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• VCECU010

  Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles

  Elaborations

  • investigating some common ethical principles, for example, ‘always treat people as ends not means’ (philosopher Immanuel Kant), and ‘actions are right in proportion to whether they promote happiness’ (philosopher John Stuart Mill), and comparing how they might be applied to a particular situation, for example, whether to participate in a fund raising event.
  • examining basic tenets of major world religions and non-religious worldviews and how they form the basis of a particular principle/s, such as ‘treat others as you would want to be treated’ (the Golden Rule)
  • investigating differing cultural norms concerning the importance of the individual relative to the family or wider community and how this may influence views on loyalty, obligation and responsibility and in turn views on guiding ethical principles

  VCECU010 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCELA324

  Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

  Elaborations

  • learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
  • observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)

  VCELA324 | Curriculum content | English | Level 5 | Writing | Language

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA214

  Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

  Elaborations

  • learning how to express ideas using compound sentences
  • learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

  VCELA214 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA157

  Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name

  Elaborations

  • recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds
  • writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words
  • knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

  VCELA157 | Curriculum content | English | Foundation Level | Writing | Language

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCELY162

  Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case

  Elaborations

  • adopting correct posture and pencil grip
  • learning to produce simple handwriting movements
  • following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
  • learning to construct lower-case letters and to combine these into words
  • learning to construct some upper-case letters

  VCELY162 | Curriculum content | English | Foundation Level | Writing | Literacy

• VCGGK107

  The quantity and variability of Australia’s water resources compared with those in other continents and how water balance can be used to explain these differences

  Elaborations

  • investigating the main causes of rainfall and applying their geographical knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
  • interpreting the spatial distribution of rainfall in Australia and comparing it with that of other continents
  • using the concept of the water balance (the relationship between rainfall, evaporation and runoff) to explain the differences between Australia and other continents in water resources

  VCGGK107 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCSSU125

  Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions may be represented by balanced chemical equations

  Elaborations

  • investigating how chemical reactions result in the production of a range of useful substances, for example, fuels, metals and pharmaceuticals
  • using word or symbol equations to represent chemical reactions
  • investigating the effect of a range of factors, for example, temperature and catalysts, on the rate of chemical reactions

  VCSSU125 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCSSU081

  Energy from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and then to be transformed into another form of energy

  Elaborations

  • recognising the need for a complete circuit to allow the flow of electricity
  • exploring circuit features, for example, wires and switches, and electrical devices, for example, light globes, LEDs and motors
  • investigating different electrical conductors and insulators
  • investigating how moving air and water can turn turbines to generate electricity
  • investigating how solar panels can generate electricity

  VCSSU081 | Science | Levels 5 and 6 | Science Understanding | Physical sciences

• VCZHC041

  Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges

  Elaborations

  • using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起，没关系
  • presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or football club membership) and discussing their significance
  • defining own identity by describing relationships with others, for example, friendship groups (我的朋友是 Lisa 和 George，我们都很聪明), ethnic group (我是德裔澳大利亚人)
  • engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting on the cause of the difficulty
  • sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really nervous and forgot how to say…’
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how dishes are ordered and presented) and comparing to their own experience

  VCZHC041 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCZHC185

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English

  Elaborations

  • differentiating language when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with a joke
  • describing appropriate ways to engage with others in different contexts, for example, ‘I socialise with my friends who speak Chinese in … ways, but I socialise with my friends who speak English in … ways’

  VCZHC185 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC217

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese

  Elaborations

  • identifying diverse ways their Chinese identity is played out in local communities (for example, through membership of community organisations and interest groups) and relating experiences in which their Chinese identity is central to their self-expression
  • exploring the ways their Chinese identity influences the different roles they play in life (for example, as a student at secondary school and in Chinese school, and as a son or daughter, an older or younger sibling, a friend, or a member of a sports team) and reflecting on times when linguistic and cultural aspects of their identity are questioned and challenged
  • reflecting on own cultural values and evaluating how these intersect with mainstream values when interacting in both Chinese and Australian contexts
  • recognising the language choices they make that influence how their identities as individuals and as Chinese-speaking Australians are perceived by others, for example, feeling more Chinese with Chinese people, and less Chinese when on their own or with people from a different cultural background
  • varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour

  VCZHC217 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC215

  Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot

  Elaborations

  • exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions (for example, 面子) and experimenting with how to give 面子 in interaction with others
  • considering the uses of different measurement words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing Chinese translations of English recipes
  • comparing alternative translations to identify concepts of ‘normality’ in their own linguistic and cultural context, for example, using the term 软饮料 (instead of 无酒精饮料) assumes the reader/audience has some understanding of English to understand meaning of 软
  • comparing 褒义词，贬义词 and 中性词 and the contexts they are used in, for example, the differences between 聪明 and 滑头
  • identifying words used with specific assumptions, for example, gender (英俊 is used to describe males), significance (会见 versus 见面), formality (光临 versus 来到)
  • considering ways to convey culture-specific terms in English (for example, 中药和食疗, 上火，大补)

  VCZHC215 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCSSU076

  Solids, liquids and gases behave in different ways and have observable properties that help to classify them

  Elaborations

  • exploring the way solids, liquids and gases change under different situations, for example, heating and cooling
  • observing that gases have mass and take up space, demonstrated by using balloons or bubbles
  • recognising that not all substances can be easily classified as solids, liquids or gases on the basis of their observable properties

  VCSSU076 | Science | Levels 5 and 6 | Science Understanding | Chemical sciences

• VCSSU047

  Earth’s resources are used in a variety of ways

  Elaborations

  • identifying Earth’s resources, including water, soil and minerals, and describing how they are used at school and in the home
  • considering what might happen to humans if there were a change in a familiar available resource, for example, water
  • identifying actions at school that can conserve resources, for example, turning off dripping taps

  VCSSU047 | Science | Foundation to Level 2 | Science Understanding | Earth and space sciences

• Personal and Social Capability: Level C achievement standards

  By the end of Level C, students can recognise some key emotions and identify events or people that impact on these feelings. They can complete some familiar tasks unaided and try some new activities.

  Students identify and name some class members and familiar adults. They follow simple rules...

  Level description | Capabilities | Personal and Social Capability | Level C

• Personal and Social Capability: Level D achievement standards

  By the end of Level D, students can name emotional responses and identify the cause of emotions. They can identify some characteristics of self. They use cues and prompts to solve simple problems.

  Students can identify people associated with particular events and routines. They attend to and...

  Level description | Capabilities | Personal and Social Capability | Level D

• VCCCTQ003

  Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  Elaborations

  • investigating how making one change to a characteristic such as shape, position, size or materials can make a significant difference, for example how changing the size and/or design of the school garden could reduce the amount of water it requires
  • reading a picture story book with two endings, and exploring how the author makes modifications to create different endings
  • using unifix blocks to explore number nbonds for addition and subtraction problems, making and breaking a given number as many ways as possible to generate different possibilities of equivalence for addition and subtraction problems, for example in response to prompts such as ‘How can you break 9?’ (8+1)

  VCCCTQ003 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• VCELA430

  Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas

  Elaborations

  • sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’)

  VCELA430 | Curriculum content | English | Level 9 | Reading and Viewing | Language