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• The Arts | Drama: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Drama

• The Arts | Media Arts: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Media Arts

• The Arts | Music: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Music

• The Arts | Visual Arts: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Visual Arts

• The Arts | Visual Communication Design: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Visual Communication Design

• The Humanities | Economics and Business: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Economics and Business

• The Humanities | Geography: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Geography

• The Humanities | History: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | History

• VCMNA129

  Investigate the conditions required for a number to be odd or even and identify odd and even numbers

  Elaborations

  • identifying even numbers using skip counting by twos or by grouping even collections of objects in twos
  • explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd

  VCMNA129 | Mathematics | Level 3 | Number and Algebra | Number and place value

• Design and Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students investigate and select from a range of technologies. They consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental...

  Level description | Technologies | Design and Technologies

• Digital Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems.

  Stude...

  Level description | Technologies | Digital Technologies

• Mathematics: Level 4 description

  In Level 4, students extend the number system to simple decimal fractions, and broaden their use of measures and scales.

  Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns...

  Level description | Mathematics

• Mathematics: Level 7 description

  In Level 7, students work with powers of whole numbers, use index notation, represent numbers as products of powers of prime numbers, and investigate square roots of perfect squares. They use number properties to assist with calculation and order, and to add and subtract integers. Students find...

  Level description | Mathematics

• Music: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to music independently and collaboratively, with their peers, teachers and communities.

  Students using listening skills to identify and make decisions about how they can manipulate rhythm, pitch, dynamics and expression, form and structure, and timbre...

  Level description | The Arts | Music

• The Humanities | Geography: Structure

  Geography is organised by two strands: Geographical Concepts and Skills and Geographical Knowledge.

  Strand: Geographical Concepts and Skills

  Sub-strands
  Place, space and interconnection
  Data and information

  Strand: Geographical Knowledge

  Level	Sub-strands
  Levels A – D Foundation – Level 2	Places a...

  Overview material | Geography

• VCIDC112

  Engage with Indonesian peers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments

  Elaborations

  • interacting with Indonesians, noticing social norms and practices such as personal space, gender roles, having a boyfriend or girlfriend, same-sex hand-holding, religious artefacts (jilbab and kerudung for women, taqiyah (skullcap) and peci/kopiah for men), and acceptable topics of conversation (for example, Kamu sudah mandi?), and considering own reactions to these
  • sharing experiences with Indonesian peers through shared digital spaces, text messages and conversations, modifying own language when meaning is not understood, such as explaining an idea or expression that may be culturally specific, for example, canang sari (Balinese daily offerings) or ‘outback’
  • recognising that social values such as politeness can be expressed differently in different cultures, and understanding features of Indonesian etiquette such as avoiding direct refusal; aiming to please by answering a question even if they don’t know the answer; expressing gratitude through actions, not necessarily language (for example, limited use of terima kasih); and waiting to be invited to eat or drink, for example, silakan makan/minum
  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

  VCIDC112 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC092

  Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures

  Elaborations

  • participating in games or activities that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought …
  • following instructions by locating or moving classroom objects in activities that involve concepts such as space, place and memory, such as by hiding a marker pen and playing ‘hot/cold’ to find the pen
  • participating in activities that involve exchanging or classifying objects and attributes such as by shapes, colours and amounts
  • using questions and affirmative and negative answers when participating in role-plays that involve transactions such as ordering food at the tuckshop
  • participating in barrier games and other information-gap activities
  • working together in collaborative tasks such as craft or cooking activities
  • attracting attention or asking for clarification or help to complete a task, for example:
    WHAT MEAN?
    What do you mean?
    PLEASE AGAIN SIGN
    Please sign that again.
    

  VCASFC092 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC146

  Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance

  Elaborations

  • planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん
  • creating a skit, performance or action game to introduce a buddy class to aspects of Japanese language and culture, for example, introducing hiragana, individual words or expressions, or behaviours such as bowing appropriately or receiving a gift
  • participating in simulated transactions such as purchasing goods or ordering food, using appropriate gestures, formulaic expressions and relevant question–answer exchanges such as いらっしゃいませ。これ　を　ください 。いくら　です　か 。3000 円　です。はい、どうぞ。
  • becoming familiar with the value of Japanese yen by carrying out real or simulated transactions and exchanges
  • budgeting for virtual shopping expeditions, for example, by consulting online catalogues and menus, comparing prices and values, and discussing intended purchases, using formulaic expressions such as ちょっと 高(たか)い　です。でも、おいしそう　です。

  VCJAC146 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCKOC198

  Translate texts for different audiences and contexts, and reflect on how cultural values, attitudes, assumptions and world views are differently encoded in languages

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, identifying cultural elements and reflecting on how they are encoded in common words or expressions, for example, the use of family terms, titles and terms of address, and the way of answering negative questions and of using 가다/오다 from a perspective different from that involved in using ‘go/come’ (나하고 같이 갈래요? 샘하고 같이올래요? 지금 가요! 제니가 지금 와요!), and providing additional explanation, information or exemplification
  • translating texts that contain cultural elements, for example, old sayings or proverbs, considering how differently cultural values or culture-specific concepts are embedded in texts in different languages to represent same/similar ideas or practices, for example, 호랑이도 제 말하면 온다 (‘speak of the devil’), 소 잃고 외양간 고친다 (‘to shut the barn door after the horse has bolted’)
  • translating texts such as advertisements, songs or film extracts, including those in online or digital form, examining the appropriateness of translation for specified audiences and contexts
  • comparing own translation with others, noticing similarities and differences, and reflecting on why interpretations may vary

  VCKOC198 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating