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• VCMNA277

  Solve a range of problems involving rates and ratios, including distance-time problems for travel at a constant speed, with and without digital technologies

  Elaborations

  • understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
  • calculating population growth rates in Australia and Asia and explaining their difference
  • finding one of distance travelled, time taken or average speed given the other two quantities

  VCMNA277 | Mathematics | Level 8 | Number and Algebra | Real numbers

• VC2M10P02

  describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events; investigate the concept of independence

  Elaborations

  • recognising that a subsequent event can be dependent, and that this will affect the way its probability is calculated, for example, cards chosen from a standard deck without replacement, conditional selection problems from a fixed sample size, or the Bertrand’s box paradox

  VC2M10P02 | Mathematics | Mathematics Version 2.0 | Level 10 | Probability

• VCMSP235

  Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables

  Elaborations

  • comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
  • understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgments

  VCMSP235 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VCMSP350

  Construct and interpret box plots and use them to compare data sets

  Elaborations

  • understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

  VCMSP350 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCNRC037

  Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

  Elaborations

  • collaborating with peers during individual or group activities
  • checking on progress during learning tasks or activities
  • asking peers politely to do something and responding to requests, for example, giving and receiving things
  • talking about the experience of learning and using the language, comparing what they can and cannot do

  VCNRC037 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCPSCSO030

  Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

  Elaborations

  • identifying the terms ‘stereotype’, ‘discrimination’ and ‘prejudice’ and giving examples of these
  • discussing how lack of understanding and respect for diversity can impact on people’s lives
  • presenting students with a range of newspaper articles and asking them to identify examples of stereotypes, discrimination and prejudice and reflect on how these could impact on the individual

  VCPSCSO030 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO015

  Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict

  Elaborations

  • discussing where and when conflict has occurred and reflecting on the cause
  • role-playing familiar situations of conflict and comparing various reactions to the conflict
  • in relation to a scenario, such as a disagreement over who can play on or with equipment, asking students to discuss possible strategies to respond to this conflict in a respectful way

  VCPSCSO015 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Collaboration

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have separate parts, observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events and greeting cards can convey feelings

  VCRAU014 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCSIS084

  Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data

  Elaborations

  • discussing in groups how investigations can be made as fair as possible
  • using tools and digital technologies to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
  • using digital technologies to make accurate measurements and record data

  VCSIS084 | Science | Levels 5 and 6 | Science Inquiry Skills | Planning and conducting

• VCSSU076

  Solids, liquids and gases behave in different ways and have observable properties that help to classify them

  Elaborations

  • exploring the way solids, liquids and gases change under different situations, for example, heating and cooling
  • observing that gases have mass and take up space, demonstrated by using balloons or bubbles
  • recognising that not all substances can be easily classified as solids, liquids or gases on the basis of their observable properties

  VCSSU076 | Science | Levels 5 and 6 | Science Understanding | Chemical sciences

• VCSSU047

  Earth’s resources are used in a variety of ways

  Elaborations

  • identifying Earth’s resources, including water, soil and minerals, and describing how they are used at school and in the home
  • considering what might happen to humans if there were a change in a familiar available resource, for example, water
  • identifying actions at school that can conserve resources, for example, turning off dripping taps

  VCSSU047 | Science | Foundation to Level 2 | Science Understanding | Earth and space sciences

• VCASFU120

  Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs

  Elaborations

  • understanding that NMFs are important in sign language for marking forms such as questions
  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • identifying the NMFs in statements, yes/no questions, wh- questions, and negatives
  • noticing that in signed languages meaning can be expressed through signs or through fingerspelling
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • exploring, with support, software such as ELAN to annotate signed texts

  VCASFU120 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCCCTQ034

  Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts

  Elaborations

  • identifying how scientists collaborate and may use natural forms as an inspiration to solve a problem, for example using the structure of humpback whale fins to develop and improve wind turbines
  • creating a set of words and images of simple objects that can be shuffled, selected at random and linked to the problem at hand, to stimulate thinking when experiencing a creativity block
  • discussing how acquiring data from a range of sources can improve the range of proposed digital solutions
  • investigating the similarities between algorithms used for different purposes, and synthesising this information into a more general algorithm for broader applications

  VCCCTQ034 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCCCTQ003

  Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  Elaborations

  • investigating how making one change to a characteristic such as shape, position, size or materials can make a significant difference, for example how changing the size and/or design of the school garden could reduce the amount of water it requires
  • reading a picture story book with two endings, and exploring how the author makes modifications to create different endings
  • using unifix blocks to explore number nbonds for addition and subtraction problems, making and breaking a given number as many ways as possible to generate different possibilities of equivalence for addition and subtraction problems, for example in response to prompts such as ‘How can you break 9?’ (8+1)

  VCCCTQ003 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• VCELA248

  Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments

  Elaborations

  • noting how the relationship between characters can be depicted in illustrations through the positioning of the characters (for example facing each other or facing away from each other), the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gesture
  • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement, and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

  VCELA248 | Curriculum content | English | Level 3 | Reading and Viewing | Language

• VCHPEP078

  Explore actions that help make the classroom a healthy, safe and active place

  Elaborations

  • creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school
  • exploring sustainable practices that students can implement in the classroom to improve the health and wellbeing of the class
  • exploring how fruit and water breaks help support class health and wellbeing
  • recognising how their actions help keep classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis
  • explaining and demonstrating how being fair and respectful contributes to class health and wellbeing

  VCHPEP078 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Contributing to healthy and active communities

• VC2M5N09

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate;...

  Elaborations

  • modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation
  • modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved
  • modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations
  • investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples

  VC2M5N09 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M7ST01

  acquire data sets for discrete and continuous numerical variables and calculate the range, median, mean and mode; make and justify decisions about which measures of central tendency provide useful insights into the nature of the distribution of data

  Elaborations

  • understanding that summarising data by calculating measures of centre can help make sense of the data, commenting on skewness or symmetry of data and the use of mean and median as representative measures
  • comparing the mean, median, mode and range of displays of data from a given context, and explaining how outliers may affect summary statistics
  • recognising how different data sets can have the same measures of central tendency and experimenting with how varying data affects these measures
  • acquiring continuous numerical data by taking measurement samples during a science experiment, observation or field study, comparing measures of central tendency and identifying any anomalies in the distribution of data

  VC2M7ST01 | Mathematics | Mathematics Version 2.0 | Level 7 | Statistics

• VCASFU107

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change

  Elaborations

  • identifying where and when different people learnt to sign and whether they are from deaf or hearing families
  • exploring and providing possible explanations for variation in Auslan fluency among their classmates and members of the Deaf community
  • understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family
  • investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on accessibility and communication for members of the Deaf community
  • considering ways that Auslan is evolving due to different influences, including the capacity for new technologies to store, record and share sign languages
  • discussing the degree to which their classroom/school is an Auslan-accessible and Deaf-friendly environment, and how this might be further enhanced
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian Deaf Games or Deaf art exhibitions

  VCASFU107 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness