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• VCADRP027

  Shape and perform dramatic action using narrative structures and tension in devised and scripted drama

  Elaborations

  • considering ideas from drama they watch such as contemporary drama written/performed by an Aboriginal or Torres Strait Islander drama practitioner when shaping own drama, for example, which characters they identify with, and what relationships and situations do they recognise?
  • applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension, for example, exploring local Aboriginal stories and how they are dramatically portrayed as a reference for shaping their own drama
  • performing their improvised sections of process drama and play-building
  • planning and rehearsing their drama for a live or virtual performance, for example, a short scripted drama with a sense of role, situation and dramatic tension
  • evaluating drama they perform, for example, ‘How well did they collaborate to make drama? What worked best in the drama?’

  VCADRP027 | The Arts | Drama | Levels 3 and 4 | Present and Perform

• 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

• VCCCC007

  Describe the different cultural, religious and/or social groups to which they and others in the community may belong

  Elaborations

  • describe cultural, religious and/or social groups to which they and others in the community may belong and explain how belonging can shape personal identity
  • listing and comparing the different purposes, beliefs, traditions and symbols used by groups
  • recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions

  VCCCC007 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCESU143

  Identify the variety of languages represented in the school, local community and general Australian population

  Elaborations

  • identifying languages used by classmates, for example, by creating a class profile or language map with greetings in each language
  • discussing the nature, history and importance of Aboriginal languages and Torres Strait Islander languages in the school community and in wider Australian society, and identifying the language of the Country
  • exploring similarities and differences between the many languages spoken in Australia and represented in the school, for example, by comparing the ways different languages use writing, sound/speech and gestures to communicate

  VCESU143 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCESU142

  Recognise that languages change with use over time and according to context

  Elaborations

  • discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use
  • finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

  VCESU142 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCGGK083

  Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places

  Elaborations

  • reading and viewing poems, songs, paintings and stories concerning people’s feelings about places as part of an exploration of the factors that influence views on the protection of places
  • discussing why it is important to protect places that have special significance for people. For example, a wetland, a site sacred to Aboriginal and/or Torres Strait Islander peoples , a national park or a World Heritage site
  • designing actions that people could take to protect and improve places in the local area that people perceive as important and discussing the likely reactions of different groups of people to these ideas

  VCGGK083 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCHPEM098

  Perform movement sequences which link fundamental movement skills

  Elaborations

  • performing routines incorporating different jumping techniques and connecting movements
  • demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge
  • performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
  • participating in dance routines from different cultures, such as Tinikling from The Phillipines, Polynesian dance, Japanese parasol dance, and Aboriginal and Torres Strait Islander dance
  • using a surface dive and propelling the body underwater to recover an object

  VCHPEM098 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Moving the body

• VCJAU143

  Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region

  Elaborations

  • understanding the status of Japanese as the official language of Japan, a major language in the Asia-Pacific region, a world language and an Australian community language
  • understanding that there is a standardised form of Japanese, and that different dialects are spoken in different regions of Japan
  • comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCJAU143 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCLVU167

  Understand that speakers vary language forms according to kin relationship and context of situation

  Elaborations

  • observing how language is used to establish, maintain and reflect kin-based relationships
  • noticing word taboo in Aboriginal languages
  • observing that expressions can be made more or less formal or casual to suit the relationship between speakers
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

  VCLVU167 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• 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

• VCDSCD028

  Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions

  Elaborations

  • exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
  • critiquing and selecting appropriate joining techniques for materials to produce working models
  • exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
  • examining the structure and production of everyday products, services and environments to enhance their own design ideas
  • exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials

  VCDSCD028 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Investigating

• VCDSTC025

  Investigate food and fibre production used in modern or traditional societies

  Elaborations

  • exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
  • identifying and describing the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
  • describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

  VCDSTC025 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food and fibre production

• VCDTDI020

  Recognise different types of data and explore how the same data can be represented in different ways

  Elaborations

  • recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
  • using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
  • recognising representations of different types of data such as waves for sound
  • exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

  VCDTDI020 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCGGC076

  Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance

  Elaborations

  • constructing tables or graphs to show the similarities and differences between places, and discussing possible reasons for them
  • discussing and comparing how Aboriginal and Torres Strait Islander peoples may represent places and their features visually, for example, in paintings and sand drawings, and identifying the symbols and patterns used.
  • comparing a range of thematic maps, for example, maps of relief, climate, vegetation, animals and bird life to find relationships
  • using geographical terms to explain relationships, for example between the environment and sustaining life
  • describing the relative location of different features in a place by distance and compass direction. For example, from their home to the local waste management site

  VCGGC076 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Data and information

• VCHHK076

  Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day

  Elaborations

  • identifying and discussing the historical origins of an significant Australian celebration or commemoration
  • generating a list of local, state and national symbols and emblems, for example club emblems, school logos, flags, floral emblems, coat of arms, and discussing their origins and significance
  • examining the symbolism of flags such as the Australian, Aboriginal and Torres Strait Islander flags, and recognising special occasions when they are flown, for example, all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day
  • recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)

  VCHHK076 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VC2M4M03

  solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time

  Elaborations

  • calculating the amount of time between 2 events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using ‘am’ and ‘pm’ notation
  • converting units of time using relationships between units, such as 60 minutes in an hour and 60 seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests
  • exploring Aboriginal and/or Torres Strait Islander Peoples’ explanations of the passing of time through cultural accounts about cyclic phenomena involving the sun, moon and stars

  VC2M4M03 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VCASFU161

  Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality

  Elaborations

  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpreters
  • identifying how deaf people modify space to maximise visual attention, such as adjusting seating or removing visual obstacles
  • exploring different expressions for gaining attention or signalling enjoyment, such as tapping, waving, stomping or using visual applause, and their suitability for visual language users
  • recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values
  • understanding cultural values associated with the conferment of name signs to people, such as second language learners of Auslan who are joining the Deaf community
  • exploring the vitality of Auslan and other spoken and signed languages, appreciating that a language with strong vitality is one used by many people in the home and other domains, across generations, to talk about most topics
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of cultural belonging and pride
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and recognising that this ownership rests with the Deaf community and is determined by traditional social groupings/families, places, history and stories

  VCASFU161 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCGGC073

  Identify and explain the interconnections within places and between places

  Elaborations

  • identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
  • describing how natural processes can break down and recycle some wastes safely. For example, through composting or purifying water as it moves through the environment
  • exploring how vegetation produces the oxygen all land animals (including people) breathe, protects land from erosion by water or wind, retains rainfall, provides habitat for animals, shelters crops and livestock, provides shade for people, cools urban places, produces medicines, wood and fibre, and can make places appear more attractive
  • investigating and comparing what it would be like to live in a place with a climate different to their own place
  • recognising that the distribution of Aboriginal and Torres Strait Islander peoples before colonisation was concentrated in more productive areas such as in the coastal and riverine areas of Australia

  VCGGC073 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Place, space and interconnection