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• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCAMUP027

  Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience

  Elaborations

  • rehearsing and performing music using a range of techniques including technologies to enhance mood
  • planning and rehearsing their music for a live or virtual performance, for example, deciding where the performers will stand, how they will begin and end, practising following cues from the music and other members of the group
  • refining their compositions and performances based on peer and teacher evaluations and with a focus on specific music technique and elements
  • developing and refining techniques on a range of conventional and unconventional melodic and non-melodic percussion instruments, voice, and digital instruments to create and vary tone colour and expression

  VCAMUP027 | The Arts | Music | Levels 3 and 4 | Present and Perform

• VCAMUP011

  Perform a short piece of music they have learnt

  Elaborations

  • communicating observations or experience through music making
  • beginning to identify some instruments in a piece of music
  • performing a simple learnt rhythm sequence, song, chant or music
  • making music in structured learning experiences to communicate ideas, concepts, observations, feelings and/or experiences.
  • communicating about aspects of their own performance, or their music to others by answering questions
  • improvising patterns of body movement, such as clapping or stamping and accompanying familiar music
  • improvising with voices and sound sources to express ideas, thoughts and feelings

  VCAMUP011 | The Arts | Music | Level C | Present and Perform

• VCAMUP015

  Perform a piece of music they have learnt or perform a piece of music to communicate an idea

  Elaborations

  • creating or making music for a social purpose
  • making and sharing music which shows emerging music knowledge and skills
  • creating music to communicate ideas, concepts, observations, feelings and/or experiences
  • contributing to classroom conversations about aspects of music they have made and experienced
  • choosing and combining sounds to create compositions, for example, instrument, beat, tempo
  • improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
  • improvising with voices and sound sources to express thoughts and feelings
  • creating and improvising music using technologies

  VCAMUP015 | The Arts | Music | Level D | Present and Perform

• VCAMUP019

  Rehearse and perform songs and short instrumental pieces which they have learnt and composed

  Elaborations

  • practising achieving accuracy of vocal pitch by learning how to place the voice
  • developing an understanding of the difference between beat and rhythm when singing, playing and responding to music
  • experimenting with different dynamics and tempi to make decisions about which best communicates an intended mood or feeling
  • using movement and body percussion accompaniment to enhance performance of a song
  • use questions when rehearsing to make expressive choices that will communicate intended aims, for example ‘what do you want your audience to think about as you perform?’

  VCAMUP019 | The Arts | Music | Foundation Level | Present and Perform

• VCAMUR020

  Respond to music, expressing what they enjoy and why

  Elaborations

  • drawing on teacher guidance provided in response to their music-making
  • talking about how voices, instruments and movement are used in music they make and hear
  • describing how they have used different qualities of sound to represent ideas in a soundscape, for example, instrumentation, high/low, long/short, loud/soft, feel
  • sharing observations of music performances they have participated in or heard in the community, for example, identifying which instruments were used or where is this music from?, why was it made?

  VCAMUR020 | The Arts | Music | Foundation Level | Respond and Interpret

• VCCCTQ002

  Consider personal reactions to situations or problems and how these reactions may influence thinking

  Elaborations

  • matching reactions to a series of visual prompts with an action, for example, selecting a happy emoji in response to a dog, and matching this to a picture of patting, and reflecting on how the personal reaction influenced the choice of action
  • responding to a variety of sounds such as voices, electronic instruments and everyday objects and reflecting on how this influences their ideas when developing/creating a soundscape
  • making a prediction as part of science inquiry and considering whether their initial reaction influenced their prediction, for example predicting which object is heaviest/lightest

  VCCCTQ002 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• VCDEC143

  Present, reinterpret or create alternative versions of imaginative texts, adapting events, characters or settings

  Elaborations

  • creating and performing a new version of a familiar song or poem, for example, using digital tools and apps for movie making and voice recording
  • creating dialogue/lines for characters from a text, describing in spoken or written form their opinions and emotional responses, for example, as an interview, email or diary entry
  • creating and presenting an adapted text such as a story, for example, by introducing new elements (changing the gender of the main character or the setting, adding a new character or dilemma), and presenting it to a younger audience

  VCDEC143 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCDTDS004

  Explore the purpose and use of some common digital systems (hardware and software components)

  Elaborations

  • observing the use of basic digital systems in everyday routines and copying them, for example using a tablet or phone to take a photograph
  • mimicking the use of various digital devices and assistive systems, for example using touch and reaction-linked devices that are in close proximity, using a voice-activated device
  • practising hand gestures to resize an image or text, or swipe to navigate
  • copying how to carry out an instruction, for example tapping an icon or swiping a screen

  VCDTDS004 | Technologies | Digital Technologies | Level B | Digital Systems

• VCDTDS001

  React to the use of some common digital systems, (hardware and software components), as they experience their purpose

  Elaborations

  • experiencing digital systems used within everyday life and school programs, for example phones, printers, cameras, multimedia presentations, tablets, games
  • using voice and body movements to make sounds in a microphone
  • experiencing cause and effect devices, for example touch keys on a banana keyboard
  • experiencing and playing with switches, for example a jelly bean switch
  • experiencing changes in a program due to the activation/deactivation of a switch by another, coactively or through individual exploration

  VCDTDS001 | Technologies | Digital Technologies | Level A | Digital Systems

• VCEALA090

  Adjust speech to suit the audience and purpose

  Elaborations

  • understanding the nature of social interactions with familiar people and in known settings
  • differentiating speech in a small range of situations, such as when giving a talk, speaking to a friend or adult, making an apology
  • speaking appropriately for the situation by modifying voice, body language and expression to match other speakers
  • asking about appropriate non-verbal behaviours in certain situations, for example ‘Should I give eye contact?’, ‘Is it OK to shake hands?’

  VCEALA090 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL690

  Use basic and some complex verb forms accurately

  Elaborations

  • consistently using simple past and present tense verbs accurately, including common irregular verbs
  • beginning to use a range of more complex verb forms accurately, including auxiliary verbs and negatives, for example ‘We are going on excursion’, ‘She does not want to miss out’
  • using passive voice based on modelled examples, such as in procedural recounts, for example ‘The equipment was collected’

  VCEALL690 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL728

  Use verb forms appropriate to text type

  Elaborations

  • using appropriate verb forms for the purpose and text type, for example past tense for a reflective response, passive voice in a procedural recount
  • controlling a range of more complex verb tenses, such as elaborated tenses (‘They had been waiting’), multi-word verb groups (‘I was not supposed to know’)
  • controlling agreement for singular and plural nouns (for example ‘My brothers go to high school and my sister goes to university’) and countable and non-countable nouns (for example ‘There were clouds but there was no rain’)

  VCEALL728 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCELA024

  Use sounds and facial expressions to affect familiar others

  Elaborations

  • encountering various languages and forms of communication at home, school and in the community
  • experiencing others engaging, communicating and changing things in the world around them
  • reacting to the sounds and voices of familiar others
  • reacting to a range of gestures, signs, images and facial features of familiar others
  • using sounds, noises, gestures, eye gaze etc. to gain attention or request an object, e.g. reaching towards something they want
  • turning towards a communication partner

  VCELA024 | Curriculum content | English | Level A | Speaking and Listening | Language

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCGGK055

  What people do in specific spaces

  Elaborations

  • assisting to construct a recount of what a place can be used for
  • identifying how they look after a place
  • identifying some rules about a place, for example, not running, quiet voice etc.
  • participating in structured activities which investigate different places and what they do and do not do in each place
  • identifying and following rules and expectations within a place

  VCGGK055 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCHHC100

  Analyse the different perspectives of people in the past

  Elaborations

  • recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
  • identifying and explore differing perspectives of peoples from the time, acknowledging there may be silent voices for example women
  • describing the values and attitudes revealed by a source, for example, an individual account, and using additional sources to show how they are broadly representative or contrast the values and attitudes of the society

  VCHHC100 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLAU010

  Identify the structure and features of a range of texts in Latin, such as narratives and short plays

  Elaborations

  • identifying elements of different types of text, for example, stories, dialogues and plays, and explaining the relationship between the language and structure used and the purpose of the text
  • distinguishing and comparing features of a story and a play, such as narrative voice, characterisation, impact of direct speech
  • making connections and comparisons between a new text and familiar texts of the same type
  • using metalanguage to explain the effect of particular language features on intended audiences, for example, exclamations, interjections, such as o me miserum; euge; eheu

  VCLAU010 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCNRC006

  Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
  • acting out their favourite character or event from a shared story and making simple statements

  VCNRC006 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating