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• VC2M9P03

  design and conduct repeated chance experiments and simulations using digital tools to estimate probabilities that cannot be determined exactly

  Elaborations

  • using digital tools to conduct probability simulations that demonstrate the relationship between the probability of compound events and the individual probabilities
  • comparing experiments that differ only by being undertaken with replacement or without replacement
  • conducting two-step chance experiments using systematic methods to list outcomes of experiments and to list outcomes favourable to an event
  • using repeated trials of Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Gorri from all parts of Australia, to calculate the probabilities of winning and not winning 

  VC2M9P03 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VC2M8ST02

  analyse and report on the distribution of data from primary and secondary sources using random and non-random sampling techniques

  Elaborations

  • investigating different methods of sampling used to collect data, considering the source and size of samples
  • comparing the sampling methods of simple random, systematic, stratified, quota, clustered or convenience, or judgement, and discussing the reliability of conclusions about the context that could be drawn
  • defining and distinguishing between probabilistic terms such as ‘random’, ‘sample space’, ‘sample’ and ‘sample distribution’
  • investigating primary and secondary data sources relating to reconciliation between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, analysing and reporting on findings

  VC2M8ST02 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• VC2M9ST02

  analyse how different sampling methods, and different samples using the same method, can affect the results of surveys and how choice of representation can be used to support a particular point of view

  Elaborations

  • investigating and analysing different visualisations of data such as infographics found in the media and commenting on the strengths, weaknesses and possible biases of particular examples
  • discussing the impact of decreased landline usage or an increased aversion to answering calls from unknown numbers on survey data 
  • exploring potential cultural bias relating to Aboriginal and Torres Strait Islander Peoples by critically analysing sampling techniques in statistical reports 

  VC2M9ST02 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• VC2M8ST04

  plan and conduct statistical investigations involving samples of a population; use ethical and fair methods to make inferences about the population and report findings, acknowledging uncertainty

  Elaborations

  • using data such as electricity consumption to draw conclusions about the impacts of events, such as pandemics, on households or business
  • identifying situations where the collection of data from a sample is necessary due to efficiency, cost or restricted time for collection of data, and is sufficiently reliable for making inferences about a population
  • exploring progress in reconciliation between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, investigating and evaluating sampling techniques and methods to gather relevant data to measure progress

  VC2M8ST04 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCHHK059

  Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time

  Elaborations

  • considering a range of family structures, for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families, as well as kinship groups, tribes and villages
  • using images and stories to identify similarities and differences between students' families and those of other children, in their class and in stories about children in other places, for example, the countries of Asia
  • comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure, for example, the different types of family such as nuclear, single parent, blended
  • exploring family structures of Aboriginal and Torres Strait Islander peoples, for example, where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing
  • discussing kinship as an significant part of relationships and family structures in Aboriginal and Torres Strait Islander societies, for example, the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other
  • examining and commenting on the roles of family members over time, for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past, and comparing these with family roles today, such as work outside the home, washing, cooking, cleaning, gardening, child care

  VCHHK059 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VC2M1A02

  recognise, continue and create repeating patterns with numbers, symbols, shapes and objects, identifying the repeating unit and recognising the importance of repetition in solving problems

  Elaborations

  • interpreting a repeating pattern sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence
  • generalising a repeating pattern by identifying the unit of repeat and representing the elements using numbers, letters or symbols; for example, representing the repeating pattern of stamp, stamp, clap, stamp, clap, pause, stamp, stamp, clap, stamp, clap as SSCSC SSCSC …, recognising the elements that are repeating, describing the unit of repeat as SSCSC and continuing the pattern
  • recognising within the sequencing of natural numbers that 0–9 digits are repeated both in and between the decades and using this pattern to continue the sequence and name two-digit numbers beyond 20
  • identifying the repeating patterns in Aboriginal and/or Torres Strait Islander systems of counting, exploring different ways of representing numbers including oral and gestural language
  • considering how the making of shell or seed necklaces by Aboriginal and/or Torres Strait Islander Peoples includes practices such as sorting shells and beads based on colour, size and shape, and creating a repeating pattern sequence

  VC2M1A02 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• VC2M8M07

  use mathematical modelling to solve practical problems involving ratios and rates, including distance-time problems for travel at a constant speed and financial contexts; formulate problems; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model

  Elaborations

  • modelling simple motion problems, finding one of distance travelled, time taken or average speed, given the other 2 quantities
  • modelling and solving problems related to situations such as scales on maps and plans, the mixing of chemicals or ingredients, or calculating magnification factors applying relevant ratios and proportions
  • modelling problems involving converting money amounts using different exchange rates and applying them when planning and budgeting for overseas travel
  • modelling situations involving financial contexts (for example, income tax, using taxation rates on annual income, comparing different taxation brackets and rates of pay) or comparing the benefits of different phone plans using different call rates and associated fees to determine the best plan
  • modelling situations involving the use of ratios in radiocarbon dating methods, including the ratio of carbon-14 to carbon-12 isotopes in organisms, to measure dates of Aboriginal and Torres Strait Islander Peoples’ habitation on the Australian continent
  • modelling situations involving ratio and its application in the making of string and cordage by Aboriginal and/or Torres Strait Islander Peoples, including the ratio of length to the mass of a rope, the strength of the ply in proportion to a rope’s pulling force, and the proportion of fibre for the length of string required

  VC2M8M07 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M1M01

  compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning

  Elaborations

  • using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space, and using comparative language to describe the order (shortest, short, longer, longest)
  • ordering the mass of 3 or more objects, such as rocks, using hefting and balance scales, and using comparative language to explain the order (lightest, light, heavier, heaviest) and how they decided on the order
  • pouring sand, rice or water from one container to another to compare and order the capacity of 3 or more containers, and describing the order of the results in terms of which holds the most/least and those in between
  • creating sand timers from everyday items or recycled materials and comparing them to order the duration of time required for the sand to run through
  • investigating situations where Aboriginal and/or Torres Strait Islander Peoples estimate, compare and communicate measurements, for example, situations involving the duration of seasons, understanding animal behaviour using the length of animal tracks, or investigating capacity through Aboriginal and/or Torres Strait Islander water management techniques, such as traditional water-carrying vessels and rock holes

  VC2M1M01 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VC2M8M05

  recognise and use rates to solve problems involving the comparison of 2 related quantities of different units of measure

  Elaborations

  • identifying examples of rates in the real world, including constant rates, rate of pay, cost per kilogram, recipes, simple interest and average rates
  • applying rates to solve problems involving the conversion between different units of measure; for example, using a conversion rate to convert distances from miles to kilometres, or using currency exchange rates to determine the price of items
  • applying rates to calculate solutions to problems in different contexts, for example, required run rates in cricket, dilution of concentrated chemicals and comparing the petrol consumption rates of different vehicles
  • using taxation tables to calculate an individual's annual income tax
  • investigating the application of rates in Aboriginal and Torres Strait Islander Peoples’ land management practices, including the rate of fire spread under different environmental conditions such as fuel types, wind speed, temperature and relative humidity; the conservation of water by Aboriginal and Torres Strait Islander Peoples by estimating rates of water evaporation based on surface area and climatic conditions

  VC2M8M05 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VCADAR038

  Analyse how choreographers use elements of dance and production elements to communicate intent

  Elaborations

  • deconstructing sections of a dance, for example identifying and describing recurring movement/s within sequences or the use of the elements of dance and production elements in a contemporary dance choreographed by an Aboriginal or Torres Strait Islander
  • identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transition and forms are used to communicate intent.
  • presenting an informed opinion about a dance performance using descriptive, style-specific terminology, for example, identifying philosophical, ideological or political perspectives presented in the dance and considering how these perspectives affect the audience’s interpretation
  • accessing and researching choreographers’ works through real or virtual performances to research choreographers’ intentions

  VCADAR038 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCADRE041

  Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

  Elaborations

  • analyse and create performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
  • apply the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
  • using questions to build an understanding of ways context can influence creative choices, for example, how does the drama relate to the social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences might be evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? How are global trends in drama influencing Australian drama?

  VCADRE041 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCAMAP037

  Present media artworks within different community and institutional contexts for different audiences, with consideration of ethical and regulatory issues

  Elaborations

  • promoting a school event through different media and online formats, making decisions about time, technological processes, ethical and economic constraints
  • uploading a media artwork designed to engage a specific audience, using appropriate rights and permissions, for example, distributing a music video they have made online
  • justifying their choices for distribution of media artworks for a particular audience
  • understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people appropriately
  • understanding the different institutional contexts when presenting media artworks to specific audiences, for example, the differences between the private sector and the public sector television programming

  VCAMAP037 | The Arts | Media Arts | Levels 7 and 8 | Present and Perform

• VCAMAP031

  Plan, produce and present media artworks for specific audiences and purposes using responsible media practice

  Elaborations

  • designing a storyboard that reflects a key scene in a sequence, for example, an opening scene of a film that shows camera angles, transitions, edits, voice and soundtrack
  • designing a navigational plan for a game, using multiple levels and obstacles, for example, creating and designing problems to be solved in order to progress to a new level
  • creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
  • considering the ethical implications of using different cultural images, including those of Aboriginal and Torres Strait Islander peoples, in publishing media artworks, for example, when making and publishing cultural images in an artwork

  VCAMAP031 | The Arts | Media Arts | Levels 5 and 6 | Present and Perform

• VCAMAR038

  Analyse how technical and symbolic elements are used in media artworks to create representations influenced by genre and the values and viewpoints of particular audiences

  Elaborations

  • analysing stereotypes, looking at what features have either been omitted or exaggerated in a media artwork
  • investigating the use of character types in fictional representations in comedies, to see how selected features allow for quick communication
  • deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
  • analysing a still image on the basis of photographic composition, image effects, and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples

  VCAMAR038 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VCAMUM018

  Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community

  Elaborations

  • practising techniques for singing songs and playing classroom instruments, for example through music games
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • learning songs that feature patterns or familiar language, for example, working with a Koorie Elder to learn counting songs, colour songs or alphabet songs in the local Aboriginal language
  • improvising and documenting (notate) patterns and soundscapes, for example using graphic notation
  • using questions such as ‘what did this music make you think about and why’ as a starting point for making decisions about how music will be performed

  VCAMUM018 | The Arts | Music | Foundation Level | Music Practices

• VCAMUM043

  Plan, develop, and notate compositions with an understanding of style and convention

  Elaborations

  • composing, improvising and arranging in different styles, exploring different instrumental combinations or combining acoustic and digital sounds, for example, improvising over accompaniment created in real-time using a looping pedal
  • creating music for different purposes and occasions, for example, a film soundtrack, that enhances the narrative arc of the film
  • composing and arranging music using the elements of music to communicate style and genre, considering contemporary Australian styles and emerging genres such as Aboriginal hip-hop, mash-up and classical fusion of instrumentation such as orchestral instruments and the didgeridoo
  • manipulating elements of music and performance techniques to elicit emotional responses appropriate to the narrative when composing music for a game or film

  VCAMUM043 | The Arts | Music | Levels 9 and 10 | Music Practices

• VCARC125

  Respond to imaginative texts, such as interactive stories and performances, identifying and describing characters, events, ideas and favourite elements

  Elaborations

  • listening to, reading and viewing a range of print, digital and oral texts through shared and guided participation, and responding to questions about characters, ideas and events
  • comparing an Arabic fable such as سندباد البحري؛ علاء الدين والمصباح السحري؛ على بابا والأربعون حرامي with an Aboriginal or Torres Strait Islander story and highlighting the similarities and differences in characters, events and the moral of the story
  • discussing imaginative texts, using short statements to describe aspects such as characters, settings or events, and illustrating and captioning aspects of texts
  • role-playing events in imaginative texts, using movement and actions to reinforce meaning and experimenting with voice and gestures to animate characters

  VCARC125 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCAVAE025

  Explore ideas and artworks from different cultures and times as inspiration to create visual artworks

  Elaborations

  • researching artworks of different styles and artists from different times and cultures, to inspire their own expression of ideas, for example, in forms such as printmaking and drawing, and styles such as realism or expressionism
  • discussing the role of the artist and artworks as an expression of society and culture, for example, discussing the role of artworks from Aboriginal and Torres Strait Islander peoples and the stories they tell
  • exploring ways to express their ideas using visual conventions from different historical, social or cultural contexts
  • experimenting with visual conventions and styles from different cultures to create particular visual effects in their artworks
  • identifying and explaining choices in art making, for example, including forms, styles and visual conventions in their artworks, and the influences of other artists on their artworks

  VCAVAE025 | The Arts | Visual Arts | Levels 3 and 4 | Explore and Express Ideas