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• VCSSU025

  Objects can move in different ways

  Elaborations

  • developing a basic understanding of how things move, for example, push and pull, drop or throw, battery power
  • using words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’, ‘pull’

  VCSSU025 | Science | Level C | Science Understanding | Physical sciences

• VCSSU032

  Living things can be plants or animals

  Elaborations

  • observing the life cycles of living things
  • displaying an understanding of the requirements of living things by caring for them, for example, watering plants and feeding pets

  VCSSU032 | Science | Level D | Science Understanding | Biological sciences

• VCASFC082

  Identify ways in which deaf people relate to and are perceived by society as ‘people of the eye’, how they demonstrate connections with culturally rich places and associations, and how their sense of identity, roles and responsibilities change over time

  Elaborations

  • discussing the notion of ‘Deaf eyes’ and the capacity of deaf people to determine the deaf/hearing status of others in their environment based on eye behaviour
  • considering how deaf people are perceived to be more observant and more astute visually, for example, as drivers, in sports or in terms of visual memory, comparing anecdotal findings and documented research on this issue
  • discussing how identity may shift depending on what is most salient in any context or setting, and how as people mature they learn to navigate ‘multiple identities’ in relation to different elements of their experience, such as background ethnicity and culture and Deaf identity/culture
  • reflecting on the concept of Deafhood as it applies to and informs life choices made by young Deaf people, for example in relation to social group participation, communication preferences, ways of identifying, describing and introducing themselves to others
  • considering how relationships between changing technology and Deaf people are managed to express and to reflect identity, for example, the rejection of hearing devices or, alternatively, highlighting them with colour or prominent placement
  • considering whether a strong sense of shared identity influences the capacity for awareness and advocacy for Deaf people’s rights
  • discussing how social groups such as Deaf communities form intergenerational patterns that determine relationships and shape behaviours, for example, by interviewing a member of a Deaf family of two or more generations
  • investigating ways the Deaf ecosystem works and the reciprocal nature of relationships in some Deaf communities, for example in business or professional domains, and the contribution this ecosystem makes to collective identity
  • discussing how the Deaf community expresses different elements of their identity, for example through behaviours associated with Deaf spaces, greetings and introductions which illustrate community status and affiliation
  • investigating how a strong sense of identity impacts on social and emotional health and wellbeing by exploring the available research on wellbeing and identity in deaf people
  • identifying and describing intersections between national and international Deaf communities and organisations, and how these contribute to a transnational sense of belonging, for example, by evaluating shared experiences by viewing online texts produced by deaf people in different countries
  • comparing changing values and status of place and space in different international Deaf communities, for example, the loss of Deaf clubs or closure of Deaf schools, and reflecting on the implications of these changes over time for Deaf identity
  • responding to different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s developing identity
  • discussing ways in which the philosophy of ‘Deaf gain’ can be applied to personal circumstances, such as classroom accommodations and sporting participation
  • summarising elements of elders' guidance on how cultural values, beliefs and traditions are expressed and connected through shared experience of visual ways of being, providing examples of how these are demonstrated in community behaviour and in interactions with the wider community
  • describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups
  • exploring the wider political landscape of the Deaf community as it impacts on individual and community identity, for example, by identifying the impact of activism and Deaf empowerment movements such as the Deaf President Now campaign at Gallaudet University, a ‘Deaf place’, in effecting change and strengthening Deaf communities’ connection to ‘place’

  VCASFC082 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Identity

• VCFRU072

  Reflect on different aspects of the cultural dimension of learning and using French

  Elaborations

  • sharing understandings of what culture ‘is’ and how it relates to identity and experience, using statements such as ‘Culture is...’ and ‘Culture can...’
  • comparing challenges and achievements associated with learning French that can be thought of as cultural or intercultural, for example, learning to ‘read between the lines’ to identify cultural information in language; developing the capacity to look objectively at own cultural experience and ways of communicating
  • discussing how own cultural identities are reflected in home, school and social lives, including attitudes and behaviours, and considering how these might be interpreted and responded to by members of different communities
  • identifying changes in own ways of thinking about culture and identity as a result of learning French
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

  VCFRU072 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• Turkish - 7–10 Sequence: Levels 9 and 10 description

  Students understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey (Abi)/Abla, Hoca/Öğretmen...

  Level description | Languages | Turkish | 7–10 Sequence

• VCASFU084

  Understand the perceptual and articulatory reasons for the structure of signs, and analyse how iconicity can be used to create metaphors in Auslan and critically evaluate video annotation software as a means of transcribing and analysing Auslan

  Elaborations

  • understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY), or meaningful, such as the movement and the handshape in the sign GIVE
  • exploring perceptual and articulatory reasons why some handshapes are more common than others
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example, PRO1 WAIT-_{for-a-long-time} PRO2, observing that English can do the same with changes to the length of phonemes, for example, I screeeeeeaaaaaamed!
  • using annotation software such as ELAN as a tool to transcribe and analyse signed languages

  VCASFU084 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHPEM152

  Perform and refine specialised movement skills in challenging movement situations

  Elaborations

  • adapting and responding to changes in equipment that increase the complexity of a movement task or performance
  • transferring skills learnt in one movement situation to a different situation
  • performing specialised movement skills in situations where the rules or conditions have been modified to vary complexity
  • using feedback from a variety of sources to refine specialised movement skills and performances

