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• VCEALC634

  Locate specific information in fictional and factual texts using guide questions

  Elaborations

  • locating specific information in factual print texts by using organisational features such as headings or topic sentences
  • retelling ideas or events from familiar texts in response to guide questions
  • making connections between ideas stated directly and close together; for example predicting the ending, linking a diagram and label, linking simple cause and effect

  VCEALC634 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALC346

  Identify the main idea in short texts using guide questions

  Elaborations

  • identifying key words in questions and finding them in the text
  • identifying key words from headings or topic sentences in order to extract key information from a factual text

  VCEALC346 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL029

  Recognise ways intonation is used to enhance meaning or distinguish statements from questions

  Elaborations

  • recognising emotions expressed through intonation, such as happiness, anger
  • distinguishing between questions, instructions and statements based on clear intonation and contextual information such as the actions of peers
  • using rising intonation for questions and stressing key words for emphasis

  VCEALL029 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL373

  Modify intonation when reading aloud, to differentiate questions, exclamations or dialogue

  Elaborations

  • recognising a question and adjusting intonation appropriately
  • using appropriate pauses and emphasis when reading aloud direct speech or dialogue

  VCEALL373 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCHHC099

  Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability

  Elaborations

  • differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretation).
  • organising historical sources into artefacts, visual, written, audio
  • asking questions of sources when identify origin, content, explaining context, and analysing reliability the usefulness about the historical context
  • discussing the difficulties in identifying the origin and purpose of some sources
  • creating categories with which to organise information obtained from sources. Identifying features and symbols in primary source
  • creating an annotated visual concept map using historical sources to explain the changes brought to Europe during the Renaissance

  VCHHC099 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCITC118

  Use classroom language to question, elicit and offer opinions, and compare and discuss ideas

  Elaborations

  • using communication strategies such as questioning further or asking for repetition or clarification, for example, Scusi, non ho capito; puoi/potresti ripetere? Puoi aiutarmi a [+ infinitive]?
  • participating in reflective activities and evaluations of classroom experiences, for example, Perché/come mai …? È giusto? Secondo te …? Forse …, Dal mio punto di vista …, A mio avviso …, Penso che sia …, Sono sicuro che …, È chiaro che …

  VCITC118 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCMSP205

  Pose questions and collect categorical or numerical data by observation or survey

  Elaborations

  • posing questions about insect diversity in the playground, collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time

  VCMSP205 | Mathematics | Level 5 | Statistics and Probability | Data representation and interpretation

• VCMSP178

  Select and trial methods for data collection, including survey questions and recording sheets

  Elaborations

  • comparing the effectiveness of different methods of collecting data
  • choosing the most effective way to collect data for a given investigation

  VCMSP178 | Mathematics | Level 4 | Statistics and Probability | Data representation and interpretation

• VCMSP237

  Pose and refine questions to collect categorical or numerical data by observation or survey

  Elaborations

  • narrowing or broadening a question to be posed for an observation or survey, for example, ‘which of these ice cream flavours – vanilla or chocolate?’ to ‘do you like ice cream, if yes what is your favourite flavour?’

  VCMSP237 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VCSIS050

  Respond to and pose questions, and make predictions about familiar objects and events

  Elaborations

  • considering questions relating to objects used in everyday life and changes in the weather
  • thinking about ‘What will happen if...?’ type questions about everyday objects and events

  VCSIS050 | Science | Foundation to Level 2 | Science Inquiry Skills | Questioning and predicting

• VCSIS087

  Suggest improvements to the methods used to investigate a question or solve a problem

  Elaborations

  • working collaboratively to identify where testing was not fair and suggesting how fairness could be improved
  • identifying improvements to investigation methods, and discussing how these improvements would affect the quality of the data obtained

  VCSIS087 | Science | Levels 5 and 6 | Science Inquiry Skills | Analysing and evaluating

• VCVIC108

  Interact in classroom routines and activities by responding to questions, following instructions and asking for permission

  Elaborations

  • using Vietnamese for everyday classroom routines such as roll call (Dạ, Dạ có or Em chào thầy/cô)
  • responding with appropriate actions to the teacher’s simple instructions, such as Các em ngồi xuống. Em hãy mở vở ra. Đọc chung với thầy/cô nhé, or following instructions to locate items, for example, trên, dưới, trong, ngoài, ở giữa
  • asking for permission, for example, Thưa cô cho em đi vệ sinh. Bạn làm ơn cho tôi đi qua
  • responding to the teacher’s instructions and questions in class activities, using modelled language such as Em có hiểu không? Dạ, em hiểu
  • using context-appropriate language to show politeness when interacting with the teacher, for example, Thưa cô, Thưa thầy, Dạ, có. Vâng ạ. Xin lỗi cô em tới trễ. Xin phép cô cho em vào lớp

  VCVIC108 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCVIC142

  Engage in classroom interactions by asking and responding to questions and expressing opinions

  Elaborations

  • contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
  • asking and responding to questions, for example, Thưa thầy, em làm chung với ai? Thưa cô, khi nào em phải nộp bài này? Em chọn câu A. Thưa cô, em đồng ý với bạn Hà
  • checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
  • participating in class discussions and offering opinions on various topics, such as water and road safety, a class recycling program or physical fitness and wellbeing
  • expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá! Bài thi toán khó quá! Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căn-tin trường mình bán đồ ăn ngon và rẻ

  VCVIC142 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCTRC020

  Respond to questions, directions and requests from the teacher and each other, and use questions and statements to ask for help or permission, to attract attention and to rehearse new language

  Elaborations

  • responding to questions concerning topics such as the weather or the day’s schedule, using modelled language such as Bugün hava nasıl? Bugün hava güneşli ve sıcak! Bugün önce birlikte bir kitap okuyacağız, sonra bir oyun oynayacağız
  • negotiating turns and complimenting their friends, for example, Sen kazandın! Tebrikler! Şimdi ben oynayabilir miyim?
  • preparing and displaying classroom rules, routines or priorities, such as saygı, nezaket, işbirliği
  • seeking clarification, attracting attention, asking for help or for something to be repeated, for example, Anlayamadım, tekrar eder misiniz? Bu kelime nasıl okunur?
  • responding to directions and instructions when playing games, participating in dances or performances, preparing for activities and completing work, for example, soldan sağa, sıranı bekle, geri dön, karşılıklı dur

  VCTRC020 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC022

  Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community

  Elaborations

  • recalling specific points of information in signed classroom instructions or descriptions and responding to comprehension questions in Auslan
  • paraphrasing the content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website
  • conducting an interview with a member of the Deaf community and reporting back to the class on key points
  • using factual questions to request information about planned events or activities, for example in relation to details such as place, time or cost
  • surveying peers about interests, preferences or routines, presenting findings in formats such as profiles, charts or graphs
  • locating, organising and presenting information from Auslan resources related to other learning areas, such as science materials or cooking demonstrations, for example, Sign & Cook for Kids (Auslan Storybooks)
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors and mentors, recording the new language in personal sign dictionaries

  VCASFC022 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFC166

  Collect, classify and paraphrase information from a variety of Auslan texts used in school and community contexts

  Elaborations

  • identifying specific points of information in procedural or descriptive Auslan texts, responding to signed comprehension questions
  • paraphrasing the content of selected Auslan texts such as community announcements and relaying the information to others
  • using information collected from peers about home and school routines, presenting findings to the class using visual supports/graphic organisers
  • viewing Auslan texts from other content areas, using depicting signs to explain concepts such as states of matter or climate variation
  • forming and signing questions to request information from a deaf organisation or person needed to produce a digital text such as a brochure or program
  • interviewing Deaf peers or other Auslan users and noting unfamiliar signs, recoding and classifying these in their personal sign dictionaries

  VCASFC166 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCEALA091

  Initiate and maintain simple conversations with others

  Elaborations

  • understanding and responding to simple English expressions related to personal or familiar topics, for example answering simple questions by giving basic information about self
  • borrowing words from questions asked, for example ‘What is your hobby?’, ‘My hobby is …’
  • negotiating meaning through use of gestures, modified speech, simple questions and clarifications
  • initiating exchanges in social and learning context, for example by asking a question

  VCEALA091 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• 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

• Critical and Creative Thinking: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an...

  Level description | Capabilities | Critical and Creative Thinking