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• VCGGC073

  Identify and explain the interconnections within places and between places

  Elaborations

  • identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
  • describing how natural processes can break down and recycle some wastes safely. For example, through composting or purifying water as it moves through the environment
  • exploring how vegetation produces the oxygen all land animals (including people) breathe, protects land from erosion by water or wind, retains rainfall, provides habitat for animals, shelters crops and livestock, provides shade for people, cools urban places, produces medicines, wood and fibre, and can make places appear more attractive
  • investigating and comparing what it would be like to live in a place with a climate different to their own place
  • recognising that the distribution of Aboriginal and Torres Strait Islander peoples before colonisation was concentrated in more productive areas such as in the coastal and riverine areas of Australia

  VCGGC073 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC101

  Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections

  Elaborations

  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms
  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • examining how urbanisation can affect environmental quality and analysing the effects of erosion and sedimentation produced by human activities on landscape quality

  VCGGC101 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC085

  Describe and explain the diverse characteristics of places in different locations from local to global scales

  Elaborations

  • researching the population size and density of a selection of countries around the world
  • 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
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • examining how the use of space within an area may be influenced by designation of land, for example, national parks, reserves, significant sites

  VCGGC085 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK145

  Environmental, economic and technological factors that influence environmental change and human responses to its management

  Elaborations

  • identifying human-induced environmental changes, such as water and atmospheric pollution, loss of biodiversity, degradation of land, inland and coastal aquatic environments, and evaluating the challenges they pose for the sustainability of environmental functions
  • evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
  • discussing whether environmental change is necessarily a problem that should be managed
  • proposing geographical management strategies for the environmental change being investigated, for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing the underlying as well as immediate causes of environmental change (holistic thinking)
  • applying the concept of place to explain the variety of strategies and solutions to similar environmental changes in different places

  VCGGK145 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCHIU054

  Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how these may be differently interpreted by speakers of other languages

  Elaborations

  • understanding that people ‘read’ intercultural communication in different ways depending on their own cultural perspectives, and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • noticing ways in which the Hindi language reflects values and traditions of Indian communities, for example, understanding concepts such as सत्संग, घूँघट
  • reflecting on how different languages and cultures represented in the classroom influence ways of talking or acting in social, physical and temporal environments, for example, Aboriginal and Torres Strait Islander relationships with place, language and culture; the concept of non-linear time expressed in Hindi कल, परसों, the concepts of अहिंसा and कर्म
  • identifying Australian values and traditions such as informality, mateship and loyalty that resonate in particular words, expressions or behaviours that may be misunderstood by others, for example, ‘bring a plate’, ‘fair dinkum’, ‘mate’

  VCHIU054 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCIDC107

  Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools

  Elaborations

  • conveying information to an Indonesian audience to describe aspects of Australian culture such as the physical environment, celebrations and cuisine, or to explain expressions such as ‘the bush’ or ‘fair go’
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or board game, instructions on keeping a pet/animal, or fashion tips
  • presenting a report on an issue, recent event or public figure, using graphics to support meaning, for example, Film terbaru….; Olimpiade…; Gunung api meletus lagi
  • conveying information about topics of personal interest such as in health, technology or the arts, and aspects of Indonesian culture such as jamu, agama, sihir or pencak silat, by producing displays or (multimedia) presentations with commentary, subtitles or captions, for example, Menurut informasi ini…

  VCIDC107 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture

  VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCJAU126

  Understand that language and culture are closely connected

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, how they think about themselves and others and how they relate to their environment
  • understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar
  • noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
  • understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

  VCJAU126 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCKOC162

  Examine their perceptions of and reactions to Korean culture embedded in the language, and reflect on the relationship between language and culture

  Elaborations

  • finding examples of the significance of gestures across cultures, for example, (not) making eye contact when talking to older people, and reflecting on these
  • comparing interactions between Korean speakers and interactions insimilar Australian contexts by observing them in their immediate environments or from resources such as video clips or films (for example, students and teachers, or people interacting on the street or in shops, identifying who bows at the beginning and end of the interaction, who uses –요 at the end of sentences or how they shake hands)
  • recognising and exploring cultural aspects embedded in or accompanying language use, for example, the use of honorifics and different terms of address
  • noticing the impact of their own assumptions about Korean people and culture when engaging with texts, and considering what assumptions Koreans might hold about Australian people and culture

  VCKOC162 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVU149

  Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring culture as an essential part of human life, understanding that it is shared and passed on between generations; that it includes observable elements, such as ways of cooking or greeting, symbols such as flags and colours, as well as things that are not observable, such as beliefs and values, people’s ways of thinking about themselves and others and relating to their environment
  • recognising that in each culture there are general rules of what to say and do, when, where and with whom, and that these rules differ from culture to culture
  • recognising that beliefs and behaviours are woven into and expressed through languages, and cannot be separated from them
  • noticing how respect for respected community members and Country/Place is built into the language
  • recognising significant cultural symbols and features in the language, for example, in song, visual design, dance moves
  • recognising that languages encapsulate values held about lands, waters and sky, for example, in expressions and concepts such as Caring for Country

  VCLVU149 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language and culture

• VC2MFN04

  partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts

  Elaborations

  • recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’
  • partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3
  • representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole
  • exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10

  VC2MFN04 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2M5M04

  estimate, construct and measure angles in degrees, using appropriate tools, including a protractor, and relate these measures to angle names

  Elaborations

  • using a protractor to measure angles in degrees and classifying these angles using angle names; for example, an acute angle is less than 90°, an obtuse angle is more than 90° and less than 180°, a right angle is equal to 90° and a reflex angle is more than 180° and less than 360°
  • estimating the size of angles in the environment using a clinometer and describing the angles using angle names
  • using a ruler and protractor to construct triangles, given the angle measures and side lengths
  • using a protractor to measure angles when creating a pattern or string design within a circle
  • recognising the size of angles within shapes that do and do not tessellate, measuring the angles and using the sum of angles to explain why some shapes will tessellate and other shapes do not

  VC2M5M04 | Mathematics | Mathematics Version 2.0 | Level 5 | Measurement

• VC2M3M05

  identify angles as measures of turn and use right angles as a reference to compare angles in everyday situations

  Elaborations

  • using quarter, half and three-quarter turns and comparing them to a right angle, for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as 2 right angles; a three-quarter turn is greater than a right angle and is the same as 3 right angles
  • recognising that right angles occur at the corners of many everyday objects, for example, books, windows, tabletops and whiteboards
  • identifying angles that are bigger than, smaller than and the same as a right angle in the environment; for example, opening doors partially and fully and comparing the angles created to a right angle
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games to investigate angles as measures of turn, for example, in the game Waayin from the Datiwuy People in the northern part of the Northern Territory

  VC2M3M05 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VCRAC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of the students' own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, celebrations and events such as school camp, Easter and Anzac Day, and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of the students' own assumptions about the studied language and culture/s when engaging with texts, and considering what assumptions others might hold about Australian people and culture

  VCRAC044 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC069

  Exchange ideas, opinions and aspirations , comparing views, preferences and responses to different experiences, noting commonalities and differences

  Elaborations

  • exploring concepts related to their own and each other’s social worlds, such as equity, the environment, popular culture or gender roles, explaining their views in terms of values and expectations
  • interviewing each other about their opinions on effective communication, focusing on issues such as their use of social media and of different languages in different contexts
  • using electronic media to communicate with young people in other contexts, discussing aspects of their social lives, such as the importance of popular culture, friendship groups and interests
  • using social media to document their social, cultural and intercultural experiences, for example, by posting a weekly blog to share with others
  • comparing aspirations in relation to social, educational and professional futures, including consideration of the role languages will play in these projections, for example, Türkçe öğretmeni olmak istiyorum. Doktor olunca Türkçe konuşmak çok yararlı olacak

  VCTRC069 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCVIC131

  Create simple bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and the school community

  Elaborations

  • creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment
  • creating simple Vietnamese captions to accompany storybooks in English, such as Chú sâu đói bụng (The Very Hungry Caterpillar), and reading them to younger students
  • alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/What Time is it, Mr Wolf? and Oẳn tù tì, ra cái gì, ra cái này/Rock, Paper, Scissors
  • creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions

  VCVIC131 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCVIC110

  Share information about self, family, school and friends, using modelled sentence structures and illustrations to support meaning

  Elaborations

  • labelling or naming classroom items and resources or personal possessions
  • describing self and the immediate environment, such as by writing or reading aloud captions to own photos, using simple sentences, familiar vocabulary and visual, concreate and digital supports, for example, Đây là tôi. Tôi là con trai. Đây là gia đình tôi. Đây là bạn thân của tôi
  • annotating pictures or photos using digital technologies and modelled language to describe people and objects, for example, Cái nhà cũ. Cái áo mới
  • conveying aspects of their knowledge of their Vietnamese heritage, for example, by sharing a family story, photo or object from Vietnam

  VCVIC110 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing