Search results

Result list

• VCLVU143

  Recognise there are many ways of communicating messages in Aboriginal languages

  Elaborations

  • understanding that there are different ways of telling a story, such as respected community members yarning, through song, dance, music and associated visual design and spectacle, and through painting (body, bark, rock, sand)
  • understanding that texts have a purpose, for example, greetings, Welcome to Country/Acknowledgement of Country/Place, traditional stories, paintings, songs and dances that convey community-wide messages
  • identifying some features of stories, for example, the fact that they are often about journeys across Country/Place, involving landforms, animals and plants
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text
  • recognising that communication can also occur through sign language

  VCLVU143 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCVIU120

  Recognise that there are variations in the way Vietnamese speakers greet and address different people

  Elaborations

  • recognising that greetings and terms of address in Vietnamese vary according to participants, for example, bowing the head or saying dạ/thưa/kính thưa when interacting with elderly people
  • noticing how language varies according to the relationship between the speakers and the context of communication, for example, the influence of relationships on the choice of personal pronouns (con chào mẹ, cháu chào ông bà, em chào cô, em chào anh)
  • recognising that there can be different terms of address for the same person depending on their age and relationship with the speaker, for example ông, bà, bác, cô, chú, anh, chị, em…

  VCVIU120 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCZHU126

  Recognise diversity in expressions and gestures used in everyday social interaction across cultures

  Elaborations

  • observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
  • understanding that gestures can enhance communication but might be interpreted differently by different people
  • learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好
  • comparing language use among family members (for example, with parents and siblings), and recognising different languages(e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文，跟哥哥说英文

  VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDSCD018

  Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

  Elaborations

  • identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
  • exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote good health
  • discussing possible designed solutions based on experience and some research, for example asking adults for advice
  • considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
  • exploring which tools, equipment and techniques to use with selected materials

  VCDSCD018 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Investigating

• VCLVC131

  Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

  Elaborations

  • participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses
  • participating in action games and songs by matching actions to words
  • following instructions by moving around or locating objects in the classroom
  • accompanying respected community members to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities
  • working collaboratively on a class performance or activity
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions
  • grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

  VCLVC131 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VC2M1M02

  measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end

  Elaborations

  • using 2 different units (for example, icy pole sticks and pencils) to measure the length of an object (for example, a desk), and explaining why the number of units used may be different
  • comparing the length of 2 objects, such as a desk and a bookshelf, by laying multiple copies of a unit and counting to say which is longer and how much longer; and explaining why they should not have gaps or overlaps between the units, as this will change the length of the unit
  • measuring the distance between 2 locations using footsteps, comparing the results and explaining why there may be different results, for example, referring to the different lengths of footsteps as using different units
  • measuring and comparing the length of objects using blocks; for example, comparing the height of 2 toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller

  VC2M1M02 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VCAVAR024

  Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas

  Elaborations

  • identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas
  • discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?
  • describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts, for example how Aboriginal and Torres Strait Islander artists use visual conventions to express ideas
  • describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions
  • describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

  VCAVAR024 | The Arts | Visual Arts | Levels 1 and 2 | Respond and Interpret

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCDSTC014

  Explore how technologies use forces to create movement in designed solutions

  Elaborations

  • exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
  • identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
  • selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
  • exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that movement can be created by combining materials with forces
  • combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
  • exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves

  VCDSTC014 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Engineering principles and systems

• VCELU117

  Recognise that in Greek, greetings and forms of address vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting depending on gender, age and social status of participants, and time of day, for example, using Γεια σου or Τι κάνεις; with peers and Γεια σας or Τι κάνετε; when speaking to adults, using Καλημέρα, Γεια σας, Χαίρετε, Καλησπέρα or Καληνύχτα depending on the time of day, using first names when greeting friends but adding a salutation when addressing teachers/adults: Γεια σας κυρία Αγγελική
  • recognising that there can be different forms of address for the same person, for example, μαμά, μητέρα

  VCELU117 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCIDC009

  Create captions, labels and statements for the immediate learning environment in both Indonesian and English

  Elaborations

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

  VCIDC009 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCJAU124

  Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people

  Elaborations

  • exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
  • understanding that language use varies according to the context and situation, for example, こんにちは。and もしもし。
  • understanding that language forms such as greetings vary according to the time of day or the occasion, for example, おはよう、こんにちは、こんばんは
  • understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

  VCJAU124 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAU123

  Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features

  Elaborations

  • understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, for example, たって, or much longer, for example, たって　ください。
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and chants
  • beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while songs usually have rhyming and the repetition of words
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

  VCJAU123 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIU119

  Explore different types of familiar texts, such as captions, labels, songs, rhymes and fairy tales, noticing similarities and differences between text types

  Elaborations

  • examining different types of texts, such as signs, songs, captions, stories and dialogues, noticing that they can be short or long, spoken, written, digital, visual or multimodal
  • sharing ideas about the purpose of different texts, such as a class timetable (to show the sequence of lessons) or a story (to describe past events)
  • exploring similar text types in Vietnamese and English, for example, songs, street signs or labels on goods at a market, and noticing ways in which they are similar or different
  • naming different types of familiar texts (story, poem, song) and discussing how they work, for example, using the story starter Ngày xưa, hồi đó, lâu lắm rồi; or rhyming or repeating words in songs, such as quác quác quác, quạc quạc quạc in the song ‘Một con vịt’

  VCVIU119 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHC002

  Interact with simple written texts in familiar contexts to contribute to class discussions

  Elaborations

  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8),面 (‘noodles’), 春 (‘spring’)
  • discussing the differences between the Roman alphabet and characters, for example, compare the sound and shape of each
  • labelling images of family from a provided list of characters, for example, 妈妈，爸爸，哥哥，妹妹
  • recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters
  • recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese
  • labelling and illustrating a class photo wall of a shared event or visit

  VCZHC002 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC010

  Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words

  Elaborations

  • noticing French ways of talking and behaving that appear different to own ways, finding examples in children’s stories such as Marie de Paris or Je veux pas aller à l’école or in recordings of French-speaking children in different contexts
  • comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family
  • using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting
  • including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

  VCFRC010 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHIU013

  Understand elements of Hindi grammar, such as the subject-object-verb sentence structure, question, answer and statement forms, agreement for gender and number, the use of pronouns and postpositions and of verbs in relation to actions and commands

  Elaborations

  • identifying people by using pronouns, such as तुम, तू, आप, मैं, मेरा, तुम्हारा।
  • understanding and responding to imperative verb forms, such as बैठ जाओ, यहाँ आओ, मेरी बात सुनो।
  • exploring how to use singular and plural forms, such as मैं, हम, मेरा, तुम्हारा
  • referring to objects using cardinal numbers, for example, एक, दो, पाँच, सात
  • noticing that adjectives are used to describe people, objects or places and are usually placed before the noun, for example, सुंदर लड़की, छोटा बच्चा, रंग-बिरंगी तितली
  • understanding the role of different words for asking questions, such as कहाँ? कौन? कब? क्या?
  • expressing negation, for example, नहीं, मत, ना
  • learning the structure of simple statements and questions, based on models such as तुम मेरे साथ चलो। तुम कैसे हो?
  • understanding that verb forms change according to gender and number, for example, लड़का गाता है। लड़की गाती है। लड़के गाते हैं।
  • describing actions using simple verbs, such as गाना, खाना, खेलना, दौड़ना
  • understanding the use of commands and post positions as in मुझको दीजिए। राम से लीजिए। वहाँ पर रखो।

  VCHIU013 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VC2M1ST01

  acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols

  Elaborations

  • discussing methods of collecting data to answer a question such as ‘What types of rubbish are found in the playground?’, sharing ideas and trying out some of the suggested methods, reviewing the data collected and explaining how they might change the way they collect data next time
  • collecting and recording information on a topic of interest using lists (for example, ‘How many people follow a particular football team’ or ‘What colour eyes each person has’), examining the data to generate some questions that it could answer, and then rearranging the data or collecting different data to answer the question
  • creating a tally to record data while observing events such as the year level of students using the bike shed, deciding on the possible categories before the observations are taken, and then reviewing the data afterwards to notice whether the tally was effective
  • using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
  • exploring ways of representing, sharing and communicating data through stories and symbols used by Aboriginal and Torres Strait Islander Peoples

  VC2M1ST01 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics