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• VCEBW017

  Describe the nature and investigate the influences on the work environment

  Elaborations

  • investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes
  • identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development
  • predicting changes to work in the future and possible outcomes, for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’

  VCEBW017 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCELT386

  Create literary texts that adapt stylistic features encountered in other texts

  Elaborations

  • using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
  • imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
  • creating chapters for an autobiography, short story or diary

  VCELT386 | Curriculum content | English | Level 7 | Writing | Literature

• VCESC169

  Create texts about imagined characters, contexts and experiences to engage and entertain others

  Elaborations

  • creating cartoons, plays or short stories about a past event in their own life or a dream for the future to share in class or online with a wider audience
  • creating and performing own texts that reflect perceived cultural behaviours associated with a Spanish-speaking community
  • creating imaginative texts to entertain younger audiences, such as audio or digital Big Books, puppet plays, cartoons or short video clips, selecting appropriate language, rhythms and images to enrich the visual or aural experience

  VCESC169 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCESU124

  Understand that the English and Spanish languages borrow words from each other

  Elaborations

  • recognising words in Spanish that are borrowed from English (email, chat, bacon) and words in English that are borrowed from Spanish (patio, siesta, taco, tango, burrito, mosquito)
  • comparing how Spanish words that are used in everyday life in Australia (poncho, chocolate, tapas, paella, chorizo) are pronounced by speakers of English and Spanish

  VCESU124 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHHK118

  Perspectives of subject peoples and their interactions with power and/or authority of others

  Elaborations

  • Vikings
    • comparing different perspectives of monks, changes in the way of life of the English, and the Norman invasion
    • explaining the attacks on monasteries, for example Lindisfarne (793 CE) and Iona (795 CE) and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
    • explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
    • investigating the remains of Viking settlements, for example, Dublin (Ireland) and Jorvik (York)
  • Medieval Europe
    • investigating different types of crime and punishment, for example, trial by combat as a privilege granted to the nobility; being hanged, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women
    • explaining the ways in which the nature of crime and punishment stayed the same or changed over time
  • Ottoman Empire
    • discussing why the Ottoman Empire practiced religious tolerance
    • outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
    • explaining the tolerance of the Ottomans towards Christians and Jews
  • Angkor/Khmer Empire
    • evaluating the perspectives of Angkor trough stone carvings and the writings of the Chinese Ambassador Zhou Daguan, for example, in relation to fishing, trading in markets, temple construction
  • Mongol Expansion
    • describing the way of life in Mongolia and its incorporation into Chinese life. For example agriculture (domestication of animals such as horses, camels and cattle); food (dried meat and yoghurt); and housing (yurts)
    • explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade, for example, the use of paper money and coinage; the growing number of European merchants travelling to China
  • Japan under the Shoguns
    • examining extracts from Sei Shonagon’s <i>The Pillow Book</i> and extract points/quotes that explain what life was like for women
  • Polynesian Expansion
    • examining artefacts such as Lapita pottery from Vanuatu or tapa cloth or ship building techniques to give insights into those societies
  • Renaissance Italy
    • using primary sources to analyse the relationships between rulers and ruled in one Italian city-state such as Florence, Venice or Naples
  • Spanish Conquest
    • using sources examine the nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs or Incas
    • describing encounters between Hernan Cortes and the Aztecs, as well as the siege of Tenochtitlan

  VCHHK118 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK096

  Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society

  Elaborations

  • examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today
  • investigating the role of specific cultural groups in Australia’s economic and social development, for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry
  • considering notable individuals in Australian public life across a range of fields, for example, the arts, science, sport, education, including Aboriginal and Torres Strait Islander peoples, a range of cultural and social groups

  VCHHK096 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• 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

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC122

  Create imaginative texts to express experiences, ideas and emotions

  Elaborations

  • creating texts based on examples or models, for example, depictions of characters, children’s stories
  • creating texts to entertain others, expressing real and imagined experiences, ideas and emotions, for example, a rap about being young, a video about a fictional school, a cartoon about a real or fictitious hero, a short story about an inanimate object coming to life

  VCITC122 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITU017

  Recognise that Italian and English borrow words from each other

  Elaborations

  • noticing words in Italian that are the same as in English, for example, computer, sport
  • noticing Italian words and phrases used in everyday life in Australia, for example, in the world of food (gelato, spaghetti), music (opera, forte, piano) and the arts (fresco)
  • observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt

  VCITU017 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCKOU189

  Explore the power and influence of language in local and global contexts

  Elaborations

  • investigating examples of the social power of language, drawing on other learning areas such as the humanities, other languages and the arts
  • reflecting on and sharing experiences where language has played a vital role in their daily life, such as improving or maintaining social relationships (for example, giving praise, persuading)
  • recognising the importance of a writing system suitable for its oral language in transmitting culture within its community and across time

  VCKOU189 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOU132

  Recognise that Korean is one of many languages spoken in multicultural Australia and in the world

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • naming languages they have encountered in their everyday life, such as the languages of their neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCKOU132 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | 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

• VCNRC103

  Initiate and sustain interactions by sharing personal opinions and experiences with peers and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister school friends, using expressions appropriate to context and audience
  • sustaining conversations on topics of mutual interest, for example, parties, music, friendship, fashion, through active listening strategies, turn taking and verbal and non-verbal responses
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions
  • using formulaic language to talk about and compare aspects of teenage life

  VCNRC103 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCPSCSO013

  Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

  Elaborations

  • creating a list of strategies, including words and actions, which students have used to make friends in their life
  • discussing what friendships require to be maintained such as kindness, support, acceptance, respect
  • providing examples of respect to one another showing both words and actions and discussing how negative words and actions can hurt and making suggestions about how to modify behaviours

  VCPSCSO013 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCRAC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays
  • participating in ‘show and tell’, presenting topics of daily life and personal interest
  • describing aspects of shared knowledge about the use of the language, such as by pointing to places on a map or at pictures of foods, flora and fauna
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program

  VCRAC005 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VC2M7N06

  use the 4 operations with positive rational numbers, including fractions and decimals, to solve problems using efficient mental and written calculation strategies

  Elaborations

  • solving addition and subtraction problems involving fractions and decimals; for example, using rectangular arrays with dimensions equal to the denominators, algebra tiles, digital tools or informal jottings
  • choosing an appropriate numerical representation for a problem so that efficient computations can be made, such as 12.5%, 18, 0.125 or 1251000
  • developing efficient strategies with appropriate use of the commutative and associative properties, place value, patterning, and multiplication facts to solve multiplication and division problems involving fractions and decimals; for example, using the commutative property to calculate 23 of 12 , giving 12 of 23=13
  • solving multiplicative problems involving fractions and decimals using fraction walls, rectangular arrays, algebra tiles, calculators or informal jottings
  • developing efficient strategies with appropriate use of the commutative and associative properties, regrouping or partitioning to solve additive problems involving fractions and decimals
  • carrying out calculations to solve problems using the representation that makes computations efficient, such as 12.5% of 96 is more efficiently calculated as 18 of 96, including contexts such as comparing land use by calculating the total local municipal area set aside for parkland or manufacturing and retail, the amount of protein in daily food intake across several days, or increases or decreases in energy accounts each account cycle

  VC2M7N06 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCITC107

  Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time

  Elaborations

  • creating texts to identify and describe significant events or experiences, including membership of groups (for example, sporting or cultural groups), that have shaped personal identity
  • describing orally or in writing a significant person in their life, discussing their personal qualities, why this person is important, and how they are similar to this person, for example, Anch’io;… è importante per me perché; io sono come …; assomiglio a …
  • creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts
  • presenting aspects of personal experience using digital photo stories with audio
  • creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations
  • comparing and contrasting own experiences as a learner of Italian, for example, by comparing journal entries recorded over time

  VCITC107 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting