way work is conducted
  • mapping the trend of the ageing population and predicting possible future effects on the workforce
  • exploring changing societal values on work and the work environment such as work-life balance and working from home

  VCEBW008 | The Humanities | Economics and Business | Levels 5 and 6 | Work and Work Futures

• VCELA051

  Recognise that text can be attached to images and recognise that people pause when talking and communicating

  Elaborations

  • attending to written texts attached to images within their environment
  • learning that objects can be represented by an image or text
  • communicating using a word/image to request an object
  • pausing to wait for a response after a communication
  • learning about taking turns in communication

  VCELA051 | Curriculum content | English | Level B | Writing | Language

• VCELA016

  React to different sounds, and words, and respond to visual text

  Elaborations

  • encountering various types of text, genre and modes and their structure and organisation
  • reacting to objects and events within the environment
  • exploring how sounds stop and start, and can be long or short
  • responding to familiar people and objects, for example acknowledgement by looking at, or reaching towards, a desired object

  VCELA016 | Curriculum content | English | Level A | Writing | Language

• VCGGK091

  Location of the major countries of Europe and North America, in relation to Australia and their major characteristics including the influence of people on the environmental characteristics of places in at least two countries from both continents

  Elaborations

  • using geographical tools, such as printed and electronic atlases, to identify the relative location of Europe and North America and their environmental characteristics
  • researching the changes made by people to a particular environment in one region in Europe or North America and comparing findings with other regions researched by students

  VCGGK091 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCHHK132

  Significant effects of the Industrial Revolution, including global changes in landscapes, movements of people, development and influence of ideas, political and social reforms, and transport and communication

  Elaborations

  • describing the effects of factories, mines and cities on the environment, and on population growth and distribution
  • outlining the growth of trade unions as a response to the effects of the Industrial Revolution
  • investigating and explaining the emergence and the influence of individuals and/or groups on key ideas in the period, with a particular focus on one of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism or Chartism

  VCHHK132 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• VCHPEM025

  Explore the space around them and learn to move in relation to effort, space and objects

  Elaborations

  • exploring movement over various surfaces and environments
  • moving in different ways and in different directions in a designated area
  • following directions to keep personal space during physical activities
  • exploring body positions and developing coordination and flexibility when performing a range of different movements

  VCHPEM025 | Health and Physical Education | Level B | Movement and Physical Activity | Understanding movement

• VCHPEM011

  Experience their body moving in relation to effort, space, objects and people

  Elaborations

  • exploring the space around them and learning to move in space and complete basic movement patterns
  • experiencing and demonstrate awareness of own body moving in aquatic environment
  • assisting to position body to perform routine movements involved in stretching routines, hydrotherapy or sitting or bearing weight

  VCHPEM011 | Health and Physical Education | Level A | Movement and Physical Activity | Understanding movement

• VCHPEM141

  Modify rules and scoring systems to allow for fair play, safety and inclusive participation

  Elaborations

  • recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
  • applying scoring systems in activities to assess movement performances consistently and fairly
  • modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
  • applying the principles of ethical behaviour consistently when participating in physical activities

  VCHPEM141 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Learning through movement

• VCHPEM117

  Propose and apply movement concepts and strategies

  Elaborations

  • demonstrating defensive and offensive play in modified games
  • proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
  • proposing and applying movement concepts and strategies to safely traverse a natural environment

  VCHPEM117 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCHPEM024

  Engage in regular physical activities and explore the development of their ability

  Elaborations

  • developing gross motor skills including reaching with either hand and crossing the midline
  • demonstrating a range of purposeful movements in aquatic environments
  • preforming familiar tasks with support in a limited range of locations
  • learning about how their body moves during and develops during participation in different physical activities

  VCHPEM024 | Health and Physical Education | Level B | Movement and Physical Activity | Understanding movement

• VCHPEM022

  Practise basic gross motor movements

  Elaborations

  • engaging in a variety of physical activities for short periods of time to increase balance, flexibility, coordination and endurance
  • intentionally perform some basic gross motor movement including moving across various surfaces
  • demonstrating a range of purposeful movements in aquatic environments

  VCHPEM022 | Health and Physical Education | Level B | Movement and Physical Activity | Moving the body

• VCHPEP020

  Participate in a variety of health, safety and wellbeing actions

  Elaborations

  • actively participate in activities associated with their personal health and life skills
  • cooperating and learning to complete some health and safety steps independently
  • learning actions associated with healthy eating including assisting in the grouping of foods into categories
  • learning to follow safety routine symbols and procedures at school, and in aquatic and road environments and use safety equipment

  VCHPEP020 | Health and Physical Education | Level B | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP004

  React to people and sensory experiences

  Elaborations

  • learning how to be socially responsive with the support of familiar adults when interacting with others in structured environments
  • reacting to and recognising significant adults and class mates
  • participate in various interactions, sensory feedback and feeling of inclusion through structured activities and multimedia texts

  VCHPEP004 | Health and Physical Education | Level A | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCMMG013

  Respond to familiar everyday shapes and objects

  Elaborations

  • experiencing a variety of objects and their characteristics, and being introduced to the names of shapes through interaction with objects
  • reacting to three-dimensional objects in everyday situations with the use of sensory input, for example touching, feeling, looking, shaking, rolling
  • responding to objects and shapes as they are identified in the classroom and environment in everyday situations

  VCMMG013 | Mathematics | Level A | Measurement and Geometry | Shape

• VCNRU115

  Develop knowledge of vocabulary and sentence structures to elaborate meaning

  Elaborations

  • extending understanding and use of present, past and future tenses
  • referring to the past, present and future using time indicators
  • expanding use of adjectives
  • developing knowledge of vocabulary relating to, for example, immediate environments, relationships, leisure, hobbies, shopping, travel

  VCNRU115 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCPSCSE052

  React to people and express emotions

  Elaborations

  • reacting positively or negatively to an element in their environment, for example person, object, activity or event
  • communicating basic needs through emotional displays such as crying, sounds, physical movement, facial expression
  • having emotional displays ‘labelled’ by an adult, for example you look sad/ happy/ upset

  VCPSCSE052 | Capabilities | Personal and Social Capability | Level A | Self-Awareness and Management | Recognition and expression of emotions

• VCRAC022

  Present information about school and neighbourhood using tables, lists and descriptions

  Elaborations

  • gathering information from home, school and the local environment to present to others
  • reporting information obtained from public texts such as brochures, signs, lists and descriptions
  • presenting information about aspects of culture such as lifestyle, diet or use of transport, using statistics and visual supports

  VCRAC022 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCSIS007

  Gather information about objects and events

  Elaborations

  • reacting to sensory input while participating in supported activities related to changes in objects and events, for example, reactions to flashing lights, different types of music, travelling on a bus
  • participating in supported activities related to natural and constructed changes in the environment such as weather, tree planting, vegetable growing

  VCSIS007 | Science | Level A | Science Inquiry Skills | Planning and conducting

• VCDSCD039

  Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

  Elaborations

  • generating a range of design ideas for products, services or environments using prior knowledge, skills and research
  • developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
  • analysing and modifying design ideas to enhance and improve the sustainability of a product, service, environment or system
  • representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
  • experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product

  VCDSCD039 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Generating