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• VCEALA438

  Discuss a text by relating ideas in the text to personal experiences or previous learning

  Elaborations

  • explaining how understanding of ideas in a text is supported by personal experience or previous learning

  VCEALA438 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA169

  Take turns to speak or listen during class interactions

  Elaborations

  • listening to other speakers to understand the topic and consider relevant contributions

  VCEALA169 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL211

  Attempt to self-correct

  Elaborations

  • self-correcting pronunciation when the listener does not understand the word being read

  VCEALL211 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCMMG319

  Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles

  Elaborations

  • developing understanding of the relationship between the corresponding sides of similar right-angled triangles

  VCMMG319 | Mathematics | Level 9 | Measurement and Geometry | Pythagoras and trigonometry

• VCMMG230

  Introduce the Cartesian coordinate system using all four quadrants

  Elaborations

  • understanding that the Cartesian plane provides a graphical or visual way of describing location

  VCMMG230 | Mathematics | Level 6 | Measurement and Geometry | Location and transformation

• VCMNA281

  Simplify algebraic expressions involving the four operations

  Elaborations

  • understanding that the laws used with numbers can also be used with algebra

  VCMNA281 | Mathematics | Level 8 | Number and Algebra | Patterns and algebra

• Capabilities | Ethical Capability: Rationale and Aims

  Rationale

  The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and...

  Overview material | Ethical Capability

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• Media Arts: Levels 7 and 8 description

  In Levels 7 and 8, students build on their understanding of structure, intent, character, settings, viewpoints and genre conventions in their media artworks.

  Students extend use of media technologies and their understanding of story principles and media elements, such as the use of time, space,...

  Level description | The Arts | Media Arts

• Music: Levels 9 and 10 description

  In Levels 9 and 10, learning in Music involves students using their voices, instruments and technology as they make and respond to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing, developing...

  Level description | The Arts | Music

• VCCCTR084

  Explore reasons and conclusions through investigation

  Elaborations

  • recording their understanding through images and words
  • beginning to explain the reasons for their choice, conclusion or decision
  • exploring and investigating and establishing ideas and understandings during and at the conclusion of this process

  VCCCTR084 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCEALC547

  Comprehend a simple spoken text

  Elaborations

  • understanding short and simply structured spoken texts, such as instructions read by the teacher or a recount from a peer
  • understanding frequently used classroom words and learnt topic words

  VCEALC547 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCMNA306

  Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate

  Elaborations

  • understanding that the distributive law can be applied to algebraic expressions as well as numbers
  • understanding the relationship between expansion and factorisation and identifying algebraic factors in algebraic expressions

  VCMNA306 | Mathematics | Level 9 | Number and Algebra | Patterns and algebra

• Capabilities | Personal and Social Capability: Rationale and Aims

  Rationale

  The Personal and Social Capability is essential in enabling students to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students learning to recognise and regulate emotions, develop empathy for others...

  Overview material | Personal and Social Capability

• VCASFC221

  Present and explain factual information about a range of topics of interest

  Elaborations

  • describing in the correct sequence home and school routines such as weekend activities or their school timetable
  • reporting to the class about a shared school event, such as Deaf Sports Day or a school camp
  • creating signed texts to explain a hobby or interest, using visual supports such as photos or props
  • presenting descriptions of items of school equipment such as those used in woodwork, science or sports, and giving simple signed explanations of how they work
  • instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys
  • sharing selected points of information from their home or local community, such as family traditions or cultural events, conveying key points of information from visual infographics or diagrams
  • working in groups to create an informative video or display about their school
  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations

  VCASFC221 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC123

  Obtain and process information from peers and texts related to personal, social and natural worlds

  Elaborations

  • gathering information about a fellow student or German speaker relating to family, home, interests and abilities, and compiling the information in a modelled format, such as Steckbrief
  • obtaining information about lifestyles in German-speaking countries (homes, schools, climate, pets, geography) from shared and independent reading of simple digital texts
  • collecting information about different animal species (Haustiere, Wildtiere, Waldtiere, australische Tiere), and creating a display with names and appropriate adjectives, for example, Der Löwe ist mutig und stark.
  • identifying points of information in short spoken texts with some unfamiliar language, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCDEC123 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESC128

  Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions

  Elaborations

  • working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma...
  • working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta pronto
  • preparing, rehearsing and conducting public presentations and performances such as an item in Spanish for school assembly or a presentation to parents
  • following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean

  VCESC128 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCIDC021 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCITC082

  Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences

  Elaborations

  • using models of media texts such as television reports, video clips and social media to create informative texts in spoken and written form, to achieve different purposes, for example, to persuade, to entertain or to inspire, such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Insomma gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.
  • designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for choices
  • conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!

  VCITC082 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing