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• VCMSP176

  Identify everyday events where one cannot happen if the other happens

  Elaborations

  • using examples such as weather, which cannot be dry and wet at the same time

  VCMSP176 | Mathematics | Level 4 | Statistics and Probability | Chance

• VCFRU034

  Understand that languages change over time and influence each other, and that French has influenced many languages, including English

  Elaborations

  • considering differences in how groups of people communicate, such as younger or older people, girls and boys, and how new words and expressions are constantly being invented or borrowed from other languages
  • collecting French words used in English (for example, le restaurant, le café, le chauffeur, le ballet, le croissant), and comparing how they are pronounced by French and English speakers
  • discovering some of the English words used by French speakers (for example, le coach, le blog, l’Internet, le football, le corner, le burger, le denim), and considering if they are the same kinds of words as those borrowed from French into English
  • exploring how languages mix with each other to invent new words or expressions, for example, le franglais, le texto
  • ‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisements, shop signs, recipe books or menus

  VCFRU034 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHHC069

  Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration

  Elaborations

  • investigating the establishment of a local community such as 'How did people settle?' 'Who were they?' 'Why did they come to the area?'
  • investigating the contribution that individuals and groups have made to the development of the local community
  • identifying the origins of place names in Australia, for example, those named by French explorers and Aboriginal place names

  VCHHC069 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Continuity and change

• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCKOU150

  Understand that languages change over time and influence each other through contact and cultural exchanges

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, •, ᅙ, ᅀ
  • reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time, for example,Chinese, Japanese, English, French and Italian

  VCKOU150 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VC2M4N08

  solve problems involving purchases and the calculation of change to the nearest 5 cents with and without digital tools

  Elaborations

  • recognising that not all countries use dollars and cents; for example, India uses rupees
  • carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems

  VC2M4N08 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCMNA160

  Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies

  Elaborations

  • recognising that not all countries use dollars and cents, eg India uses rupees.
  • carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems

  VCMNA160 | Mathematics | Level 4 | Number and Algebra | Money and financial mathematics

• VCSSU061

  Earth’s rotation on its axis causes regular changes, including night and day

  Elaborations

  • modelling the relative sizes and movement of the Sun, Earth and Moon
  • describing timescales for the rotation of the Earth
  • constructing sundials and investigating how they work

  VCSSU061 | Science | Levels 3 and 4 | Science Understanding | Earth and space sciences

• VCTRU033

  Recognise that languages change over time and that Turkish language is influenced by and also influences other languages and cultures

  Elaborations

  • understanding that Turkish, like all languages, changes over time, for example, in the spelling and pronunciation of certain words, such as alma/elma, ana/anne, karındaş/kardaş/kardeş, cevap/yanıt, tabiat/doğa
  • recognising differences in language use across generations, for example, by comparing words and expressions used by their grandparents and parents, such as sabah şerifleriniz hayırlı olsun, with some of their own expressions, such as günaydın
  • finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English
  • identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

  VCTRU033 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCNRU032

  Understand that the context and purpose of interactions influence language choices

  Elaborations

  • recognising the differences between formal and informal language in social interactions
  • examining culturally appropriate phrases for different purposes
  • recognising how the purpose of interaction, for example, command or invitation, can change the emphasis on words

  VCNRU032 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCSSU058

  Different living things have different life cycles and depend on each other and the environment to survive

  Elaborations

  • making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs and flowering plants
  • recognising that environmental factors can affect life cycles, for example, fire and seed germination
  • investigating the roles of living things in a habitat, for example, producers, consumers or decomposers
  • predicting the effects when living things in feeding relationships are removed or die out in an area

  VCSSU058 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• VCASFU158

  Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features

  Elaborations

  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (BELONG, OWN) verbs indicate what characters think, feel or own
    • relating verbs identify or describe a noun, for example, HAVE in PRO3 HAVE LONG-HAIR
  • understanding how DSs and adverbs can give extra information about an activity
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFU032

  Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features

  Elaborations

  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
    • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs rather than separate signs, for example, WRITE -_carelessly
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • distinguishing between yes/no questions and wh- questions and noticing that each type of question has different NMFs

  VCASFU032 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• 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

• VCECU004

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

  Elaborations

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

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

• VCHPEP090

  Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe

  Elaborations

  • recognising physical responses that indicate they are feeling uncomfortable or unsafe
  • rehearsing assertive behaviours and strong non-verbal communication skills
  • identifying and practising appropriate responses to unsafe situations in relation to drugs and drug use
  • indicating on a local map the location of safe places and people who can help
  • examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe in their home, at schools or in the community

  VCHPEP090 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCMNA159

  Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation

  Elaborations

  • using division by 10 to extend the place-value system
  • using knowledge of fractions to establish equivalences between fractions and decimal notation

  VCMNA159 | Mathematics | Level 4 | Number and Algebra | Fractions and decimals

• VCSIS065

  With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

  Elaborations

  • listing shared experiences as a whole class and identifying possible investigations
  • reflecting on familiar situations to make predictions with teacher guidance

  VCSIS065 | Science | Levels 3 and 4 | Science Inquiry Skills | Questioning and predicting

• VCSSU060

  Natural and processed materials have a range of physical properties; these properties can influence their use

  Elaborations

  • describing a range of common materials, such as metals or plastics, and their uses
  • investigating a particular property across a range of materials
  • selecting materials for a specified use based on their properties

  VCSSU060 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences