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• Auslan - Second Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

• Civics and Citizenship: Levels 5 and 6 achievement standards

  By the end of Level 6, students identify the values that underpin Australia’s democracy and explain the importance of the electoral process. They describe the purpose of key institutions and levels of government in Australia’s democracy. They explain the role of different people in...

  Level description | The Humanities | Civics and Citizenship | Levels 5 and 6

• Critical and Creative Thinking: Level D achievement standards

  By the end of Level D, students answer simple questions related to their own investigation, their feelings or concept. They identify and describe an event or scientific experiment. They generate ideas based on past experience and make choices based on their personal preferences.

  Students can...

  Level description | Capabilities | Critical and Creative Thinking | Level D

• Digital Technologies: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.

  Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital...

  Level description | Technologies | Digital Technologies | Levels 3 and 4

• Drama: Level C description

  In Level C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

  Students become aware of role and situation as they listen and respond...

  Level description | The Arts | Drama

• Drama: Level D description

  In Level D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

  Students become aware of role and situation as they listen and respond...

  Level description | The Arts | Drama

• English: Foundation Level achievement standards - Reading and Viewing

  By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify...

  Level description | English | Foundation Level | Reading and Viewing

• English: Level 3 achievement standards - Reading and Viewing

  By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures...

  Level description | English | Level 3 | Reading and Viewing

• English: Level 8 achievement standards - Speaking and Listening

  Students listen for and identify different emphases in texts, using that understanding to elaborate upon discussions. They understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence...

  Level description | English | Level 8 | Speaking and Listening

• English: Level 10 achievement standards - Speaking and Listening

  Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical...

  Level description | English | Level 10 | Speaking and Listening

• English: Level 8 achievement standards - Writing

  Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts students show how ideas can...

  Level description | English | Level 8 | Writing

• History: Level D achievement standards

  By the end of Level D, students identify similarities and differences between families in their class. They identify many important family events and indicate how they were commemorated. Students use images to describe a significant family, personal event, site or person of significance.

  Students...

  Level description | The Humanities | History | Level D

• Media Arts: Level D description

  In Level D, students explore media arts. They learn how media artworks can represent the world and that they can make media artworks to represent their ideas about the world. Students become aware of character and settings as they explore ideas and construct stories. They learn about composition...

  Level description | The Arts | Media Arts

• Music: Level B description

  In Level B, students explore music. They listen to and explore sound and how music can represent the world and that they can make music. They share their music with peers and experience music as part of an audiences.

  Students learn to listen to music and experience rhythm, pitch, dynamics and expression...

  Level description | The Arts | Music

• Visual Arts: Level B description

  In Level B, students explore visual arts. They explore how visual arts can represent ideas, experiences, observations and imagination.

  Students become aware how artists, craftspeople and designers present their ideas. They explore how their ideas can be developed. They enhance their perception...

  Level description | The Arts | Visual Arts

• VC2M8SP04

  design and test algorithms involving a sequence of steps and decisions that identify congruency or similarity of shapes, and describe how the algorithm works

  Elaborations

  • listing the properties or criteria necessary to determine if shapes are similar or congruent
  • using the conditions for congruence of triangles and similarity of triangles to develop a sorting algorithm; for example, creating a flow chart
  • evaluating algorithms for accuracy in classifying and distinguishing between similar and congruent triangles

  VC2M8SP04 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VCSSU099

  Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the Sun, Earth and the Moon

  Elaborations

  • comparing times for the rotation of Earth, Sun and Moon, and comparing the times for the orbits of Earth and the Moon
  • modelling the relative movements of the Earth, Sun and Moon and how natural phenomena such as solar and lunar eclipses and phases of the Moon occur
  • explaining why different regions of Earth experience different seasonal conditions

  VCSSU099 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC026

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence

  Elaborations

  • comparing key signs in Auslan used in versions of children’s stories, for example, ‘Jack and the Beanstalk’, to English words used in written texts, and noticing how signs can convey rich, multilayered meaning which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in both languages associated with concepts such as weather or animals
  • discussing the types of words/signs that seem to have direct matches/equivalents and those that equate to chunks of English in a single sign, for example GO-TO meaning to travel to/to attend/to go to in English
  • identifying the iconicity of some signs, such as RAINBOW or DRINK, and how similar they are to the object/referent, and discussing how this transparency might help ‘translatability’ of concepts for non-signers
  • identifying a list of gestures used by deaf people that might be easily understood by hearing people, for example, head nodding and shaking, pointing to the wrist for time, shrugging shoulders for don’t know
  • creating a class signed translation of repeated lines in familiar children’s stories, such as I’ll huff and I’ll puff and I’ll blow your house down and filming segments of such stories to screen to younger children in story reading sessions

  VCASFC026 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCADAR039

  Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making

  Elaborations

  • identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
  • using questions to compare dance styles in different contexts, for example, ‘How does the dance relate to its social context and that of its audience?’, and ‘What are the conventions or protocols for viewing and performing the dance?’
  • investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
  • recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

  VCADAR039 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret