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• VCHPEP018

  Practise basic skills of personal care and communicate basic needs, likes and dislikes and experience the social skills of turn taking and sharing

  Elaborations

  • practising basic personal care and hygiene skills including hand washing, face washing, nose blowing and toilet routines
  • learning to follow class rules and routines
  • practising expressing needs, wants and feelings, active listening and showing self-discipline to be an effective group member
  • practising social skills in structured sessions

  VCHPEP018 | Health and Physical Education | Level B | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP033

  Explore their feelings and practice expressing their needs, likes and dislikes using simple communication tools

  Elaborations

  • learning through supported experiences about what feelings look like, when they have felt this way and how to act
  • learning to recognise their emotional expression
  • learning to use words, signs or symbols to name emotions for self and others
  • developing a vocabulary of key concepts and using pictures and real objects to indicate their understanding of their likes and dislikes and feelings, and events associated with each feeling
  • learning about the needs and viewpoints of others through group experiences and shared decision-making
  • selecting a solution and identifying cause and effect of actions for familiar social problems

  VCHPEP033 | Health and Physical Education | Level C | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDC053

  Take action to make plans, solve problems and address needs such as through corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance (for example, Mau makan apa?, Kita pergi ke mana?, Hari apa yang paling baik?), and negotiating and making decisions, for example, Bagaimana kalau kita…?, mungkin kalau kita bisa…
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
  • expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing or disagreeing, for example, saya kurang suka…
  • responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary, for example, Daerah setempat kami
  • participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing issues such as relative cost and wages

  VCIDC053 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M1M02

  measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end

  Elaborations

  • using 2 different units (for example, icy pole sticks and pencils) to measure the length of an object (for example, a desk), and explaining why the number of units used may be different
  • comparing the length of 2 objects, such as a desk and a bookshelf, by laying multiple copies of a unit and counting to say which is longer and how much longer; and explaining why they should not have gaps or overlaps between the units, as this will change the length of the unit
  • measuring the distance between 2 locations using footsteps, comparing the results and explaining why there may be different results, for example, referring to the different lengths of footsteps as using different units
  • measuring and comparing the length of objects using blocks; for example, comparing the height of 2 toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller

  VC2M1M02 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement

• VCRAC053

  Make plans, solve problems and address needs by, for example, corresponding and transacting in real or simulated situations

  Elaborations

  • organising class events, such as holding a lunch, party or performance
  • corresponding with peers, including via technology, asking and responding to questions to seek information or clarification
  • expressing preferences for plans (for example, comparing and contrasting alternatives) and agreeing or disagreeing
  • responding to invitations to events by accepting, declining, and giving excuses
  • participating in collaborative projects, such as arranging an excursion or creating a short documentary
  • participating in transactions and negotiations, such as purchasing food, clothing, souvenirs or transport, maintaining the interaction and discussing issues such as relative cost and wages

  VCRAC053 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• 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

• VCASFC244

  Recognise that the concept of identity is complex, dynamic and diverse, and consider how students learn more about their own identity through the exploration of other languages and cultures

  Elaborations

  • reflecting on how identity is expressed across cultures and through languages, for example by considering the idea of ‘belonging’ as expressed in different languages
  • investigating how particular policies and practices may affect the sense of identity of deaf people, for example, through the prohibition of the use of Auslan in schools in the past
  • viewing excerpts of different footage in Auslan or other signed languages and identifying language or behaviour that appears to be either inclusive or exclusionary and could impact on identity development, for example, the representation of deaf teenagers in the TV program Switched at Birth or in documentaries such as Welcome 2 My Deaf World and Deaf Teens: Hearing World, making connections or comparisons with their own experiences as teenagers
  • evaluating documentary footage of famous members of the Deaf community discussing identity and the experience of growing up deaf, comparing their commentaries with their own experience, paying attention to identified factors that can influence identity, such as gender or race
  • creating vlogs or filmed texts designed to share their understanding or views about Deaf/hearing identity and to prompt the intended audience to reflect on their own views of Auslan and the Deaf community and of what it means to be ‘hearing’
  • viewing signed news and other media texts, such as episodes of See Hear or SignPost, and discussing examples of discrimination, oppression or rejection experienced by deaf people, reflecting on how these may shape or reflect mainstream society’s perception of the Deaf community
  • considering the concepts of ‘Deaf gain’, Deafhood and audism, and comparing their response to these concepts as second language learners of Auslan
  • discussing the impact of language and culture on the shaping of identity and a sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people for example, by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC244 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• Capabilities | Critical and Creative Thinking: Learning in Critical and Creative Thinking

  The Critical and Creative Thinking capability focuses on the development of increasingly complex and sophisticated processes of thinking. Critical and creative thinking processes are fundamental to effective learning across the curriculum. The knowledge and skills set out in this capability should...

  Overview material | Critical and Creative Thinking

• VCAVAR032

  Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • making judgments about the practices of artists, what and why they design and create, using visual conventions
  • comparing artworks from different cultures and identifying the ideas expressed by the artist, for example, when comparing paintings from India and Australia, what do they recognise, what is new, what are the different meanings the artists are expressing?
  • explaining the artistic vision of artists from different contexts, for example, Aboriginal and Torres Strait Islander artists, particularly referencing the meaning the artworks convey
  • analysing how symbolic meanings or metaphors are constructed in their own artworks and artworks of others
  • expressing an opinion about the way numerous artists communicate their viewpoints through their artwork
  • describing their ideas about an issue in an artwork they have created and describe their art making practice, for example, did it make them think more seriously about the issue? Did the rest of the class understand their message?

  VCAVAR032 | The Arts | Visual Arts | Levels 5 and 6 | Respond and Interpret

• VCZHC085

  Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases

  Elaborations

  • watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
  • performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
  • comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
  • creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCCCL034

  Discuss the key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal

  Elaborations

  • identifying the key principles and explaining what is meant by each principle and discussing how each works to protect citizens and contribute to a fair society
  • identifying and explaining factors that can undermine the application of the principles of justice, for example bribery, coercion of witnesses, trial by media, and court delays

  VCCCL034 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• 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)

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• VCELA036

  Recognise that texts can have many forms, can use images, objects and symbols

  Elaborations

  • beginning to understand that multimodal texts may include symbols, images and objects
  • recognising some photographs, images and objects in a text

  VCELA036 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELT315

  Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
  • examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
  • examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

  VCELT315 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCSSU130

  Electric circuits can be designed for diverse purposes using different components; the operation of circuits can be explained by the concepts of voltage and current

  Elaborations

  • investigating parallel and series circuits and measuring voltage drops across and currents through various components
  • investigating the properties of components such as LEDs, and temperature and light sensors
  • comparing circuit design to household wiring
  • exploring the use of sensors in robotics and control devices

  VCSSU130 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU057

  Living things can be grouped on the basis of observable features and can be distinguished from non-living things

  Elaborations

  • exploring differences between living, once living and products of living things
  • identifying variations in the features of plants, for example, colour and shape of leaves, or types of flowers
  • identifying variations in the features of animals, for example, body covering, ear shapes or number of legs

  VCSSU057 | Science | Levels 3 and 4 | Science Understanding | Biological sciences