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• VCZHU074

  Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions

  Elaborations

  • exploring changes in neutral tone and identifying patterns to aid their own pronunciation and flow of expression, for example, the use of neutral tone for the second syllable when it repeats or does not contribute to the meaning of the first syllable (妈妈、孩子)
  • experimenting with tone changes and reflecting on the impact on fluency when speaking, for example: Can I speak more quickly? Do my words sound less forced and more natural?
  • exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions

  VCZHU074 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Health and Physical Education | Health and Physical Education: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Health and Physical Education

• VCHPEP091

  Identify and practise strategies to promote health, safety and wellbeing

  Elaborations

  • identifying how medications and other substances can be stored safely in the home and at school
  • examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices
  • proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
  • explore and practise strategies that could be used to make the home and school environment safer
  • identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

  VCHPEP091 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP127

  Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing

  Elaborations

  • examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
  • understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
  • analysing how their relationships at home and at school influence behaviours and actions
  • analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
  • recognising the impact bullying, violence and harassment can have on peer and family relationships, including online relationships

  VCHPEP127 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP057

  Identify personal strengths

  Elaborations

  • identifying things they are good at and describing how these have changed over time
  • participating in a range of minor games and exploring which ones they enjoy and what makes them enjoyable
  • describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful
  • identifying ways they can use their strengths to help themselves and others

  VCHPEP057 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Being healthy, safe and active

• History: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change.

  Students...

  Level description | The Humanities | History | Levels 3 and 4

• 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

• VCARU131

  Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position

  Elaborations

  • discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels or the three vowel letters ا؛و؛ي , such as تا؛ تي؛ تو and consonant letters in a syllable block
  • using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)
  • recognising that letters change form depending on their place in the word, for example,

    ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

  • noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
  • experimenting with Arabic words and vowels to construct and deconstruct syllable blocks, for example, …كا/تب؛ سا/لم؛ فا/دي؛ كر/سي؛ غر/فة؛
  • using basic pronunciation and intonation rules when speaking and reading aloud
  • deducing from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
  • comparing different forms of writing for the letter أ, for example, أ؛إ؛آ

  VCARU131 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFU252

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or adults in the Deaf community
  • exploring the nature and effect of culture, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • analysing and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, respect for elders, the importance of reciprocity and responsibility, for example, the signing TAP-2h++ reflects the responsibility to share information and pass on knowledge
  • understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example ways of producing the sign for SIGN embody cultural meaning regarding distinctions made and values placed on fluent or awkward signing
  • identifying cultural differences between the use of personal names in Auslan and in their own background language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
  • observing that concepts may be culture and language specific, for example in relation to time and space, as in the spatial mapping of timelines in Auslan

  VCASFU252 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFU126

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or as adults in the Deaf community
  • exploring ways in which language choices reflect attitudes towards certain topics, such as oralism or cochlear implants, identifying examples of sign choices that reflect particular attitudes or views
  • understanding that knowledge about past and present Deaf people and about Deaf cultural values is embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embody cultural meaning, regarding distinctions made and values placed on fluent or awkward signing
  • identifying differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, and using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and other events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions among members of either community
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience

  VCASFU126 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCELU168

  Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings

  Elaborations

  • identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
  • identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
  • understanding that different situations need different levels of politeness depending on the context and the speaker, such as thanking a peer for a gift, apologising to a host for lateness
  • recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions εδώ είπα, δεξιά παρακαλώ, σταμάτα

  VCELU168 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHHK154

  Significance of the following events in changing society: 1962 right to vote federally, 1967 Referendum, Reconciliation, Mabo decision, Bringing Them Home Report (the Stolen Generations), the Apology and the different perspectives of these events

  Elaborations

  • describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms

  VCHHK154 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Rights and freedoms (1945 – the present)

• VCHIU126

  Understand that the Hindi language and associated cultures, like all languages and cultures, shape and are shaped by each other in ways that change over time and contexts, and that cultural experience, values and identities are reflected in language

  Elaborations

  • tracking changes in Hindi language forms and usage over different times and contexts such as मोटरगाड़ी, कार
  • explaining the significance of single words in Hindi that represent complex and culturally significant concepts that do not translate directly into English, for example, दक्षिणा, शुभमुहुर्त, पूजा, साधू
  • considering reasons for the trend among young Hindi speakers to create abbreviated adaptations of English words, for example, funda (fundamental), despo (desperate), enthu (enthusiastic), comparing with the use of abbreviations such as ‘arvo’, ‘brekkie’, ‘footie’, ‘barbie’ in Australian English
  • identifying compound words used in colloquial Hindi that fuse Hindi and English to capture trends, convey concepts and engage with intercultural experience, for example, tension mat lo, accent maarna
  • discussing the significance of naming in different languages and cultures, for example, by exploring the origins and meanings of Hindi names such as आद्या, आशा, आर्य, बोधि, धर्म, गीता, सलमान and comparing with popular names in English and other languages
  • identifying changes in some forms of Hindi that reflect the impact of globalisation and intercultural experience, for example, the increasing mixing of languages and adoption of practices associated with other communities and cultures
  • exploring the idea that some elements of a language carry particular cultural significance, having come to assume symbolic as well literal value in ways that make translation difficult, for example, Hindi terms such as बिदाई, सन्यास, शुभमुहुर्त, मुहूर्त, and Australian expressions such as ‘mateship’ or ‘fair dinkum’
  • researching and classifying terms associated with particular cultural traditions and practices that have cultural significance or history and whose meanings are difficult to convey in other languages, for example, words associated with yogic practice such as संसार, मंत्र, कर्म, गुरू, ब्राह्मण, मोक्ष

  VCHIU126 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCKOC201

  Investigate different aspects of their personal sense of identity, considering how learning and experiencing Korean language and culture have (or have not) changed own sense of identity, views or attitudes

  Elaborations

  • producing an autobiography in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the experience of learning Korean language and culture that have impacted on their identity and attitudes
  • composing a ‘cultural ID profile’ to exchange with Korean-speaking friends, making decisions about what information will be of most interest
  • sharing with others, views and opinions on the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, composing a self-portrait with reference to Korean language and culture after 10 years
  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including contact with Korean and other languages and cultures), tracking changes over time or context

  VCKOC201 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VC2M9SP02

  apply the enlargement transformation to shapes and objects using dynamic geometry software as appropriate; identify and explain, using language of similarity, ratio and scale, aspects that remain the same and those that change

  Elaborations

  • comparing the ratio of lengths of corresponding sides of similar triangles and angles 
  • using the properties of similarity to solve problems involving enlargement
  • investigating and generalising patterns in length, angle, area and volume when side lengths of shapes and objects are enlarged or dilated by whole and rational numbers; for example, comparing an enlargement of a square and a cube of side length 2 units by a factor of 3 increases the area of the square, (3×2)2=9×22=9 times the original area and the volume of the cube, 23, to (3×2)3=27×23=27 times the volume

  VC2M9SP02 | Mathematics | Mathematics Version 2.0 | Level 9 | Space

• VCNRU066

  Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal style to informal style, may signal changes in social settings

  Elaborations

  • identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
  • identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
  • understanding that different situations require different levels of politeness depending on the context and the speaker
  • recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions

  VCNRU066 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU119

  Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language

  Elaborations

  • tracking changes in Turkish language and ways of communicating over different times and contexts, identifying concepts and values that are differently expressed at different times
  • analysing Turkish language media texts such as notices or advertisements which use representations of culture in different ways, for example, by referencing either traditional or contemporary attitudes or values
  • comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, duyurular, ilanlar, Bu fırsat kaçmaz!, Son dakika haberi!
  • explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as saygı, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to translate, such as mateship or the bush
  • developing metalanguage for thinking and talking about cultural expression and representation, for example, bakış açısı, değerler, görüntü, klişe, dahil etmek, dışında bırakmak
  • comparing superstitions in Turkish and English, for example, Ayakkabılarınızdan biri ters olarak durursa, hastalık gelir, Ocak ayının birinci günü evine gelen kişi ya da ilk gördüğün kişi sana uğur veya uğursuzluk getirebilir and ‘breaking a mirror brings seven years of bad luck’; considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change
  • examining how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel

  VCTRU119 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCVIU033

  Understand how the Vietnamese language has evolved and how it continues to change over time and from place to place due to processes such as globalisation and migration, and the influence of technology and popular culture

  Elaborations

  • understanding that languages and cultures change continuously in response to new ideas, social change and technological development
  • explaining Vietnamese words, phrases and concepts that have emerged as a result of technological development, for example, máy vi tính xách tay, nhấp chuột, điện thoại thông minh, nhật ký điện tử, đồ điều khiển từ xa, trò chơi trực tuyến
  • exploring how globalisation has resulted in the use of English words and expressions in Vietnamese, and discussing the advantages/disadvantages of this influence, for example, the use of English technological terms such as ‘CD’, ‘DVD’, ‘USB’, ‘video’, ‘TV’, ‘remote control’, ‘computer’, ‘laptop’, ‘internet’ and ‘website’ in spite of the existence of Vietnamese equivalents
  • examining how how new words and concepts have entered the Vietnamese language as a result of processes such as migration and international travel, for example, bảo lãnh, hộ chiếu, thị thực nhập cảnh, di dân, định cư, hội nhập, quốc tịch, thường trú nhân
  • analysing the influence of popular culture on Vietnamese language use in Vietnam and in Vietnamese-speaking communities outside Vietnam, including Australia, such as the development of new vocabulary, for example, phong cách/thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop

  VCVIU033 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFC074

  Participate in actions and interactions involving advocacy and consideration of cultural diversity, perspective and experience

  Elaborations

  • managing shared learning experiences that require consideration of different views, opinions and cultural perspectives
  • designing and enacting hypothetical scenarios that address issues related to Deaf experience, for example in the domains of sport or education
  • collaborating with a partner to take action on an issue affecting the Deaf community, such as advocating for provision of captioning or funding for Deaf organisations
  • organising an awareness campaign that reflects or mediates views on issues of relevance to their peer group/community, for example, creating a positive promotional video about successful deaf people in their state, outlining strategies to support achievement
  • advocating for a change in particular school processes or practices, such as ensuring all public school performances (such as theatre or dance festivals) automatically have interpreters present, for example by meeting with the student council, principal or parent group to advocate

  VCASFC074 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCGGK108

  Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa

  Elaborations

  • investigating the causes of water scarcity. For example, an absolute shortage of water (physical), inadequate development of water resources (economics), or the way water is used
  • comparing the effectiveness in reducing water scarcity of methods that increase the supply of water (such as recycling waste water, stormwater harvesting and re-use, desalination and inter-regional transfer of water) with methods that reduce the demand for water (such as pricing, changing the use of water and water restrictions)
  • examining why water is a difficult resource to manage. For example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space
  • explaining why some land use management practices such as land cleaning and some farming practices have adversely affected water supply

  VCGGK108 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world