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• VCLVU193

  Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge

  Elaborations

  • explaining the role of Aboriginal languages and cultures in passing on knowledge such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History
  • reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification
  • analysing concepts related to cultural values in Aboriginal languages, including naming systems, for example, the use of kinship terms, nicknames, substitute words and pronoun systems, comparing to ways of referencing relationships in their own language(s) and culture(s)
  • exploring how aspects of traditional culture and society have been preserved through language, and discussing the importance of maintaining Australian Aboriginal and Torres Strait Islander languages, for their speakers and for all Australians
  • analysing and discussing core cultural concepts reflected in Aboriginal languages, such as respect, avoidance, reciprocity, obligation, responsibility
  • understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages are related to the past, to land, plants and animals and to celebrations
  • identifying and comparing how emotions or attitudes, such as respect, affection or embarrassment, are shown/displayed across different languages and cultures
  • comparing elements of communication such as the role of silence or use/avoidance of eye contact in different cultural contexts and exchanges
  • recognising that there are multiple views on and partial explanations for events and issues
  • reflecting on the ways culture is interpreted by others, for example, by identifying how stereotypes influence perceptions of other groups or individuals
  • understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water or sea and of language

  VCLVU193 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language and culture

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCAVAR038

  Analyse how ideas and viewpoints are expressed in artworks and how they are viewed by audiences

  Elaborations

  • critiquing a physical or virtual exhibition of art, craft or design, and review how artists have expressed viewpoints in their artworks
  • critically analysing an artist’s intention for an artwork and their use of visual conventions
  • presenting an informed opinion about a display of artworks as a written review
  • discussing and identifying how artists express cultural identity in their artworks, for example, how artists from different cultures express the concepts of place and country, including Aboriginal and Torres Strait Islander peoples

  VCAVAR038 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

• VCCCC026

  Explain how groups express their identities, including religious and cultural identity, and how this expression can influence their perceptions of others and others’ perception of them

  Elaborations

  • investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and strengthening their identities and how this contributes to Australia's national identity
  • investigating how and why the visible aspects of people’s cultural identity (for example dress, gestures, traditions/customs, accent/language) can influence interactions between people
  • considering how Australia’s location in the Asian region influences interactions between Australians an those living in the region

  VCCCC026 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCELT374

  Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches

  Elaborations

  • analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
  • exploring traditional stories from Asia and discussing their engaging features, for example use of the oral mode, visual elements, verse, use of puppets to convey the narrative
  • analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people
  • discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose

  VCELT374 | Curriculum content | English | Level 7 | Reading and Viewing | Literature

• VCGGK111

  Factors that influence the decisions people make about where to live and their perceptions of the liveability of places

  Elaborations

  • investigating their and others’ interpretations of the concept of liveability and why what makes a place liveable may vary from person to person according to age, education, income, cultural background and other variables
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • discussing why many Aboriginal and Torres Strait Islander peoples live on their Country/Place or might prefer to if they had the choice

  VCGGK111 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCHPEP131

  Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities

  Elaborations

  • identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
  • reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting
  • promoting an understanding of minimal-impact outdoor recreation in the local area
  • exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander peoples and communities

  VCHPEP131 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCLVU189

  Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships

  Elaborations

  • understanding how elements of communication in Aboriginal languages languages, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
  • analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations
  • explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

  VCLVU189 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCLVU188

  Investigate how the kinship system functions to integrate personal and community histories and relationships

  Elaborations

  • understanding and discussing kinship as a system, and explaining its importance in maintaining and regulating social relationships in Aboriginal communities
  • investigating how the language community addresses gaps in knowledge about the kinship system
  • exploring how language is involved in the patterning of ownership and management of land and associated stories
  • understanding that different roles and responsibilities in community and public life can be determined by kinship and traditional social groupings
  • explaining how art forms, songs and dances identify people and places

  VCLVU188 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• 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

• 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

• 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

• 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

• VCDSTS043

  Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures

  Elaborations

  • considering factors that influence the selection of appropriate materials, components, tools and equipment, for example Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country
  • investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
  • analysing an environment to decide if it meets personal or community needs, for example consulting with family members when designing an enhancement to an indoor or outdoor home environment
  • critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
  • investigating the ethics of using surveillance systems while balancing privacy, security and safety concerns

  VCDSTS043 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies and Society

• VCELC159

  Engage with and respond to imaginative texts, describing and expressing thoughts and opinions about key ideas, characters, places and events

  Elaborations

  • expressing personal opinions about ideas in Greek imaginative texts in various modes such as myths, legends, stories, film excerpts, paintings, songs or video clips
  • identifying key messages and beliefs from Greek texts and comparing them with the knowledge, cultural values and belief systems in Aboriginal and Torres Strait Islander stories
  • responding to imaginative texts, comparing ways in which people, places and experiences are represented, for example, the goddess Athena, Poseidon or characters in modern fiction
  • stating personal preferences about characters, attitudes and events in texts for example, Pandora’s box, Aesop’s fable ‘The Fox and the Grapes’

  VCELC159 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCGGK119

  Human causes of landscape degradation, the effects on landscape quality and the implications for places

  Elaborations

  • analysing the effects of erosion and sedimentation produced by human activities on landscape quality, including farming and recreation
  • examining the effects of mining and quarrying, and urban development, on landscape quality and how this affects places
  • describing the effects of river regulation, including dams, locks, channel straightening and drains, on riverine and wetland landscape quality
  • investigating the effects on coastal landscape quality of the built elements of places. For example, urban development, marinas and sea walls
  • investigating the ways introduced plants or animals or activities such as mining affect landscape quality and examining the effects on Aboriginal and Torres Strait Islander communities

  VCGGK119 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VC2M7A04

  investigate, interpret and describe relationships between variables represented in graphs of functions developed from authentic data

  Elaborations

  • using graphs to analyse a building’s electricity or gas usage over a period of time, the value of shares on a stock market, or the temperature during a day, interpreting and discussing the relationships they represent
  • using travel graphs to compare the distance travelled to and from school, interpreting and discussing features of travel graphs such as the slope of lines and the meaning of horizontal line segments
  • telling the story behind what is being represented in graphs of functions, for example, graphs representing pouring rates or distance versus time
  • using graphs of evaporation rates to explore and discuss Aboriginal and Torres Strait Islander Peoples’ methods of water resource management

  VC2M7A04 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2M7M06

  use mathematical modelling to solve practical problems involving ratios of lengths, areas and volumes; formulate problems, interpret and communicate solutions in terms of the situation, justifying choices made about the representation

  Elaborations

  • using fractions to model and solve ratio problems involving comparison of quantities, and considering part-part and part-whole relations
  • modelling and solving practical problems involving ratios of length, capacity or mass, such as in construction, design, or food or textile production; for example, mixing concrete, the golden ratio in design, mixing a salad dressing
  • modelling the situation using manipulatives, diagrams and/or mathematical discussion; for example, mixing primary colours in a variety of ratios to investigate how new colours are created and the strength of those colours
  • investigating commercialised substances founded on Aboriginal and/or Torres Strait Islander Peoples’ knowledges of substances, including pharmaceuticals and toxins, understanding how ratios are used in their development

  VC2M7M06 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VC2M7P02

  conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predicted with observed results, explaining the differences and the effect of sample size on the outcomes 

  Elaborations

  • developing an understanding of the law of large numbers through using experiments and simulations to conduct large numbers of trials for seemingly random events and discussing findings
  • conducting simulations using online simulation tools and comparing the combined results of a large number of trials to predicted results
  • exploring and observing Aboriginal and/or Torres Strait Islander children’s instructive games – for example, Koara from the Jawi and Bardi Peoples of Sunday Island in Western Australia – to investigate probability, predicting outcomes for an event and comparing with increasingly larger numbers of trials, and comparing observed and expected results

  VC2M7P02 | Mathematics | Mathematics Version 2.0 | Level 7 | Probability