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• VC2M10A05

  substitute values into formulas to determine an unknown and rearrange formulas to solve for a particular term

  Elaborations

  • solving simple equations arising from formulas
  • rearranging expressions to make a specified variable the subject, such as calculating the radius of a sphere to produce a given volume

  VC2M10A05 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M3N07

  recognise the relationships between dollars and cents and represent money values in different ways

  Elaborations

  • investigating the relationship between dollars and cents, using physical or virtual materials to make different combinations of the same amount of money
  • representing money amounts in different ways using knowledge of part-part-whole relationships; for example, knowing that $1 is equal to 100 cents, representing $1.85 as $1 + 50c + 20c + 10c + 5c or 50c + 50c + 50c + 10c + 10c + 10c + 5c; or when calculating change from buying an item for $1.30 from $2, starting from $1.30 and adding 20c and 50c, which gives $2

  VC2M3N07 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCMNA111

  Count and order small collections of Australian coins and notes according to their value

  Elaborations

  • identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin
  • counting collections of coins or notes to make up a particular value, such as that shown on a price tag

  VCMNA111 | Mathematics | Level 2 | Number and Algebra | Money and financial mathematics

• VCMNA252

  Create algebraic expressions and evaluate them by substituting a given value for each variable

  Elaborations

  • using authentic formulas to perform substitutions

  VCMNA252 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• VCMNA088

  Count collections to 100 by partitioning numbers using place value

  Elaborations

  • understanding partitioning of numbers and the importance of grouping in tens
  • understanding two-digit numbers as being comprised of tens and ones/units

  VCMNA088 | Mathematics | Level 1 | Number and Algebra | Number and place value

• VCMSP300

  Investigate the effect of individual data values including outliers, on the range, mean and median

  Elaborations

  • using displays of data to explore and investigate effects
  • exploring the effect of outliers on the range for different sets of data by comparing its value with and without outliers included

  VCMSP300 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCPSCSO047

  Analyse how divergent values and beliefs contribute to different perspectives on social issues

  Elaborations

  • reading letters to the editor on a particular issue and summarising the different perspectives presented
  • exploring links between personal values and perspectives on social issues such as homelessness in major cities, asylum seekers or the celebration of Indigenous Australian heritage
  • exploring a social issue, such as homelessness, and articulating a range of views and possible reasons for differences

  VCPSCSO047 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCRAC075

  Create a variety of imaginative texts to express ideas, attitudes and values, for a range of audiences

  Elaborations

  • creating texts such as a photo story, play, cartoon or movie with voiceovers or subtitles to entertain peers, including experimenting with humour
  • creating and performing texts such as songs and raps, including in multimedia form, to express emotions and attitudes towards a particular social issue or event
  • writing and performing a script or dramatic episode such as a detective story, mystery or adventure

  VCRAC075 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Health and Physical Education: Levels 7 and 8 description

  The Level 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They...

  Level description | Health and Physical Education

• VCEALA118

  Understand that texts can reflect a variety of ideas and perspectives

  Elaborations

  • recognising that texts may reflect a variety of cultural beliefs, practices and views
  • suggesting an audience for a text, for example ‘This book was written for children’
  • choosing narratives centred on a range of characters with different profiles and experiences
  • giving a simple personal response to a text, for example ‘I enjoyed it’, ‘I learnt about …’
  • comparing and contrasting ideas and experiences in texts with own experience

  VCEALA118 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELA120

  Understand that language can be represented as written text

  Elaborations

  • identifying object or action by matching object to word
  • contributing text during shared writing experiences

  VCELA120 | Curriculum content | English | Level D | Writing | Language

• VCGGK050

  How places can be defined at a variety of scales

  Elaborations

  • considering how street addresses define places locally, regionally and nationally
  • using large-scale and small-scale maps while investigating places and how they are defined

  VCGGK050 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCJAU138

  Understand that hiragana symbols can be combined to represent words

  Elaborations

  • recognising that there are 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o)
  • understanding the system of basic Japanese sound combinations, that is, a vowel can be attached to most consonants to produce a kana
  • understanding that vowel length can differentiate words in Japanese, for example, ‘e’ (え) for a picture and ‘ee’ (ええ) for ‘yeah’
  • recognising the concept of the minimum unit of rhythm in Japanese (‘foot’ or フット) and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word ごち・そう・さま
  • demonstrating understanding of the differences in pronunciation of English and Japanese versions of loan words such as バナナ、ペット、サッカー

  VCJAU138 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCPSCSO011

  Identify how families can have a range of relationships

  Elaborations

  • exploring the features of their family including who lives at home and name their relationships to each of these people
  • brainstorming what is a family’s role, such as providing love, support and food, and identify the family members who undertake these tasks
  • graphing class results showing the number of students who have brothers, sisters and pets

  VCPSCSO011 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCSSU012

  Living things can look and feel different

  Elaborations

  • handling and observing living and non-living things
  • developing an emerging awareness of some essential characteristics of living things, for example, 'Eyes are for seeing’

  VCSSU012 | Science | Level B | Science Understanding | Biological sciences

• VCSSU106

  The properties of sound can be explained by a wave model

  Elaborations

  • describing how sounds are produced by different musical instruments
  • measuring the speed of sound
  • using a wave model to describe the measured properties of sound, wavelength and frequency

  VCSSU106 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU004

  Changes in the world around us can affect responses

  Elaborations

  • making decisions about clothing, location and activity based on their reaction to, and changes in, the weather
  • demonstrating an awareness of the time of day by responding to activities associated with different times of the day, for example, eating lunch, getting dressed to go to school, packing bags to go home

  VCSSU004 | Science | Level A | Science Understanding | Earth and space sciences

• VCSSU011

  Objects and the world around us can be explored

  Elaborations

  • manipulating a variety of materials to explore their characteristics, for example, sensory tubs filled with pasta, feathers, water, pebbles
  • observing what happens when materials are mixed, manipulated, moved and changed

  VCSSU011 | Science | Level B | Science Understanding | Science as a human endeavour

• VCSSU049

  Light and sound are produced by a range of sources and can be sensed

  Elaborations

  • recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, touch to feel vibrations, our noses to detect smell and our tongues to detect taste
  • identifying the Sun as a source of light
  • recognising that objects can be seen when light from sources is available to illuminate them
  • exploring different ways to produce sound using familiar objects and actions, for example, striking, blowing, scraping and shaking

  VCSSU049 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• Hindi - F–10 Sequence: Levels 3 and 4 description

  Students recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related...

  Level description | Languages | Hindi | F–10 Sequence