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• VCAVAP031

  Create and display artwork considering how ideas can be expressed to an audience

  Elaborations

  • identifying a range of audience interpretations of the same artwork
  • analysing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?
  • recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.
  • reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
  • presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

  VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform

• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCEALA412

  Use home language resources to develop English

  Elaborations

  • collaborating with home language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual texts such as glossaries, dictionaries or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA412 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA782

  Revise and refine writing in response to feedback from a teacher or peer

  Elaborations

  • giving and interpreting feedback in different formats, for example using coloured or highlighter pens on print texts, review comments on digital texts, feedback checklists
  • incorporating feedback on a range of aspects, for example redrafting a personal recount to edit out unnecessary detail
  • using software to support in-text referencing and reference lists, for example using online reference generators, functions in text editors

  VCEALA782 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Cultural and Plurilingual Awareness

• VCEALA746

  Use home language resources to develop English

  Elaborations

  • collaborating with same language peers to clarify new vocabulary and ideas, and formulate home language terms and definitions
  • referring to home language or bilingual glossaries, dictionaries, thesauruses or online translation tools for explanation and clarification of new vocabulary and information
  • recording words and information in personal dictionaries or notes, using a combination of English and home language to indicate meaning, pronunciation and usage

  VCEALA746 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEBB006

  Identify the reasons businesses exist and investigate the different ways they produce and distribute goods and services

  Elaborations

  • identifying why businesses exist and investigating the different ways that goods and services are produced, for example, hand-crafted, large and small scale businesses, and distributed, for example, through shopping centres, local markets, online, small independent stores, remote community stores
  • explaining the difference between not-for-profit and for-profit businesses
  • identifying different industry sectors, such as agriculture, information, tourism, telecommunications, and discussing what they produce or provide

  VCEBB006 | The Humanities | Economics and Business | Levels 5 and 6 | The Business Environment

• VCELA402

  Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning

  Elaborations

  • comprehending a series of static images and combinations of language and images in a picture book, for example title, setting, characters, actions, as well as technical elements including position, size, colour, angle, framing, point of view
  • analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines

  VCELA402 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELA458

  Compare the purposes, text structures and language features of traditional and contemporary texts in different media

  Elaborations

  • reproducing and adapting existing print texts for an online environment and explaining the reasons for the adaptations (for example accounting for the navigation and use of hyperlinks as structuring principles in hypertext narratives)
  • investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives)

  VCELA458 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELC181

  Engage in intercultural experience, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in Greek, for example, by keeping an online or digital diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by Greek speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of Greek migrants when they came to Australia, discussing the impact they have made on Australian society and the issue of cultural identity

  VCELC181 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC169

  Create texts about imagined characters, contexts and experiences to engage and entertain others

  Elaborations

  • creating cartoons, plays or short stories about a past event in their own life or a dream for the future to share in class or online with a wider audience
  • creating and performing own texts that reflect perceived cultural behaviours associated with a Spanish-speaking community
  • creating imaginative texts to entertain younger audiences, such as audio or digital Big Books, puppet plays, cartoons or short video clips, selecting appropriate language, rhythms and images to enrich the visual or aural experience

  VCESC169 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCESC191

  Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity

  Elaborations

  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time
  • composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
  • discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

  VCESC191 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHPEP147

  Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing

  Elaborations

  • proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
  • evaluating situations at home and at schools where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
  • analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved

  VCHPEP147 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP146

  Investigate how empathy and ethical decision-making contribute to respectful relationships

  Elaborations

  • investigating the characteristics of positive, respectful relationships and the rights and responsibilities of individuals in relationships
  • investigating how gender and the balance of power influences the nature of relationships such as intimate and family relationships and proposing actions that can be taken when a relationship is not respectful
  • comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
  • demonstrating and advocating appropriate bystander behaviour when participating in online interactions.

  VCHPEP146 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP107

  Investigate community resources and strategies to seek help about health, safety and wellbeing

  Elaborations

  • researching health information sources and places where they can seek help
  • applying criteria to online information to assess the credibility of the information
  • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
  • discuss the resources in the local community that could assist young people when they are feeling unsafe at home or at school or during community activities

  VCHPEP107 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP092

  Describe factors that can positively influence relationships and personal wellbeing

  Elaborations

  • describing behaviours that show empathy and respect for the rights of others at home, at school and in the community
  • creating an online connection with another school and identifying similarities and differences between students
  • predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
  • recognising that bullying behaviour can take many forms, in many environments, including physical, social and emotional actions and behaviours

  VCHPEP092 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDC026

  Produce texts such as descriptions and signs in both Indonesian and English for the school community

  Elaborations

  • preparing descriptions in both Indonesian and English about familiar topics, using modelled language and choosing from word lists, and discussing differences in language with the teacher
  • creating bilingual texts for the classroom and the school community (for example, posters, songs and online newsletter items), discussing with others how to represent meaning in different languages for different audiences

  VCIDC026 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITC028

  Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English

  Elaborations

  • translating words, phrases and captions, and describing how meanings may change across languages
  • explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata
  • becoming familiar with using bilingual dictionaries and online translators

  VCITC028 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITC022

  Participate in everyday transactions to obtain goods

  Elaborations

  • writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation
  • requesting goods, for example, Posso avere un gelato? Posso avere il pennarello?
  • participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?

  VCITC022 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCJAC188

  Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture

  Elaborations

  • comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references
  • comparing translations of language associated with significant events, rituals or practices in Japan/Japanese-speaking communities, identifying examples of the relationship between language and cultural values and experience, for example, おじゃまします。
  • comparing own translations of newspaper headlines or email communications with peers’, noticing differences in interpretation or translation and considering reasons for such variations
  • evaluating and reviewing online translators

  VCJAC188 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating