Search results

Result list

• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCDSCD042

  Develop project plans that include consideration of resources when making designed solutions

  Elaborations

  • examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
  • setting milestones for production processes and allocating roles to team members
  • identifying when materials, tools and equipment are required for making the solution
  • outlining the planning and production steps needed to produce a product, service or environment using digital technologies

  VCDSCD042 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Planning and managing

• VCDSCD029

  Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

  Elaborations

  • exploring ways of joining, connecting and assembling components that ensure success
  • generating a range of design ideas for intended products, services, environments
  • identifying the properties of materials needed for the designed solution
  • visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
  • planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document

  VCDSCD029 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Generating

• 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

• VCELA458

  Compare the purposes, text structures and language features of traditional and contemporary texts in different media

  Elaborations

  • reproducing and adapting existing print texts for an online environment and explaining the reasons for the adaptations (for example accounting for the navigation and use of hyperlinks as structuring principles in hypertext narratives)
  • investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives)

  VCELA458 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELT316

  Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

  Elaborations

  • discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’, ‘Tyger!, Tyger! burning bright, In the forests of the night’, and how by appealing to the imagination, it provides new ways of looking at the world
  • investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

  VCELT316 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCESC154

  Compare ways of communicating in particular Australian and Spanish-speaking contexts

  Elaborations

  • identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences
  • planning a virtual or actual visit to a school in a Spanish-language environment, deciding on strategies for successful communication, for example, how to interpret cultural information and how to be flexible in own ways of communicating
  • reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case

  VCESC154 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCFRU090

  Understand that language and culture are interrelated, that they shape and are shaped by each other

  Elaborations

  • comparing definitions of ‘language’ and of ‘culture’, and explaining how they relate to each other
  • considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using French
  • exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people’s responses or interpretations

  VCFRU090 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCFRU054

  Reflect on how ways of using language are shaped by communities’ ways of thinking and behaving and may be differently interpreted by others

  Elaborations

  • reflecting on how different languages and cultures represented in the classroom influence ways of talking about and relating to social and physical environments, for example, Aboriginal and Torres Strait Islander traditions in relation to place, language and culture
  • identifying elements of Australian-English vocabulary, expressions and behaviours, discussing how they might be explained to people from different language backgrounds, for example, ‘the bush’, ‘fair go’, ‘she’ll be right’
  • comparing responses and reactions to the experience of learning the French language and culture, examining whether initial attitudes or understandings have changed

  VCFRU054 | Languages | French | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCGGC103

  Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating an annotated diagram to demonstrate how water flows through the environment and connects places, or the influence of environmental quality on the liveability of places
  • constructing tables and graphs of demographic or economic data for Australia or China
  • creating annotated diagrams to show a landscape and its landforms
  • creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
  • using a satellite image to construct a map to show the areas affected by a hydrological hazard, in Australia and another region of the world

  VCGGC103 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCGGC031

  Link places to their related activities and special events

  Elaborations

  • exploring some of the features of a place in their local community and its spaces in structured learning experiences
  • experiencing and identifying the functions of a significant community facility
  • identifying significant people from a significant place
  • labelling significant places and identifying various spaces within a place
  • identifying some conservation activities by communicating or showing how they look after the environment in a place
  • matching an appropriate event to a place or space

  VCGGC031 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK092

  Location of the major countries of the Asian region in relation to Australia and the geographical diversity within the region

  Elaborations

  • identifying the geographical divisions of Asia, including North-East, South-East, South Asia and West Asia (the Middle East)
  • exploring the diversity of environments and types of settlement, in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
  • describing the location of places in countries of the Asia region in absolute terms using latitude and longitude

  VCGGK092 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• 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

• VCHPEM115

  Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings

  Elaborations

  • applying stability and locomotor skills to dodge and feint in different movement situations
  • applying kicking, striking and throwing skills to propel an object and keep it in motion
  • combining surface propulsion and underwater skills in an aquatic environment
  • performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
  • jumping with control for height and distance using a variety of body positions

  VCHPEM115 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCHPEM038

  Engage in regular physical activities and explore the development of their ability and health

  Elaborations

  • moving around their environment and perform simple whole-body movements
  • learning through a range of structured learning activities to use equipment to slide, climb, float, ride and swing
  • choose from a series of structured leisure activities at home and at school
  • identifying how regular physical activity can help keep people healthy
  • exploring how their ability and health improve over time due to regular physical activities

  VCHPEM038 | Health and Physical Education | Level C | Movement and Physical Activity | Understanding movement

• VCHPEP147

  Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing

  Elaborations

  • proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
  • evaluating situations at home and at schools where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
  • analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved

  VCHPEP147 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP074

  Recognise situations and opportunities to promote their own health, safety and wellbeing

  Elaborations

  • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines
  • exploring how eating healthy foods can influence health and wellbeing
  • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community
  • describing actions to stay safe in a range of environments, including home, water, road, nature and outdoors

  VCHPEP074 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP091

  Identify and practise strategies to promote health, safety and wellbeing

  Elaborations

  • identifying how medications and other substances can be stored safely in the home and at school
  • examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices
  • proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
  • explore and practise strategies that could be used to make the home and school environment safer
  • identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

  VCHPEP091 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP123

  Investigate the impact of transition and change on identities

  Elaborations

  • examining the impact of physical changes on gender, cultural and sexual identities
  • investigating how changing feelings and attractions are part of developing sexual identities
  • identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions
  • examining how traditions and cultural practices influence personal and cultural identities
  • examining online profiles and identities and developing strategies to promote safety in online environments

  VCHPEP123 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active