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• VCLVU165

  Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features

  Elaborations

  • distinguishing the purpose and characteristic features of different types of texts, for example, stories are usually about journeys across Country and convey explanations about why features of Country exist and are important
  • understanding that for many Aboriginal languages conventions of written text are in the process of being developed
  • recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories
  • linking ideas using appropriate grammatical forms and processes, for example, connectives, serialisation, embedding
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • investigating the purpose and use of sign language in various Aboriginal languages, for example, for hunting, for recent bereavement, for communicating at a distance, for restricting who can understand the message

  VCLVU165 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VC2M3A02

  extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

  Elaborations

  • partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
  • using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions
  • understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200

  VC2M3A02 | Mathematics | Mathematics Version 2.0 | Level 3 | Algebra

• VC2M3N01

  identify, explain and use the properties of odd and even numbers

  Elaborations

  • identifying even numbers using skip counting by twos or by grouping even collections of objects in twos
  • explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
  • explaining why some materials can be shared evenly between 2 people without leaving a remainder and some cannot
  • explaining the patterns involved in adding, subtracting and multiplying odd and even numbers (for example, even + even = even, odd + even = odd, odd + odd = even) and using this to decide whether answers to addition, subtraction and multiplication calculations are correct or not
  • following an algorithm consisting of a flow chart with a series of instructions and decisions to determine whether a number is even or odd; and using the algorithm to identify which elements of a set of numbers are divisible by 2

  VC2M3N01 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M3N09

  follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

  Elaborations

  • following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist, where appropriate, and identifying and describing emerging patterns
  • following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns
  • creating an algorithm as a set of instructions that a classmate can follow to generate multiples of 3 using the rule ‘To multiply by 3 you double the number and add on one more of the number’ (for example, for 3 threes, you double 3 and add on 3 to get 9; for 3 fours you double 4 and add one more 4 to get 12 …)
  • creating a sorting algorithm that will sort a collection of 5-cent and 10-cent coins and providing the total value of the collection by applying knowledge of multiples of 5 and 10

  VC2M3N09 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M3N05

  multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

  Elaborations

  • applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem
  • using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems
  • matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve
  • formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences

  VC2M3N05 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M3SP02

  interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

  Elaborations

  • designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cut-outs of shapes to represent furniture from a top-view perspective
  • locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity
  • sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map
  • identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give
  • exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes

  VC2M3SP02 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VCZHU028

  Use nouns, adjectives and simple sentences to record observations

  Elaborations

  • exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence 我看书? Do sentences work the same way in Chinese and English?’
  • recognising grammatical features and how their use differs in Chinese and English, for example, the lack of articles in Chinese; that adjectives can be used as verbs; limited use of the verb ‘to be’ (是)
  • following patterns of word order and sentence structure and using negation when creating sentences to express own meanings, for example, replacing the subject pronoun in 我喜欢绿色 to create the sentence 我妈妈不喜欢绿色

  VCZHU028 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCELU132

  Recognise and use elements of Greek grammar, such as word order, gender and singular/plural forms, to describe people, objects or events

  Elaborations

  • beginning to describe and explain features of Modern Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in English or Greek
  • noticing the use of gender in Greek names, singular/plural, and articles, for example, Η Άννα, η γάτα, οι γάτες, α ψάρια, ο μπαμπάς
  • using adjectives to describe characteristics or qualities (such as number, shape and colour) of a person or object (noun), for example, τρία μικρά γουρουνάκια, and understanding that adjectives have gender, for example, καλός, καλή, καλό, ψηλός, ψηλή, ψηλό, κόκκινος, κόκκινη, κόκκινο
  • creating simple sentences in the subject–verb–object order, for example, Το βάζο έχει λουλούδια
  • experimenting with compound sentences using conjunctions such as και and αλλά
  • using adverbs of place, for example, έξω, μέσα, πάνω, κάτω, μπροστά, πίσω, δίπλα
  • observing singular noun and plural noun endings, for example, γάτα, γάτες, σπίτι, σπίτια
  • understanding that some words can mean different things in different contexts, for example, μπάνιο can mean ‘bathroom’, ‘bathtub’ or ‘swimming at the beach’
  • recognising the differences or similarities in word order in simple sentences, for example, μου αρέσει, δε μου αρέσει
  • expressing negation in simple sentences, for example, Όχι, δεν το θέλω, δε μ’ αρέσει
  • expanding number knowledge up to 100

  VCELU132 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCITU032

  Experiment with pronunciation and intonation and use rules of spelling

  Elaborations

  • developing pronunciation between sound blends in Italian in comparison to English, for example, sc followed by h or i/e (schiavo, piscine, pesce); letter combinations such as gn in lavagna and gnocchi, and gl in figlio and famiglia
  • learning to recognise the silent h as applicable to the verb avere and for borrowed words, for example, hockey, hotel
  • noticing the differences in intonation between statements, questions, exclamations and commands
  • understanding that an accent may change the meaning of the word, for example, è and e, il papà, il Papa
  • applying punctuation and capitalisation rules when writing, for example, omission of capitals with days of the week and months of the year

  VCITU032 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVC155

  Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

  Elaborations

  • finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
  • labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
  • obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
  • reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
  • viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
  • surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
  • labelling, drawing and matching inside and outside body parts
  • observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
  • classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
  • mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
  • investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
  • surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

  VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

• VCLVU164

  Expand vocabulary in the language through word-formation processes and recognise and use simple language structures

  Elaborations

  • exploring known word formation processes, for example, changing a word with the addition or change of a suffix or prefix to convey different meanings
  • constructing expressions that refer to people, places, things and events using:
    • nouns and adjectives in phrases, for example, compound nouns, reduplications and nominalisations, adjectives without an associated noun
    • sentences without verbs, for example, ‘This (is) my bag’
    • pronouns, for example, personal, kinship, demonstrative and interrogative in all persons and numbers
    • determiners and quantifiers, for example, ‘some’, ‘every’, ‘other’, ‘few’, ‘much’, ‘all’, and words for groups
    • marking to indicate possession and other types of association, for example, ‘Let’s go for water’
    • transitive and intransitive verbs
    • verbs of stance used in existential expressions, for example, ‘There is a creek lying near the road’
    • verbs to talk about actions, processes, thoughts and feelings
    • moods of verbs, including statements, questions, imperatives, commands, intention, purpose, likelihood, reported speech
    • negation
  • expressing time, manner, attitude and place according to available language resources, such as:
    • tenses, including past, present and future/non-past
    • temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, ‘soon’, ‘recent’, ‘long ago’, expressions for cosmological time
    • expressions of frequency, for example, ‘often’, ‘always’, ‘once’, ‘briefly’
    • attitudinal particles, for example, ‘maybe’, ‘it is said’, ‘what do you say?’, ‘would you mind?’, ‘you see’
    • locational cases, for example, ‘in’, ‘an’, ‘at’, ‘near’, ‘besides’, ‘to’, ‘towards’, ‘from’
    • adverbs of manner, location and time, for example, ‘again’, ‘more’, ‘in turn’, ‘too late’, ‘as well’
    • structuring and linking clauses, for example, using coordination, subordination, embedding
  • understanding that rules vary between languages, for example, in relation to word-formation, word order at phrase and sentence level
  • making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions
  • noticing similarities between particular vocabulary sets in languages from the same region, such as words for body parts, kinship terms
  • developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English

  VCLVU164 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VCASFC029

  Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression

  Elaborations

  • reflecting on their observations of similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, when greeting/leave-taking, introducing people or using body language, facial expression and eye contact
  • considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners
  • comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language
  • reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment
  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?

  VCASFC029 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCDTDI022

  Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

  Elaborations

  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names, and recognising that all digital interactions are difficult to erase (digital footprints)
  • using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
  • organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation and sharing it online with students from another school
  • managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
  • discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
  • making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others

  VCDTDI022 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCFRC021

  Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention

  Elaborations

  • responding to instructions such as Encore une fois; montre-moi; chantez plus fort; regarde les photos, écoutez, écrivez/tapez la phrase
  • requesting help or clarification, for example, Je ne comprends pas; répétez s’il vous plaȋt; j’ai une question…
  • negotiating turns (for example, C’est à toi? Non, c’est à moi), and praising and evaluating each other, for example, Super! Pas mal. Bon travail! Excellent! Bravo!
  • developing and displaying classroom rules and routines, deciding on priorities such as le respect, la politesse and la co-opération
  • using appropriate language to ask for help or to attract attention, for example, Monsieur, s’il vous plaȋt! Je ne comprends pas
  • rehearsing words, phrases or interjections which can be used as ‘hooks’ or fillers in conversation, such as ah bon … voilà…eh bien…alors

  VCFRC021 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHIU030

  Build phonic awareness and pronunciation skills through singing, reciting and experimenting with sounds; develop familiarity with the use of the under-dotted characters representing loan sounds in Hindi and conventions governing punctuation marks in written script

  Elaborations

  • creating an alphabet bank, collecting words beginning with each letter, for example, कमल, कसरत, कोयल।
  • imitating the discrimination of unaspirated and aspirated sounds, for example, क-ख, द-ध।
  • understanding that the sound and letter correspondence is the same in written and spoken Hindi, that there are no silent letters or more than one sound for any one letter, apart from the letters ह, य and व, whose pronunciation is influenced by their context
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a चंद्रबिंदु or a small dot (बिंदु) above the headstroke, for example, हाँ, मैं
  • recognising how to distinguish between nasal vowel sounds and nasal consonants, and the rules that govern how to represent nasal consonant combinations in words such as गंगा, पंजाब, ठंड/ठण्ड, बंद/बन्द and तुम्हारा
  • recognising that there are loan words in Hindi from languages such as English, Persian, Arabic, Turkish and Portuguese, and learning how the underdotted characters क़, ख़, ग़, ज़, फ़ are used to represent such loan sounds
  • recognising how pitch, stress and rhythm help to convey meaning even when individual words are unfamiliar

  VCHIU030 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCIDC028

  Interact with others and notice how identity matters, such as in use of terms of address, who and what is included, and what language is used

  Elaborations

  • sharing personal details with others and making choices about what aspects of identity to include, for example, Saya berasal dari… Saya berumur…, tahun, Saya anggota klub…, Saya anak ke…di keluarga saya
  • designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups
  • comparing own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences, for example, Bapak saya suka sepeda motor. Saya juga!
  • interacting in Indonesian with others beyond the classroom, for example, using it as a secret code with friends, showing off their language skills to teachers, and teaching parents and siblings words, phrases and songs
  • creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

  VCIDC028 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCJAU144

  Understand that the ways people use language reflect where and how they live and what is important to them

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values, for example, the importance of respect for older people is reflected in terms of address in Japanese
  • exploring additional elements of ‘culture’, such as what is valued in different communities, contexts and environments, or different approaches to teaching and learning in school, understanding formulaic expressions that reflect cultural values, for example, いってきます、 いってらっしゃい、きをつけて
  • noticing how politeness and respect are conveyed in Japanese language and behaviour, such as how body language and gestures can replace language, for example, bowing as an apology or as a request to be excused
  • learning to discuss culture and language by responding to prompt questions such as ‘What do you notice?’ ‘Why do you think that …?’ ‘How is this similar / different …?’
  • identifying terms, expressions and ways of communicating associated with Australian contexts that might need explaining to Japanese children, for example, using first names when addressing adults, colloquial expressions such as ‘no worries’ or ‘footy’, and terms associated with Indigenous cultures, such as ‘the Dreaming’

  VCJAU144 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VC2M3M02

  measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings

  Elaborations

  • making a measuring tape using metric units of length and using it to measure and compare things, for example, the girth of a tree; and explaining that the lines on a ruler show the beginning and end of each unit
  • using a strip of one-centimetre grid paper to measure and compare the length of objects, connecting this with centimetre units on a ruler and using fractions of a graduation to give a more accurate measure
  • discussing how the capacity of a container or object usually refers to the amount of liquid it can hold, measured in millilitres and litres, and comparing the capacity of different sizes of familiar drinks (for example, 600-millilitre, one-litre, 2-litre and 3-litre milk containers)
  • measuring and comparing the mass of objects and capacity of containers, using measuring jugs and kitchen or other scales and standard metric units of millilitres, litres, grams and kilograms; and interpreting and explaining what the lines on the measuring jug or scales mean
  • comparing the capacity of different beakers used in science lessons and using the numbered graduations to measure out different capacities of liquid

  VC2M3M02 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2M3ST03

  conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

  Elaborations

  • creating a poster, flow chart or infographic that describes the process of statistical investigation, and the components, tools and types of data that can be collected, represented and interpreted for a purpose
  • collaboratively working through a whole-class investigation by choosing a question of interest, using an efficient collection method and recording collected data, and then interpreting the data in terms of the question
  • planning and carrying out investigations that involve collecting data; for example, narrowing the focus of a question such as ‘Which is the most popular breakfast cereal?’ to ‘Which is the most popular breakfast cereal among Year 3 students in our class?’
  • conducting a whole-class statistical investigation into the best day to hold an open day for parents by creating a simple survey, collecting the data by asking the parents, representing and interpreting the results, and deciding as a class which day would be best
  • investigating seasonal calendars of Aboriginal and/or Torres Strait Islander Peoples by collecting data and creating frequency tables and spreadsheets based on environmental indicators, and creating one-to-one data displays about frequency of environmental indicators for the current season

  VC2M3ST03 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• VCASFC020

  Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language

  Elaborations

  • working together in shared tasks such as cooking, craft activities or creating displays, signing questions or statements, for example:
    BOOK WHICH WANT MAKE WHICH? PICK.
    Which recipe do you want to make? You choose.
    PLEASE PRO2 BRING SCISSORS PLUS PAPER?
    Can you please bring scissors and paper?
    
  • negotiating roles and responsibilities and expressing preferences when working on shared projects, using expressions such as I would prefer to do that; What job do you want to do?
    PRO1 FILM PRO2 QUESTION-_her
    I’ll film; you ask her the questions.
    
  • contributing to the development of a set of class rules
  • engaging in activities such as treasure hunts that involve making choices, solving problems and giving and following directions, for example:
    LIBRARY IN DS:turn-right AUSLAN DICTIONARY DS:fat-book SHELF++ THAT. PLEASE BRING-_me
    Go into the library, turn right and the Auslan dictionary will be on the second shelf. Bring that back to me.
    
  • playing games that involve the exchange or discovery of hidden information, using descriptive language and appropriate questioning, for example:
    HAVE BROWN EYES CURLY HAIR?
    Does he have brown eyes and curly hair
    CAN COOK WITH?
    Can you use it for cooking?
    
  • checking on understanding when completing learning activities, for example:
    KNOW WHAT PRO1 MEAN?
    Do you know what I mean?
    THIS PRO2 FINISH THIS?
    Do you think that’s finished now?
    
  • participating in games that involve turn-taking, active watching, memory and information exchange
  • working together in design projects such as short films or displays to demonstrate content knowledge from different curriculum areas, sharing decisions about content, vocabulary and sequencing

  VCASFC020 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising