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• VCHHK047

  Distinguish between 'today’, ‘tomorrow’ and ‘yesterday’

  Elaborations

  • sequencing images of significant events of the day or week
  • sequencing images of significant milestones in order, for example birthday images first, third, fourth birthday
  • identifying events that have and have not happened during a day
  • distinguishing between event or activity that have or will occur ‘ today’, ‘tomorrow’, ‘yesterday’

  VCHHK047 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• VCMMG366

  Prove and apply angle and chord properties of circles

  Elaborations

  • performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
  • communicating a proof using a logical sequence of statements
  • proving results involving chords of circles

  VCMMG366 | Mathematics | Level 10A | Measurement and Geometry | Geometric reasoning

• VCCCTM079

  Use some learning strategies to demonstrate their learning and thinking

  Elaborations

  • sequencing images to recall key events or everyday routines
  • following step by step instruction/ images to complete tasks
  • using repetition and visuals to understand and solve problems

  VCCCTM079 | Capabilities | Critical and Creative Thinking | Level C | Meta-Cognition

• VCEALC215

  Draw pictures to communicate activities or events and orally dictate sentences for the teacher to record

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • orally recounting personal experiences in sequence, with a small amount of detail, for the teacher to write

  VCEALC215 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Communication

• VCEALC569

  Demonstrate understanding by performing a task

  Elaborations

  • following print instructions to conduct a simple task or experiment
  • dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information

  VCEALC569 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC326

  Identify key points of information in short spoken texts

  Elaborations

  • recognising key topic words from classroom activities and texts
  • recalling the sequence of ideas in a spoken text
  • answering questions using a familiar structure on a familiar topic

  VCEALC326 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC190

  Participate in activities around class texts

  Elaborations

  • sequencing pictures in order
  • answering simple questions about ideas in a text
  • participating with key repetitive phrases or choruses in shared reading activities

  VCEALC190 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Communication

• VCEALL360

  Identify informative, imaginative and persuasive texts when reading texts or listening to texts read aloud

  Elaborations

  • identifying, sequencing and labelling structural elements of the text such as sections, headings or images
  • identifying characteristics of the language of the text, such as use of personal or technical language, or features of intonation and emphasis

  VCEALL360 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL387

  Use heading and text formats appropriate to the task

  Elaborations

  • using headings to group information in a report, for example ‘Description’, ‘Habitat’, ‘Diet’ for a report on an animal
  • creating a storyboard with images in sequence and text written underneath the relevant image

  VCEALL387 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL748

  Sustain complex ideas and information in coherent spoken texts, taking account of audience and purpose

  Elaborations

  • understanding and applying organisational features of a range of spoken texts, such as reports, persuasive texts, multimodal presentations
  • presenting a logical sequence of information in prepared and impromptu spoken texts

  VCEALL748 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Linguistic Structures and Features

• VCEALL128

  Read familiar phrases and sentences with fluency

  Elaborations

  • reading fluently frequently heard phrases, such as ‘and then’, ‘and he said’
  • sequencing words or phrases in a familiar sentence
  • reading sentences with fluency after rehearsal

  VCEALL128 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCELA430

  Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas

  Elaborations

  • sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

  VCELA430 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELT297

  Create literary texts by developing storylines, characters and settings

  Elaborations

  • collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

  VCELT297 | Curriculum content | English | Level 4 | Writing | Literature

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCMNA134

  Recall multiplication facts of two, three, five and ten and related division facts

  Elaborations

  • establishing multiplication facts using number sequences
  • using strategies to recall the multiplication and related division facts for the twos, threes, fives and tens

  VCMNA134 | Mathematics | Level 3 | Number and Algebra | Number and place value

• VCAMAM030

  Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories

  Elaborations

  • creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power relationships or mood
  • designing and creating an animated sequence that personifies inanimate objects
  • identifying and applying the conventions of web page design to engage and interact with a particular audience
  • editing a chase sequence, adding music to heighten the action and tension
  • editing images or soundtrack of a story to change or emphasise meaning, for example, using framing to represent tension between characters

  VCAMAM030 | The Arts | Media Arts | Levels 5 and 6 | Media Arts Practices

• VCELY329

  Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

  Elaborations

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

  VCELY329 | Curriculum content | English | Level 5 | Writing | Literacy

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VCAMAM036

  Plan, structure and design media artworks for a range of purposes that engage audiences using media elements, technologies and production processes

  Elaborations

  • selecting footage captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
  • manipulating sound and camera angles to create mood and setting
  • manipulating and evaluating the use of media elements to create genres, for example, creating mood and setting through images, and sound and framing
  • applying image manipulation software to manipulate contrast, correct colour and add filters or text to an image, to enhance the mood or strengthen a point of view
  • documenting the use of technical and symbolic elements in media artworks providing specific examples that demonstrate an awareness of responsible media practices

  VCAMAM036 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCADAE013

  Develop safe fundamental movements and technical skills when exploring dance ideas

  Elaborations

  • respond to an stimuli through dance, such as moving to music, shared stories or visual media
  • using and repeating known movement sequence in own improvisations
  • experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering tempo

  VCADAE013 | The Arts | Dance | Level D | Explore and Express Ideas