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• VCHPEP006

  Experience health and safety actions

  Elaborations

  • experiencing activities related to eating, drinking and life skills and exploring their sensory impact and indicating an awareness of these activities
  • experiencing a variety of activities related to healthy and active community and learning to anticipate some familiar events
  • participating in simple activities associated with their basic personal hygiene, needs and care, and beginning to assist in the process

  VCHPEP006 | Health and Physical Education | Level A | Personal, Social and Community Health | Contributing to healthy and active communities

• VCLVU146

  Notice that languages borrow words from each other

  Elaborations

  • noticing Aboriginal words and phrases used in everyday Australian life, for example, koala, euro, billabong, dingo
  • recognising that some words in the language have come from other languages
  • recognising words in English that have been borrowed from other languages

  VCLVU146 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCRAC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
  • comparing aspects of their personal world such as school or home life
  • recounting significant events, special occasions and milestones
  • interacting in class activities and (electronic) games
  • socialising with friends and family at events, including chatting about school or holidays

  VCRAC052 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCELC005

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, Easter celebrations, using appropriate and related greetings, Καλό Πάσχα, Χριστός Ανέστη
  • describing aspects of life in Australia for an audience in Greece or Cyprus, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCELC005 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITC045

  Share and compare opinions about ideas in imaginative texts

  Elaborations

  • comparing cultural concepts and messages expressed in stories and song lyrics, for example, La domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose insieme
  • exploring the sequence of events in texts by creating a storyboard
  • relating what they read or view to their own life experiences, for example, asking what the author means by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own life for example, È motto importante , È importantissimo. Per me è/non è importante perché ….
  • noticing and describing commonalities and differences in experiences and ideas of particular characters and aspects of their own daily life, such as in the Bambini di tutti i colori story, for example, In Italia, il pranzo è più … Mi piace di più lo stile di vita … Anch’ io … Sono d‛accordo

  VCITC045 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• Japanese - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education...

  Level description | Languages | Japanese | 7–10 Sequence | Levels 9 and 10

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• Languages | Latin: Learning in Latin

  The place of Latin and the heritage of the ancient Roman world

  Latin developed from a local dialect of central Italy to become the official language of ancient Rome, transmitting Roman law, government, literature and social and cultural knowledge and values throughout much of Europe, North Africa...

  Overview material | Latin

• VCELU153

  Explore the relationship between language and culture and how they are reflected in communication styles

  Elaborations

  • discussing own and peers’ understanding of concepts and messages expressed in stories/myths/lyrics, for example, the adventures of Odysseus and the concept of life’s ‘odyssey’ or journey, stories of migration or the teachings of Aesop’s fables
  • recognising that language use can have connections to cultural practices, such as celebrating birthdays and name days, 25^η Μαρτίου in the diaspora
  • reflecting on the experience of learning Greek language and culture and identifying situations that have provided awareness of own cultural practices and values, for example, attending a Greek festival or show
  • understanding the meaning of wishes such as Να σας ζήσει, Καλά στέφανα, Χρόνια Πολλά, Να τα εκατοστίσεις and the concepts of φιλότιμο and φιλοξενία
  • discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

  VCELU153 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCHIU071

  Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives

  Elaborations

  • finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions they use when communicating in English or when thinking about themselves and their families
  • investigating different forms and functions of multilingualism in today’s society, for example, by tracking the mixing of languages such as Hindi, Urdu, Punjabi and English in Bollywood scripts and song lyrics, or by creating their own hybrid-language advertisements, songs or raps, for example, Life style से तय होगा car का premium..
  • reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of people’s ways of communicating are shaped by cultural standpoints and perspectives

  VCHIU071 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VC2M10M04

  use mathematical modelling to solve practical problems involving direct and inverse proportion and scaling of objects; formulate problems and interpret solutions in terms of the situation, including the impact of measurement errors on the accuracy of results; evaluate and modify models as necessary...

  Elaborations

  • exploring contexts where measurement errors may impact research results and how measurement data impacted by error can result in biased findings
  • using plans and elevation drawings to investigate making changes to building designs, employing appropriate scales and converting to actual measurements within the context to make decisions about changes
  • analysing and applying scale and ratios in situations such as production prototypes and 3D printing; for example, using a 3D printer to produce scaled versions of actual objects
  • estimating the scale of an object by measuring a linear dimension and using typical life-size dimensions to determine the scale factor; for example, measuring the dimensions of a toy car to determine a scale that can be used to estimate the dimensions of a life-size car
  • investigating compliance with building codes and standards in design and construction, such as for escalators in shopping centres

  VC2M10M04 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCDSTS010

  Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs

  Elaborations

  • making design decisions in everyday activities, for example, what should we cook today and why?
  • exploring what technologies they use in their daily life, for example, what tools and equipment do we need to grow vegetables?
  • exploring how and why their local environment has changed over time, for example, new buildings or play equipment

  VCDSTS010 | Technologies | Design and Technologies | Level D | Technologies and Society

• VCDTDI002

  React to patterns and different types of data and experience how data is sorted and represented as images using digital systems

  Elaborations

  • experiencing how their movements can create sounds and visual effects
  • using numeric data and displaying them as images, for example selecting and displaying photos of classmates who are present at school on a given day
  • experiencing the use of visual data, for example searching through a school-based digital photo library to select an image of themselves and significant people in their life
  • experiencing different types of data processing by digital systems, for example images, sound, text and numbers

  VCDTDI002 | Technologies | Digital Technologies | Level A | Data and Information

• VCDTDS001

  React to the use of some common digital systems, (hardware and software components), as they experience their purpose

  Elaborations

  • experiencing digital systems used within everyday life and school programs, for example phones, printers, cameras, multimedia presentations, tablets, games
  • using voice and body movements to make sounds in a microphone
  • experiencing cause and effect devices, for example touch keys on a banana keyboard
  • experiencing and playing with switches, for example a jelly bean switch
  • experiencing changes in a program due to the activation/deactivation of a switch by another, coactively or through individual exploration

  VCDTDS001 | Technologies | Digital Technologies | Level A | Digital Systems