  VCHPEM152 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Moving the body

• VCSSU121

  Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

  Elaborations

  • exploring interactions between organisms, for example, predator/prey, parasites, competitors, pollinators and disease vectors
  • using modelling to examine factors that affect population sizes, for example, seasonal changes, destruction of habitats, introduced species
  • investigating how ecosystems change as a result of environmental change, for example, bushfires, drought and flooding

  VCSSU121 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VC2M8M05

  recognise and use rates to solve problems involving the comparison of 2 related quantities of different units of measure

  Elaborations

  • identifying examples of rates in the real world, including constant rates, rate of pay, cost per kilogram, recipes, simple interest and average rates
  • applying rates to solve problems involving the conversion between different units of measure; for example, using a conversion rate to convert distances from miles to kilometres, or using currency exchange rates to determine the price of items
  • applying rates to calculate solutions to problems in different contexts, for example, required run rates in cricket, dilution of concentrated chemicals and comparing the petrol consumption rates of different vehicles
  • using taxation tables to calculate an individual's annual income tax
  • investigating the application of rates in Aboriginal and Torres Strait Islander Peoples’ land management practices, including the rate of fire spread under different environmental conditions such as fuel types, wind speed, temperature and relative humidity; the conservation of water by Aboriginal and Torres Strait Islander Peoples by estimating rates of water evaporation based on surface area and climatic conditions

  VC2M8M05 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VCCCG021

  Describe the process of constitutional change through a referendum

  Elaborations

  • describing the process by which referendums to change the Australian Constitution are initiated and decided
  • investigating examples of attempts to change the Australian Constitution by referendum, for example the successful vote on the Constitution Alteration (Aboriginals) 1967 or the unsuccessful vote on the Constitution Alteration (Establishment of Republic) 1999

  VCCCG021 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy

• VCHHC042

  Explore peoples perspectives about change to daily life

  Elaborations

  • investigating daily life today and in the past through images, stories and multimedia texts and exploring what is the same, different, good and bad
  • exploring what different people like and dislike in their daily life

  VCHHC042 | The Humanities | History | Level D | Historical Concepts and Skills | Historical sources as evidence

• VCHHK039

  Explore changes in technology and the difference between each

  Elaborations

  • using past and modern technological solutions to everyday problems and experience how they are the same and different
  • exploring how technology is used in daily life and learning to match current technology to the part of daily life it help us with

  VCHHK039 | The Humanities | History | Level C | Historical Knowledge | Community histories

• VCHPEP106

  Investigate resources to manage changes and transitions associated with puberty

  Elaborations

  • understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses
  • researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
  • examining the range of products available to manage the physical changes associated with puberty

  VCHPEP106 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCITU036

  Understand that languages change with use over time

  Elaborations

  • maintaining a record of loan words from English to Italian and from Italian to English, noting how borrowing relates to cultural change, for example, new terms for technologies, or the use of Italian words in English advertisements or English words in Italian advertisements
  • observing language used across generations, such as by noticing differences in words used by grandparents, parents and themselves, and suggesting why these differences occur

  VCITU036 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCPSCSE067

  Change, accept and reject things based on their personal preference

  Elaborations

  • producing responses to specific people and objects based on experience and preference
  • trying a variety of learning activities and developing personal preferences
  • expressing feelings about learning activities

  VCPSCSE067 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Development of resilience

• VCCCTQ073

  Explore how past experience influences thinking and reactions to situations

  Elaborations

  • using everyday problems and situations to explore personal reactions to situations and how this can affect their response
  • exploring how prior knowledge and past experience can be used to make predictions and understand the world around them
  • exploring how prior knowledge and past experience can be used to solve problems

  VCCCTQ073 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCELA217

  Learn some generalisations for adding suffixes to words

  Elaborations

  • joining discussion about how a suffix affects meaning, for example uncomfortable, older, and division, and investigating the ways words change when suffixes are added, for example, dropping the final 'e' when '-ing' is added

  VCELA217 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• German - F–10 Sequence: Levels 5 and 6 description

  Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and...

  Level description | Languages | German | F–10 Sequence

• VCARC180

  Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding

  Elaborations

  • considering how being bilingual offers additional ways of interpreting the world and representing experience
  • challenging cultural assumptions and offering different perspectives to new cultural contexts or situations, for example, the idea that all Arabic-speaking people dress the same or eat the same food, many Arabic speakers speak more than two languages, every Middle Eastern country has its cultural uniqueness
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding, for example, explaining to a non-Arabic speaker that exposing the sole of your foot/shoe to a person’s face would be considered extremely bad manners and interpreted as a grievous insult
  • discussing elements of successful intercultural communication, for example, attentive listening and objectivity when discussing social issues, and understanding that mediating and negotiating differences in perspective can prevent and resolve interpersonal problems and conflicts

  VCARC180 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• Hindi - 7–10 Sequence: Levels 9 and 10 description

  Students consolidate their understanding of the conventions of written script, applying these to their own language production in increasingly complex ways. They recognise the role of prefixes and suffixes and how these change the meaning of words, जीव, सजीव, जीवंत, and they understand the impact...

  Level description | Languages | Hindi | 7–10 Sequence