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• VCADAE029

  Explore movement possibilities and choreographic devices using safe dance practice and the elements of dance to create movement ideas, sequences, and phrases

  Elaborations

  • improvising new movement to communicate ideas in response to stimulus, for example, dancers grouped in close proximity to represent overcrowded cities
  • exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, using safe dance practice to explore different ways to jump and land, roll and stand or spiral down to the ground
  • using questions to interpret dance, for example, the movement of the body to communicate ideas about a story, character or idea, or how space is used in the dance
  • using dance-making processes such as abstraction and improvisation to create movements and patterns that can be developed to become a sequence

  VCADAE029 | The Arts | Dance | Levels 5 and 6 | Explore and Express Ideas

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADRE029

  Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations

  Elaborations

  • experimenting with empathy to develop characters and relationships in drama including considering perspectives, exploring responses and challenging stereotypes
  • exploring physical, fictional and emotional spaces to create characters and situations and imagined feelings, for example, considering questions such as ‘How is the voice, movement, gesture and the body used to represent a character, situation or idea?’
  • manipulating dramatic action and use of available technologies to create different meanings
  • comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures including considering how they can use specific techniques relating to voice, movement, situation, space and time, and tension in their own work

  VCADRE029 | The Arts | Drama | Levels 5 and 6 | Explore and Express Ideas

• VCAMAR028

  Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
  • comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
  • comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
  • writing about and discussing with others the meaning of their own media artworks using appropriate language

  VCAMAR028 | The Arts | Media Arts | Levels 3 and 4 | Respond and Interpret

• VCAMUE017

  Explore sound and silence and ways of using their voices, movement and instruments to express ideas

  Elaborations

  • exploring ways of producing sound using their voices, body percussion, acoustic and electronic/digital instruments and objects individually and in groups, for example, responding to questions such as how can voices and instruments create long/short/loud/soft sounds?
  • practising matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
  • improvising movement to represent rhythmic patterns in songs they are learning
  • creating long/short/loud/soft sounds with their voices or instruments
  • experimenting with ways of using graphic notation to represent different qualities of sounds in music they are improvising, for example, high/low, long/short

  VCAMUE017 | The Arts | Music | Foundation Level | Explore and Express Ideas

• VCAMUR012

  Respond to music and explore why people make and listen to music

  Elaborations

  • beginning to identify and name some elements and items used in music, for example instrument
  • responding to various music, e.g. clap or sing along
  • clapping, tapping, moving to music and can indicate if he/she would like or want more
  • seeking out or identifying and requesting preferred music, e.g. favourite CD
  • exploring and identifying locations they have experience music in their lives and communities and the purpose, for example, birthday party, cultural event, to dance, celebrate
  • sharing constructive observations about music from a range of cultures as a performer and audience member
  • describing mood/ feeling of pieces of music using their own words

  VCAMUR012 | The Arts | Music | Level C | Respond and Interpret

• VCARC164

  Reflect on how and why being a speaker of Arabic contributes to their sense of identity and, for a background speakers, is an important part of their Arabic cultural heritage

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Arabic’ or ‘Lebanese’/‘Egyptian’/‘Iraqi’, and recognising that identity includes culture as well as language
  • reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages
  • expressing to others how Arabic is part of their identity, reflecting on when, how and why they use Arabic
  • sharing views of what their Arabic culture ‘is’, discussing what elements of culture they accept or reject, and exploring how culture relates to language, identity and experience, using statements such as ‘My culture is …’, ‘Culture can …’

  VCARC164 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFU051

  Identify structures, language features and cohesive devices used in different types of texts, recognising that language choices reflect purpose, context and audience

  Elaborations

  • examining different examples of an Auslan text type (for example, one to inform or one to persuade) and identifying choices signers made, for example the amount of fingerspelling they used
  • noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
  • annotating in ELAN or similar software where a signer is using established locations to refer to a noun referent

  VCASFU051 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU069

  Explain the structure and organisation of particular types of texts, such as conversations or information reports, and identify language features used by signers to meet specific purposes and to create cohesion

  Elaborations

  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • applying knowledge of choices a signer can make in texts, for example by comparing two signers’ texts about the same topic and evaluating different language choices each made, such as when to tell and when to enact, or when to use DSs
  • analysing signers’ use of pausing in a description or information report
  • identifying all the ways a signer refers to the same referent throughout a text
  • identifying examples of ellipsis, such as dropping the participants in verbs
  • recognising that nouns that are being introduced are more frequently overt than when they are given already in a text
  • recognising signs that function as interjections or discourse markers

  VCASFU069 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU192

  Identify different types of non-manual features and characteristics of signs, including iconicity, and explore the use of software to transcribe and annotate signed texts

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, and describing their function
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • recognising that signed languages involve more iconicity because they are visual not auditory, with most referents having visual features
  • identify and classify examples of spatial modifications of nouns and verbs in a video text using video annotation software, for example, ELAN
  • ‘reading’ and transcribing glossed texts, including interpreting the markings that show how a sign is modified in space, NMFs, DSs and examples of CA

  VCASFU192 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU211

  Understand and use signing space, including making distinctions between character and observer space for constructing different types of texts

  Elaborations

  • recognising that signers can set up referents in the signing space as if they are part of that space (character space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or as if they are outside it (observer, for example, using 5claw in two locations to represent two houses)
  • appreciating the possible production of reciprocal forms of some indicating signs, such as LOOK, GIVE, INVITE
  • independently identifying instances of DSs and their type
  • analysing a video of a signed narrative and identifying where and how signers are using CA, for example by eye gaze change

  VCASFU211 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU066

  Investigate and explain why signs are structured as they are, including with respect to iconicity, and compare transcription of Auslan video annotation software with glosses

  Elaborations

  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • recognising that signed languages show more iconicity than spoken languages because they are visual not auditory, and that most referents have visual features
  • identifying and classifying examples of spatial modifications of nouns and verbs in a video text using video annotation software, for example, ELAN
  • glossing a text independently, identifying what signs are used, any NMFs, and any examples of DSs and CA
  • beginning to use annotations in a glossed text to show spatial modification of nouns and verbs

  VCASFU066 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCAVAE001

  Experience creation of visual artworks

  Elaborations

  • experiencing the sound, smell and feel of various objects, react to the sensory stimulus and creating art work as a response to the experience
  • creating visual art works with support, for example their own hands are support as they use art materials such as paint and paper to create visual art works
  • exposed to sensory art experience and making basic choices by reaching for, touching, dropping materials, colours, objects
  • holding various objects, utensils for short periods of time, exploring the use of art equipment
  • exposed to colour, texture, materials used or which can be used

  VCAVAE001 | The Arts | Visual Arts | Level A | Explore and Express Ideas

• VCAVCDV002

  Use manual and digital drawing methods and conventions to create a range of visual communications

  Elaborations

  • using observational drawing to represent form, materials and surface textures
  • using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design
  • discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?
  • using paraline and orthogonal drawing systems to illustrate simple packaging forms
  • demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

  VCAVCDV002 | The Arts | Visual Communication Design | Levels 7 and 8 | Visual Communication Design Practices

• VCCCTQ023

  Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities

  Elaborations

  • discussing how looking for factors such as underlying skills, causes, or processes can assist in finding links across apparently unconnected sources
  • examining the approach to a particular problem in multiple sources and looking for patterns in approaches, for example in creating a text comparing written, spoken and multi-modal sources for patterns in how they represent a particular aesthetic effect or emotion
  • exploring arts works from a particular movement unfamiliar to them, identifying links between the works to identify the style, and creating their own work using that style
  • when creating a new game, exploring a comparison of invasion game movements as a strategy to construct a new movement sequence

  VCCCTQ023 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCDTCD052

  Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

  Elaborations

  • designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
  • recognising that different algorithms can solve a problem with different trade-offs
  • tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
  • using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
  • developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input

  VCDTCD052 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCELC122

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω
  • asking how to say or write a word or expression, for example, Πώς το λένε;
  • praising and encouraging peers, for example, Μπράβο σου, Ωραία, Προσπάθησε, Έλα, Πάλι!
  • using words, phrases or interjections which can be used in conversation, for example, Α καλά, έτσι μπράβο, Ποπό! Ωραία! Όπα!

  VCELC122 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC116

  Translate frequently used words and simple phrases using visual cues and resources such as word lists

  Elaborations

  • explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
  • using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions
  • identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language

  VCESC116 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCHHC054

  Identify the content features of primary sources when describing the significance of people, places or events

  Elaborations

  • how the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
  • engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery and creating a class museum
  • recognising that stories of the past may differ depending on who is telling them, for example, listening to stories about the same event related by two different people such as a mother and a grandmother

  VCHHC054 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence