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Result list

• VCHIC022

  Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • listening to short spoken texts that contain some unfamiliar language, such as announcements or directions for a game or task, identifying specific points of information
  • collecting information from print or digital resources about selected topics, such as animal species, famous places, national flags or world geography, to create captioned displays with simple descriptive statements, for example, तिरंगा झंडा; संकटग्रस्त जानवर; विश्व के सबसे ऊँचे पर्वत
  • locating information from a range of multimedia materials relating to school routines and activities in Hindi language contexts, comparing with school life in Australia, for example, the ‘midday meals’ scheme in India compared to school canteens in Australia
  • finding Hindi language at home or in the community to create language resources for their own use in different contexts and situations, for example, collecting Hindi words in English-language advertisements, menus or shop signs, such as roti, naan, mela.
  • using digital/online resources to collect information about children’s out-of-school daily activities in Hindi-speaking communities in different contexts

  VCHIC022 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCGGC101

  Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections

  Elaborations

  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms
  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • examining how urbanisation can affect environmental quality and analysing the effects of erosion and sedimentation produced by human activities on landscape quality

  VCGGC101 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK108

  Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa

  Elaborations

  • investigating the causes of water scarcity. For example, an absolute shortage of water (physical), inadequate development of water resources (economics), or the way water is used
  • comparing the effectiveness in reducing water scarcity of methods that increase the supply of water (such as recycling waste water, stormwater harvesting and re-use, desalination and inter-regional transfer of water) with methods that reduce the demand for water (such as pricing, changing the use of water and water restrictions)
  • examining why water is a difficult resource to manage. For example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space
  • explaining why some land use management practices such as land cleaning and some farming practices have adversely affected water supply

  VCGGK108 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCASFC235

  Socialise and exchange views on selected issues using different communication strategies, language structures and techniques

  Elaborations

  • explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
    IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-_all
    If there were a deaf teacher in the class as well, then all the students would be equal.
  • debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
    SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
    I think sport is great because it encourages people to go out and meet others.
    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-_all DOESN’T MATTER RICH POOR SAME-_all
    I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
  • participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
    WHAT? PLEASE AGAIN
    Could you repeat that, please?
    STILL GO-AHEAD
    Go ahead …
    RIGHT PRO2 SAY PRO1 FIX THAT?
    So, you want me to fix that?
  • communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
  • adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques

  VCASFC235 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDSCD053

  Use project management processes to coordinate production of designed solutions

  Elaborations

  • explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
  • organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
  • investigating the time needed for each step of production
  • identifying and managing risks in the development of various projects, for example assessing uncertainty and risk in relation to long-term health and environmental impacts

  VCDSCD053 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Planning and managing

• VCEALA067

  Use some home language words and words copied from various sources

  Elaborations

  • copying words from classroom resources such as labels, signs, word lists
  • writing in home language script or transliterating the sound of a home language word in English letters when the English word is unknown
  • asking home language peers or the teacher for the English translation and spelling of a home language word
  • explaining the meaning of a home language word when asked, for example by pointing, drawing, using known language

  VCEALA067 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Writing | Cultural and Plurilingual Awareness

• VCEALA465

  Follow a simple writing process, including planning, drafting and revision

  Elaborations

  • talking to language peers in home language or English to generate and refine ideas before writing
  • recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
  • revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists

  VCEALA465 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEBW017

  Describe the nature and investigate the influences on the work environment

  Elaborations

  • investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes
  • identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development
  • predicting changes to work in the future and possible outcomes, for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’

  VCEBW017 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCECU004

  Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations

  Elaborations

  • testing a proposed definition of fairness as equal treatment by considering whether an older sibling should do more at home or whether there should be special parking places
  • testing a proposed definition of harm as involving a deliberate intention that caused mental or physical suffering, by considering whether an accidental injury to someone on the playground is harmful or whether taking offence to teasing or a joke is a choice
  • exploring the concept of fairness by setting a task where resources are distributed unevenly and reflecting on the desirability of the outcomes

  VCECU004 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCELT342

  Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts

  Elaborations

  • noting how degrees of possibility are opened up through the use of modal verbs (for example, ‘It may be a solution’ as compared to ‘It could be a solution’), as well as through other resources such as adverbs (for example, ‘It’s possibly/probably/certainly a solution’), adjectives (for example, ‘It’s a possible/probable/certain solution’); and nouns (for example, ‘It’s a possibility/probability’)

  VCELT342 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELY266

  Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • using print and digital resources to gather information about a topic
  • selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
  • using appropriate simple, compound and complex sentences to express and combine ideas
  • using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

  VCELY266 | Curriculum content | English | Level 3 | Writing | Literacy

• 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

• VCGGK134

  Environmental, economic and technological factors that influence crop yields in Australia and across the world

  Elaborations

  • investigating the environmental constraints on agricultural production in Australia, such as soil moisture, water resources and soils, and the extent to which agricultural innovations have overcome them
  • investigating how high crop yields around the world (for example from wheat, rice and maize) are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies, such as high yielding varieties
  • using the concept of soil moisture budget to examine the spatial and seasonal quantity of soil moisture available for agriculture in different places in Australia

  VCGGK134 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCHHK106

  The significant beliefs, values and practices of Aboriginal and Torres Strait Islander peoples and cultures including trade with other communities, causes and effects of warfare, and death and funerary customs

  Elaborations

  • inviting a local elder to conduct a smoking ceremony and Welcome to Country
  • explaining why different language and tribal groups have different beliefs. Compare and contrast their understandings of creation beings, ancestral beings, and totemic beings
  • explaining the purpose of ceremonies of initiation of boys and girls and funeral ceremonies
  • identifying reasons for trade between tribes and explain that trading via overland pathways and songlines was a method of sharing resources and a form of social control and law, respect for others boundaries, marriage arrangements, sharing the Dreaming, songs, rituals and settling disputes

  VCHHK106 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCHHK063

  The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past

  Elaborations

  • using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
  • suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
  • using books, newspapers, oral histories, audio visual material, digital sources, letters, photographs to investigate the history of a chosen person, building, site or landmark in the local community and relating a story these sources reveal about the past

  VCHHK063 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCHIC045

  Create bilingual texts such as websites, posters, games and word banks to support their own and others’ learning

  Elaborations

  • creating bilingual learning resources for shared use in the classroom, for example, glossaries of Hindi terms that have no direct translation in English
  • creating bilingual texts for specific audiences, for example, a Big Book or interactive digital game for younger learners of Hindi
  • creating short animations in Hindi with subtitles in English
  • creating bilingual brochures or posters to promote school or community events
  • creating and performing short bilingual chants, songs or raps that move between Hindi and English

  VCHIC045 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCHIC063

  Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’

  Elaborations

  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • composing menus or programs for school or community events that include footnotes in English to explain key terms or items
  • creating a bilingual resource to present to the school library, for example, an illustrated anthology of popular Hindi poems or proverbs with English translations
  • performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

  VCHIC063 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHPEP150

  Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments

  Elaborations

  • creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
  • designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
  • designing and adopting actions which promote healthy, active and sustainable lifestyles
  • investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place

  VCHPEP150 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP151

  Critique behaviours and contextual factors that influence the health and wellbeing of their communities

  Elaborations

  • examining social, cultural and economic factors that influence the health behaviours of people in their community
  • investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
  • analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, sexism, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
  • investigating the role that extended family and broader community play in the lives of Aboriginal and Torres Strait Islander peoples

  VCHPEP151 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP131

  Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities

  Elaborations

  • identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
  • reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting
  • promoting an understanding of minimal-impact outdoor recreation in the local area
  • exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander peoples and communities

  VCHPEP131 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities