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• VCHHC016

  Explore peoples perspective to events within their daily life

  Elaborations

  • exploring events and the sequence of activities that occur during it
  • assist to create a class multi modal text about a school day or special event
  • experience different peoples stories, choices within and/ or preferences about a shared event

  VCHHC016 | The Humanities | History | Level B | Historical Concepts and Skills | Historical sources as evidence

• 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

• VCHHK035

  Similarities and differences in their daily life over time

  Elaborations

  • comparing daily routines to see how they have changed over time
  • exploring their life at key milestones and investigate how their life has changed over time

  VCHHK035 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• VCHPEP030

  Identify major body parts and stages of life

  Elaborations

  • exploring major body parts through supported experiences and learning to label major body parts
  • learning about and identifying some private parts of the body from a field of three (RS, S)
  • exploring and identifying major stages of life through exploration of own family and significant people
  • learning about their current stage of life and how they are growing and changing

  VCHPEP030 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• VCEALC139

  Illustrate texts purposefully

  Elaborations

  • connecting image to sections of a text, for example drawing the body of a frog, its habitat and its life cycle
  • writing a descriptive caption or label for an image
  • drawing images or diagrams to accompany sentences in a narrative or recount
  • using an online storyboarding application to create a simple story map to show the events and characters in a narrative

  VCEALC139 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Communication

• VCELA340

  Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts

  Elaborations

  • observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
  • observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons

  VCELA340 | Curriculum content | English | Level 6 | Reading and Viewing | Language

• Science: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse how models and theories have developed over time and discuss the factors that prompted their review. They predict how future applications of science and technology may affect people’s lives. They explain the concept of energy conservation and model...

  Level description | Science | Levels 9 and 10

• VCCCC037

  Discuss how and why groups, including religious groups, participate in civic life

  Elaborations

  • researching the work of a non-government organisation (NGO), philanthropist or community group, and how and why they contribute to the Australian community
  • investigating the concept of 'the common good' using examples of how religious groups participate to foster interfaith understanding or social justice

  VCCCC037 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Citizenship, Diversity and Identity

• VCHHC102

  Identify and explain patterns of continuity and change in society to the way of life

  Elaborations

  • listing the changes to everyday life in Ancient Egypt and rank in order of the most to the least significant. Justifying the argument using sources of evidence
  • creating a timeline that identifies changes and continuities in Japan under the Shoguns. Observe patterns of the influence of ideas, events, movements and individuals on these changes
  • using chronologies to observe and identify patterns where changes or continuities have occurred in Medieval Europe
  • organising changes in Early China into conditional factors and/or rank them according to the significance of the change
  • develop language to describe and explain change

  VCHHC102 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Continuity and change

• VCHHC055

  Identify perspectives about changes to daily life from people in the past or present

  Elaborations

  • discussing with parents and grandparents about life in the past
  • exploring stories from and about the past, for example letters, diaries, radio or television programs
  • inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today

  VCHHC055 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence

• VCHHK026

  Explore different technologies used to make their daily life better

  Elaborations

  • experiencing high and low technical solutions to everyday problems, for example egg beater and mixer during cooking, story book and interactive multimodal story
  • learning how technology makes their daily routine and life better

  VCHHK026 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCHHK022

  Similarities and differences within their daily life from day to day

  Elaborations

  • exploring weekly timetables and calendar to explore significant events that do not happen everyday
  • responding to similarities and differences within their day and completing some routine events with decreasing assistance

  VCHHK022 | The Humanities | History | Level B | Historical Knowledge | Personal histories

• VCHPEP044

  Identify the major parts of the body by their names and sequence images of major stages of life

  Elaborations

  • identifying the major parts of the body by their proper names and beginning to describe their function
  • identifying those parts of the body that are ‘private’ and identify the contexts in which body parts should be kept private
  • learning how bodies grow and change over time through major stages of life, baby, toddler, child, teenager, adult, older person

  VCHPEP044 | Health and Physical Education | Level D | Personal, Social and Community Health | Being healthy, safe and active

• VCIDC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of personal world such as likes and dislikes, interests and leisure activities, for example, saya lebih suka bermain futbal daripada sepak bola
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Teman saya baik hati dan lucu
  • recounting experiences with family and friends, for example, Saya suka berbelanja dengan teman saya pada hari Sabtu
  • sustaining interactions with others by using strategies such as asking questions, for example, Oh begitu, ya, maaf? Dan kamu?

  VCIDC035 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCPSCSE009

  Identify personal strengths and describe how these strengths are useful in school or family life

  Elaborations

  • describing a personal strength you have and how this can have a positive impact at home with your family
  • discussing personal strengths, such as listening carefully, and list possible ways this can be used in class activities and the effect it has on others
  • explaining the consequences of their strengths at school and in their family life
  • responding to the following prompt ‘It does not matter if I cannot run fast because I can ...’

  VCPSCSE009 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCRAC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events, wishing others well, and experimenting with informal language where appropriate
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation, and inviting further exchange

  VCRAC103 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of the students' personal world such as likes and dislikes, interests and leisure activities
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities
  • recounting experiences with family and friends
  • sustaining interactions with others by using strategies such as asking questions

  VCRAC035 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCZHC084

  Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences

  Elaborations

  • locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
  • identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 in a table column
  • reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • presenting information in alternative formats to suit different purposes and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Science | Science: Learning in Science

  The key concepts

  Six key concepts frame learning in the Science Understanding strand, support key aspects of the Science Inquiry Skills strand and contribute to developing students’ appreciation of the nature of science.

  The six key concepts are:

  Patterns, order and organisation

  An important...

  Overview material | Science

• VCASFC205

  Creating a variety of imaginative and expressive texts that draw from elements of their own life experience or of their experience as Auslan learners

  Elaborations

  • creating a piece of art such as a sculpture, collage or film clip that reflects their experience of moving between Deaf and hearing worlds
  • creating a website to showcase performances that incorporate elements such as comedy, satire or drama
  • creating a short film in Auslan using and explaining video techniques that are particularly appropriate for a Deaf audience
  • creating a signed interpretation of a wordless animation
  • selecting a signed narrative text that has an extended metaphor and reworking it to take the story in a different direction
  • creating a signed poem that reflects elements of their own emotional response to particular personal experience

  VCASFC205 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating