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• VCASFC155

  Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression

  Elaborations

  • reflecting on similarities and differences between ways of communicating in Auslan and in their first language in different social situations, for example, when greeting/leave-taking; introducing people; and using body language, facial expression and eye contact
  • comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience
  • reflecting on similarities and differences in communication that reflect culture, such as visual ways of being among deaf people and ways of sharing storytelling or jokes
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages
  • identifying assumptions that they bring to the experience of learning Auslan and considering how these may change through the learning experience

  VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCCCTQ045

  Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions

  Elaborations

  • investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
  • discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
  • investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
  • exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

  VCCCTQ045 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCZHC253

  Reflect on the language choices they make when expressing their points of view to others and connect these choices to their identities in Chinese and Australian communities

  Elaborations

  • discussing available choices in how they present their own identity to others and identifying times when they choose to express one aspect of their identity over another
  • reflecting on how their language choices, including the use of English, Chinese, a dialect or accent, are indications of their sense of identity within a particular context
  • considering the differences in their own sense of identity in Australia and when they ‘return home’ (回国) in terms of changes in social contexts and in their relationships with other participants in interactions
  • describing examples of when changes in identity are more evident, such as when they are compared to friends ‘back home’
  • identifying meanings implied in facial expressions, gestures, interjections and exclamations, for example, 哎 can be used to express surprise or dissatisfaction
  • reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world

  VCZHC253 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESU157

  Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

  Elaborations

  • noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
  • using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
  • using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
  • identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
  • using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
  • building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
  • indicating frequency using adverbs, for example, siempre, a veces, nunca
  • noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
  • using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
  • understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
  • comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
  • using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
  • recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
  • expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!

  VCESU157 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCGGK081

  Main climates of the world and the similarities and differences between the climates of different places

  Elaborations

  • discussing how weather contributes to a climate type and identifying the difference between climate and weather
  • identifying and locating the broad climatic zones of the world: hot, temperate and polar
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean
  • investigating and comparing what it would be like to live in a place with a climate different to their own place

  VCGGK081 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCASFU157

  Understand how space is used in Auslan to show who is involved in an event through the meaningful location of nouns and verbs, the use of depicting signs and enacting

  Elaborations

  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape
  • noticing the relationship between the location of referents in real space and the direction of some indicating verbs in a text
  • identifying instances of DSs with appropriate support
  • comparing English adjectives with SASS DSs

  VCASFU157 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCEBB024

  Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

  Elaborations

  • identifying a variety of innovations in business and discussing how this has benefited the particular business
  • exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation, use of digital technologies and social media and the adoption of sustainable production practices
  • identifying the reasons businesses seek to build or create a competitive advantage, for example, to stay in business, meet the changing demands of a competitive global market, achieve efficiencies, lower costs and improve their profit margins
  • investigating the different strategies businesses use to create competitive advantage, for example, improving productivity, undertaking research and development, adopting innovative and efficient practices, advertising and marketing, offering a lower-cost product, innovative ways of managing the workforce, or by implementing efficient internal operations strategies
  • discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses

  VCEBB024 | The Humanities | Economics and Business | Levels 9 and 10 | The Business Environment

• Mathematics: Level 8 achievement standards

  Number and Algebra

  Students use efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers. They identify and describe rational and irrational numbers in context. Students estimate answers and solve everyday...

  Level description | Mathematics | Level 8

• VCZHC195

  Locate and organise key points of information from a range of familiar sources

  Elaborations

  • applying knowledge of the world and their own experience to assist understanding of the meaning of texts, such as by discussing topics studied in other learning areas and exploring related Chinese texts, for example, understanding 黄山归来不看岳 by connecting knowledge or experience of visiting 黄山
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter headings of a book
  • listing possible resources before undertaking a research project and giving reasons for why these resources might be useful
  • listening for structural cues such as signposting, and considering images, music and voice to enhance understanding of key ideas conveyed, for example, identify changes in tone of voice and pacing to indicate potential danger or a sense of urgency
  • experimenting with different note-taking strategies when listening, for example, noting key words in Pinyin and recording numbers using Arabic numerals
  • listening to or viewing public information texts such as weather forecasts and announcements and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
  • viewing texts such as a cooking program and answering questions from classmates on key procedures and main ingredients, for example, 蚂蚁上树没有蚂蚁。树是粉丝，蚂蚁是猪肉
  • obtaining the gist or specific information when listening to a flow of words by focusing on familiar, predictable items, and identifying aspects of voice, gesture or language choice that convey varying degrees of enthusiasm or dislike, for example, 我一点儿也不喜欢… compared to 我不喜欢…
  • collating information and ideas to present to others using various tools and charts and with consideration of the relevance, organisation and sequencing of information, for example, considering: What is the best way to introduce the topic? What do they want the audience to remember? What is the main message being communicated?
  • representing information to others by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…

  VCZHC195 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Civics and Citizenship: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how decisions can be made democratically and the role of local government. They recognise the importance of rules and distinguish between rules and laws. They describe how people participate in their community as active citizens and factors that shape a...

  Level description | The Humanities | Civics and Citizenship | Levels 3 and 4

• Critical and Creative Thinking: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop...

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Level C description

  In Level C, the curriculum focuses on developing the skills to reason, problem solve and learn. Students become familiar with simple strategies to structure thinking and solve problems. Students explore how thinking can be made explicit.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Level D description

  In Level D, the curriculum focuses on developing the knowledge and skills to express reasons, to problem solve and learn more effectively. Students become familiar with simple strategies to structure and improve thinking. Students learn how thinking can be made explicit.

  Level description | Capabilities | Critical and Creative Thinking

• Ethical Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

  Level description | Capabilities | Ethical Capability

• VCGGK105

  Classification of environmental resources and the forms that water takes as a resource

  Elaborations

  • classifying resources into renewable/non-renewable and finite/infinite resources, and investigating examples of each type
  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms

  VCGGK105 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCHPEM115

  Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings

  Elaborations

  • applying stability and locomotor skills to dodge and feint in different movement situations
  • applying kicking, striking and throwing skills to propel an object and keep it in motion
  • combining surface propulsion and underwater skills in an aquatic environment
  • performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
  • jumping with control for height and distance using a variety of body positions

  VCHPEM115 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCHPEM023

  Engage in a variety of physical activities and explore basic play equipment

  Elaborations

  • using basic play equipment
  • developing balance whilst moving independently and beginning to negotiate steps and uneven surfaces
  • developing their fine motor grasp and manipulation skills as they reach for, grasp and hold objects
  • copying others to use equipment and play
  • following personal safety actions and game boundaries while participating in structured games
  • participating in games which involve responding to stimuli

  VCHPEM023 | Health and Physical Education | Level B | Movement and Physical Activity | Moving the body

• VCHPEM098

  Perform movement sequences which link fundamental movement skills

  Elaborations

  • performing routines incorporating different jumping techniques and connecting movements
  • demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge
  • performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
  • participating in dance routines from different cultures, such as Tinikling from The Phillipines, Polynesian dance, Japanese parasol dance, and Aboriginal and Torres Strait Islander dance
  • using a surface dive and propelling the body underwater to recover an object

  VCHPEM098 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Moving the body

• VC2M10N01

  recognise the effect of using approximations of real numbers in repeated calculations and compare the results when using exact representations

  Elaborations

  • comparing and contrasting the effect of truncation or rounding on the final result of calculations when using approximations of real numbers rather than exact representations
  • investigating the impact of approximation on multiple calculations in contexts that involve the area of compound shapes involving circles, the surface area and volume of compound objects, and repeated calculations of simple interest where the solutions are not exact cents

  VC2M10N01 | Mathematics | Mathematics Version 2.0 | Level 10 | Number

• VCFRU085

  Analyse how grammatical elements such as tenses and verb moods impact on the making of meaning

  Elaborations

  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, (for example, an imperative verb mood can indicate authority or enthusiasm (Arrêtez! Allons-y! Donnez-moi votre billet, Mademoiselle); shifting from the use of vous to tu can signal a more informal, friendly relationship)
  • exploring how choices of words such as nouns and adjectives can indicate values and attitudes, (for example, c’est un bon à rien/c’est un brave jeune homme; ce sont des illégaux/ce sont des réfugiés)
  • understanding the function of verb tenses to situate events in time (for example, ils vont partir demain matin, je suis allée au ciné hier soir) and to express intention or desire, (for example, je voudrais bien aller à Tunis avec toi!)
  • recognising variations in conjugation for verbs such as nettoyer, envoyer, essayer, appeler, acheter, manger, (for example, nous mangeons, j’essaie)
  • using l’imparfait, understanding how to distinguish between a completed and a continuing action in the past, (for example, nous étions déjà au lit quand Papa a téléphoné)
  • using le passé composé verb forms, recognising verbs conjugated with être as the auxiliary that involve agreement between subject and past participle, (for example, elles sont parties)
  • understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses
  • being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
  • understanding the function of the reflexive pronoun and practising using the reflexive verb structure, (for example, je me suis levée à sept heures, je me suis entra?née…)
  • understanding the function and use of relative pronouns such as qui, que, dont
  • understanding that past participles agree with the preceding direct object when the verb is conjugated with the auxiliary verb avoir, for example, J’ai acheté une tartelette aux fraises — je l’ai mangée trop vite!
  • understanding and using infinitive verb forms and phrasal verbs, such as avoir besoin de faire quelque chose, commencer à faire…
  • using relative, emphatic and direct/indirect object pronouns, for example, qui, que, elle, eux, lui, leur, le, la, les
  • understanding the use of the si clause and how to coordinate meaning through various tenses, for example, si j’avais voulu, je serais partie de bonne heure
  • further developing a metalanguage to discuss and explain grammatical forms and functions, for example, ‘conditional tense’, ‘relative and emphatic pronouns’, ‘impersonal expressions’

  VCFRU085 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language