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• VCASFC181

  Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience

  Elaborations

  • using signs to agree or disagree on relevant topics, such as:
    AGREE YES HOMEWORK SHOULD
    Yes, I agree we should do homework.
    PRO1 KNOW WHAT MEAN, BUT….
    I know what you mean, but …
    PRO1 DOUBT
    I’m not sure.
    AGREE-NOT, PRO1 THINK…
    I don’t agree; I think …
    
  • participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences
  • contributing to online videoconferencing with other Auslan users to compare and contrast aspects of their school and learning experiences
  • using appropriate NMFs when turn-taking, for example:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    WAIT….COME
    Can you just wait a moment … Right, what did you want?
    
  • clarifying meaning, for example by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [fingerspell word]?
  • using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
  • engaging with deaf visitors from different groups and backgrounds and creating a vlog about the visits

  VCASFC181 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC057

  Use interactions to support discussion and debate and to demonstrate culturally appropriate behaviours in and beyond the classroom

  Elaborations

  • following protocols for interacting with sign language interpreters in various contexts in and out of school
  • using statements and discussion techniques to participate in class and school debates, for example by acknowledging others’ opinions and supporting their own with examples and accounts of personal experiences
  • understanding and adopting different roles in a debate, using more elaborated sentence structures and interactional strategies to support discussion and provide clarification, for example:
    PRO2 DIGRESS NEED COME-BACK-TO-POINT
    You’ve gone off the topic. Can you get back to your point?
    SUMMARY…
    In summary;
    PRO2 CONFUSE. PRO1 WIND-BACK
    I’ve confused you; let’s go back …
    
  • using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example:
    RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT
    Oh yeah, that’s a different take on it. I never thought about it that way.
    G:WELL RIGHT-YEAH, BUT I WANT ADD COMMENT
    Well, yes, that’s true but I’d like to add something.
    
  • being a supportive group participant, for example by asking relevant questions, providing feedback, prompting and eliciting contributions from others

  VCASFC057 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAU032

  Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

  Elaborations

  • further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
  • understanding and using a range of particles such as:
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means such as ペンで、 日本語で)
  • understanding and using いand な adjectives in the present and past tense
  • using verb stems with grammatical features such as ～たい、 ～ たくない、 ～ かった、 ～ やすい／にくいです
  • understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 verbてform, だから、 しかし、 それに、 けれども
  • expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、 ～とおもいます、 ～たり～たりします
  • asking and responding to questions using 何で? どうして/なぜ？ どのぐらい? いくつ？
  • building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
  • elaborating ideas or statements using expressions such as 今(こん)しゅう、 先(せん)しゅう、 来年(らいねん)、 いつも、 ぜんぜん、 あまり
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
  • extending the use of counter classifiers to include ～円(えん)、 ～分、 ～まい、 ～本、 ～つ、 ～日 (date)
  • expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
  • expressing the location of items by using prepositions such as 右(みぎ)、 左(ひだり)、 前(まえ)、 後(うし)ろ、 上(うえ)、 下(した)、 となり、 そば　
  • understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

  VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Health and Physical Education | Health and Physical Education: Structure

  The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.

  Strands and sub-strands

  Strands	Personal, Social and Community Health

  Overview material | Health and Physical Education

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCHIC074

  Participate in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours

  Elaborations

  • negotiating arrangements, weighing up alternatives and reaching shared decisions when planning performances or presentations to showcase Hindi language learning, for example, हमें इस में कुछ चित्र भी सम्मलित करने चाहिये?; क्यों न हम सब ...; यही उचित रहेगा; आपको इसमें से एक चुनना है।
  • issuing, accepting and declining invitations, using culturally appropriate expressions and protocols, for example, अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में सम्मिलित होने का अवसर दिया, किन्तु मैं किसी कारण वश नहीं आ पाऊँगा।
  • comparing opinions on social and cultural behaviours and values associated with Hindi-speaking communities via online forms of communication such as emails, school chat forums and community websites, for example, भारतीय जीवन शैली में रंगों का विशेष महत्व है। बिंदी का महत्त्व केवल सौंदर्य और श्रंगार तक ही सीमित नहीं है। भारतीय संस्कृति की परम्परा है कि हम अपने अतिथियों का अपनी सामर्थ्य के अनुसार स्वागत सत्कार करने में कोई कसर नहीं छोड़ते। भारत में विवाह न केवल एक महिला और पुरुष को आपस में जोड़ता है बल्कि दो परिवारों को आपसी सहयोग और प्रेम की भावना में भी बाँधता है।
  • organising an event such as a campaign or social media forum to raise awareness of community, environmental or ethical issues, for example, महिलाओं की सुरक्षा; स्वच्छ स्थानीय पर्यावरण, पुनर्चक्रण का महत्त्व
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics
  • building vocabulary to support commercial and technological exchange between English- and Hindi-speaking communities, for example, मुद्रा विनिमय दर, भारत में आस्ट्रेलियाई निवेश, अंतर्राष्ट्रीय व्यापार, प्रौद्योगिकी का आदान-प्रदान

  VCHIC074 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VC2M8A01

  create, expand, factorise, rearrange and simplify linear expressions, applying the associative, commutative, identity, distributive and inverse properties

  Elaborations

  • rearranging and simplifying linear expressions involving variables with integer coefficients and constants; and using manipulatives such as algebra tiles to support calculations, for example, using manipulatives to demonstrate that 2x+4=2x+2 , 3a-b=3a-3b, or 5m+2n+3m-4n= 5m+10n+3m-4n=8m+6n
  • demonstrating the relationship between factorising and expanding linear expressions using manipulatives, such as algebra tiles or area models, and describing with mathematical language
  • using the distributive, associative, commutative, identity and inverse properties to expand and factorise algebraic expressions using strategies such as the area model

  VC2M8A01 | Mathematics | Mathematics Version 2.0 | Level 8 | Algebra

• Classical Greek: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry...

  Level description | Languages | Classical Greek | Levels 9 and 10

• Korean - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, 몇 살이에요?...

  Level description | Languages | Korean | F–10 Sequence | Levels 3 and 4

• Korean - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...

  Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6

• Korean - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of...

  Level description | Languages | Korean | 7–10 Sequence | Levels 9 and 10

• Science | Science: Structure

  The Science curriculum has two interrelated strands: Science Understanding and Science Inquiry Skills. Together, the two strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.

  Strands	Science...

  Overview material | Science

• VC2M9A01

  apply the exponent laws to numerical expressions with integer exponents and the zero exponent, and extend to variables

  Elaborations

  • representing decimals in exponential form; for example, 0.475 can be represented as 0.475=410+7100+51000=4×10-1+7×10-2+5×10-3 and 0.00023 as 23 × 10^-5
  • simplifying and evaluating numerical expressions, involving both positive and negative integer exponents, explaining why; for example, 5-3=153=(15)3=1125 and connecting terms of the sequence 125, 25, 5, 1, 15, 125, 1125… to terms of the sequence 53, 52,51, 50, 5-1, 5-2, 5-3...
  • relating the computation of numerical expressions involving exponents to the exponent laws and the definition of an exponent; for example, 23÷25=2-2=122=14 and (3×5)2=32×52=9×25=225
  • recognising exponents in algebraic expressions and applying the relevant exponent laws and conventions; for example, for any non-zero natural number a, a0=1, x1=x,  r2=r×r,  h3=h×h×h,  y4=y×y×y×y, and 1w×1w=1w2=w-2
  • relating simplification of expressions from first principles and counting to the use of exponent laws; for example,
    (a2)3=a×a×a×a×a×a=a×a×a×a×a×a=a6;
    b2×b3=b×b×b×b×b=b×b×b×b×b=b5; y4y2=y×y×y×yy×y=y21=y2 and (5a)2=5×a×5×a=5 ×5×a×a=25×a2=25a2 
  • applying the exponent laws to simplifying expressions involving products, quotients, and powers of constants and variables; for example, (2xy)3xy4=8x3y3xy4=8x2y-1
  • relating the prefixes for SI units from pico- (trillionth) to tera- (trillion) to the corresponding powers of 10; for example, one pico-gram = 10^-12 grams and one terabyte = 10¹² bytes

  VC2M9A01 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• VCASFC021

  Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding

  Elaborations

  • asking for repetition and clarification, for example:
    WHAT?
    What was that?
    PLEASE AGAIN SIGN
    Please sign that again.
    WHAT MEAN?
    What do you mean?
    
  • responding to instructions when completing work or preparing for class
  • adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter
  • using appropriate protocols when gaining the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing and using language such as EXCUSE or SORRY INTERRUPT or QUICK INTERRUPT when interrupting a conversation
  • responding appropriately to impromptu or more formal class and school announcements, such as assembly procedures
  • indicating understanding, for example:
    RIGHT-YEAH
    Aaah, right.
    
  • clarifying points of information, for example by asking:
    PRO2 MEAN…?
    Do you mean …?
    THAT RIGHT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using eye contact and clear signing with peers, teachers, visitors and community members
  • using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations
  • understanding how to walk between signers engaged in conversation without interrupting
  • developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • understanding and producing phrases to encourage and praise each other, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC021 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• English | English: Structure

  The English curriculum is organised by language modes and strands.

  Language Modes

  The language modes are interrelated and the learning in one often supports and extends learning of the others. Each content description has been placed in the mode which is the major focus of its learning.

  Classroom...

  Overview material | English

• Mathematics | Mathematics Version 2.0: Learning in Mathematics Version 2.0

  Learning in Mathematics emphasises the importance of providing opportunities for students to develop proficiency in mathematics. This development of proficiency is achieved in how content is explored or developed, that is, how students experience the thinking and doing of mathematics.

  Proficiency...

  Overview material | Mathematics Version 2.0

• VCDEU149

  Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences

  Elaborations

  • referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
  • noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
  • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VC2M9N01

  recognise that the real number system includes the rational numbers and the irrational numbers, and solve problems involving real numbers with and without using digital tools

  Elaborations

  • investigating the real number system by representing the relationships between irrational numbers, rational numbers, integers and natural numbers and discussing the difference between exact representations and approximate decimal representations of irrational numbers
  • using a real number line to indicate the solution interval for inequalities of the form ax+b <c ,
    for example, 2x+7<0 ; or of the form ax+b>c , for example, 1.2x-5.4>10.8
  • using positive and negative rational numbers to solve problems, for example, for financial planning such as budgeting
  • solving problems involving the substitution of real numbers into formulas, understanding that solutions can be represented in exact form or as a decimal approximation, such as calculating the area of a circle using the formula A=πr2 and specifying the answer in terms of π as an exact real number; for example, the circumference of a circle with diameter 5 units is 5π units, and the exact area is π(52)2=254π square units, which rounds to 19.63 square units, correct to 2 decimal places
  • investigating the position of rational and irrational numbers on the real number line, using geometric constructions to locate rational numbers and square roots on a number line; for example, 2 is located at the intersection of an arc and the number line, where the radius of the arc is the length of the diagonal of a one-unit square

  VC2M9N01 | Mathematics | Mathematics Version 2.0 | Level 9 | Number

• VC2M9A02

  simplify algebraic expressions, apply the distributive law to expand algebraic expressions including binomial products, and factorise monic quadratic expressions

  Elaborations

  • expanding combinations of binomials such as x+7x+8, x+7x-8,  x-7x+8,  (x-7)(x-8) to identify expansion and factorisation patterns related to x+ax+b=x2+a+bx+ab, where a and b are integers
  • using manipulatives such as algebra tiles or area models to expand or factorise algebraic expressions with readily identifiable binomial factors; for example, x+1x+3=x2+4x+3, (x-5)2=x2-10x+25 or (x-3)2+4=x2-6x+9+4=x2-6x+13
  • recognising the relationship between expansion and factorisation, and using digital tools to systematically explore the factorisation of x2+mx+n where m and n are integers

  VC2M9A02 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• VC2M9A07

  experiment with the effects of the variation of parameters on graphs of related functions, using digital tools, making connections between graphical and algebraic representations, and generalising emerging patterns 

  Elaborations

  • investigating transformations of the graph of y=x to the graph of y=ax+b by systematic variation of a and b and interpreting the effects of these transformations using digital tools; for example,
    y=x→y=2x (vertical enlargement as a>1) →y=2x-1 (vertical translation) and
     y=x→y=12x (vertical compression as 0<a<1) →y=-12x (reflection in the horizontal axis) →y=-12x+3 (vertical translation)
  • investigating transformations of the parabola y=x2 to the graph of y=ax-h2+b in the Cartesian plane using digital tools to determine the relationship between graphical and algebraic representations of quadratic functions, including the completed square form; for example,
    y=x2→y=13x2 (vertical compression as 0<a<1) →y=13(x-5)2 (horizontal translation) →y=13(x-5)2+7 (vertical translation) or
    y=x2→y=2x2 (vertical enlargement as a>1) →y=-2x2 (reflection in the horizontal axis) →y=-2(x+6)2 (horizontal translation) →y=-2x+62+10 (vertical translation)
  • experimenting with digital tools by applying transformations to the graphs of functions, such as reciprocal y=1x, square root y=x, cubic y=x3 and exponential functions y=2x, y=(12)x, identifying patterns

  VC2M9A07 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra