Search results

Result list

• VCADAE041

  Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent

  Elaborations

  • improvising with the elements of dance and analyse movement choices to reflect their individuality and to clarify their choreographic intent
  • manipulating a variety of style-specific movements safely to support their intent, for example, using a range of techniques to extend movement phrases from learnt works
  • setting choreographic goals and developing their own movement vocabulary and style, for example, using problem-solving techniques to develop aesthetic qualities in movement sequences
  • asking questions to evaluate use of elements, for example, how are the elements of space and dynamics are being manipulated in the student’s work to convey their ideas?

  VCADAE041 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCADRD022

  Use voice, facial expression, movement and space to imagine and establish role and situation

  Elaborations

  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation
  • practising movement within a space to create the difference between their performance space and the audience space
  • manipulating objects, puppets, 2D images and available technologies to create stories
  • responding to feedback as they develop their drama, for example, responding to questions such as ‘how is the character’s mood communicated?, why did they use a freeze-frame (tableaux) in their drama?’

  VCADRD022 | The Arts | Drama | Levels 1 and 2 | Drama Practices

• VCADRD018

  Use voice, facial expression, movement and space to imagine and improvise characters and situations

  Elaborations

  • communicating verbally using voice and movement to explore ways in which their characters speak and move, for example, when taking on roles in teacher-led drama
  • communicating non-verbally using facial expression and movement to explore and show a character’s feelings
  • participating in directed role-play
  • practising staying in role in short improvisations, for example, using responses to questions such as ‘how do you know the character’s feelings?’

  VCADRD018 | The Arts | Drama | Foundation Level | Drama Practices

• 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

• VCADRE017

  Explore ideas for characters and situations through dramatic play

  Elaborations

  • taking part in purposeful dramatic play
  • using stimuli such as stories, poems, music and images to explore ideas and feelings, for example, working with a local Koorie person to explore the way characters in a story might move or feel
  • experimenting with dramatic forms such as mime and puppetry
  • using own experiences and observations as a basis for creating imaginary worlds and characters using available objects as props, responding to questions such as what voice and movement have you noticed in others’ performances that could be used in their drama

  VCADRE017 | The Arts | Drama | Foundation Level | Explore and Express Ideas

• VCADRE034

  Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions

  Elaborations

  • creating roles and characters by analysing and managing the underlying structure and intent of the drama
  • developing techniques relevant to dramatic forms, for example, applying established conventions and traditions
  • using observations of human behaviour, emotions and empathy to convey roles and characters
  • using questions to explore possibilities, for example, ‘What were the actor/director’s intentions in this drama? What are their intentions in the drama they are making? What ideas did they think the drama expressed? How did they engage with the drama?’

  VCADRE034 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCADRP031

  Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience

  Elaborations

  • creating narrative and tension to communicate dramatic meaning
  • exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance, for example, working with the local Koorie community to create a drama about the different uses of the land on which the school is situated
  • using evaluative questions to refine drama during rehearsal, for example ‘What do you intend audiences to experience and understand from the drama?’

  VCADRP031 | The Arts | Drama | Levels 5 and 6 | Present and Perform

• VCADRR020

  Respond to drama, expressing what they enjoy and why

  Elaborations

  • accepting and responding to constructive feedback from teachers or peers
  • talking about how voices, movement and space are used in drama they make and see, for example, using questions such as ‘what sort of facial expressions did the characters use?, how did the drama make them feel?’
  • describing the ideas in a story the class has presented through drama
  • sharing observations of characters they have seen in drama performances in their local community, such as characters in an enactment of a Koorie story at a local festival

  VCADRR020 | The Arts | Drama | Foundation Level | Respond and Interpret

• VCADRR016

  Respond to drama and describe some of the characteristics they observe

  Elaborations

  • responding to who, what, where questions in relation to Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples
  • participate in teacher directed class discussions about likes, dislikes, opinion about a play
  • guided to explore the basic features of their own and others performance such as what features they like best, characters, special effects
  • identifying drama to places and spaces at school and in the community

  VCADRR016 | The Arts | Drama | Level D | Respond and Interpret

• VCAMUP019

  Rehearse and perform songs and short instrumental pieces which they have learnt and composed

  Elaborations

  • practising achieving accuracy of vocal pitch by learning how to place the voice
  • developing an understanding of the difference between beat and rhythm when singing, playing and responding to music
  • experimenting with different dynamics and tempi to make decisions about which best communicates an intended mood or feeling
  • using movement and body percussion accompaniment to enhance performance of a song
  • use questions when rehearsing to make expressive choices that will communicate intended aims, for example ‘what do you want your audience to think about as you perform?’

  VCAMUP019 | The Arts | Music | Foundation Level | Present and Perform

• VCASFU068

  Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships

  Elaborations

  • recognising the nature and function of word classes and understanding that the context of the sign is important and Auslan signs will not always have the same word class as an English word, for example, adjectives can act like verbs in Auslan, for example, PRO3 BIG
  • recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
  • being able to describe various types of clauses and recognising that these often co-occur with particular NMFs, such as questions, topicalised sentences, negation or conditionals
  • analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
  • recognising how NMFs can create emphasis or stress
  • recognising that clauses can be joined by conjunctions to make longer sentences and these conjunctions can be shown with separate signs, such as PLUS or THEN, or NMFs, for example by pausing between clauses
  • noticing with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and DSs, and fully-lexical signs in the same utterance
  • identifying clauses that are linked equally and unequally, where one clause depends on another

  VCASFU068 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCCCTQ011

  Explore reactions to a given situation or problem and consider the effect of pre-established preferences

  Elaborations

  • examining health messages about particular foods and reflecting on whether their reaction to the message is influenced by whether they like the food or not
  • examining how a particular win/loss record might establish expectations for future outcomes
  • making predictions, for example about the buoyancy of objects in different liquids, then posing questions such as ‘how did our previous knowledge about the buoyancy of an object affect our predictions?’

  VCCCTQ011 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCEALA096

  Ask for translation of specific words from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information
  • understanding responses from peers that combine function words and topic words in home language and English
  • recording translations of new words in personal vocabulary lists, including words and definitions in English and home language

  VCEALA096 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC241

  Interact and respond appropriately verbally and non-verbally in simple conversations with teacher or peers

  Elaborations

  • indicating agreement or non-agreement through body language such as nodding or shaking the head, or formulaic speech such as ‘I agree’, ‘I don’t think so’
  • using some culturally appropriate conventions such as ‘Excuse me’, ‘Please …’, ‘Thank you’
  • borrowing words from the question, for example Teacher: ‘What is your hobby?’ Student: ‘My hobby is …’

  VCEALC241 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALL018

  Communicate using short, learnt phrases

  Elaborations

  • using single-word or phrasal responses to questions, such as ‘Yes’, ‘No’, ‘I don’t know’
  • using learnt phrases in play, such as ‘Give me’, ‘Stop it’, ‘I don’t like’
  • creating original utterances by substituting new words in learnt patterns or formulas, such as ‘It’s home time’, ‘It’s go time’
  • using simplified speech patterns, where function words may be omitted or used incorrectly, for example ‘Me go to shopping and buyed many thing’

  VCEALL018 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL175

  Use a small range of learnt word patterns for appropriate purposes

  Elaborations

  • using formulas copied from teacher, peers or texts
  • using formulas to ask questions, aid social interaction or for self-expression, such as ‘What’s the time?’, ‘Excuse me’, ‘Oh, no!’, ‘Very good!’
  • using simple grammatical patterns, for example combining subject plus verb or verb plus object, such as ‘Me eat’ or ‘Go toilet’

  VCEALL175 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCEALL111

  Employ communicative strategies to enhance meaning

  Elaborations

  • developing accurate pronunciation and fluency based on modelling in a range of familiar interactions using personal language and classroom language
  • using stress or intonation appropriately in common utterances, for example using rising intonation when asking questions, stressing key words in short utterances
  • expressing emotions through intonation, for example surprise, frustration
  • using body language, facial expression and gesture to enhance the meaning of speech, for example nodding, pointing

  VCEALL111 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL020

  Use a small range of grammatical patterns

  Elaborations

  • expressing simple statements, questions and commands using common words in order, supported by intonation, for example ‘She go’, ‘My book?’, ‘Give me’
  • generalising some grammatical patterns to new contexts, though with some inaccuracies, such as ‘to the farm’, ‘to the Australia’
  • using patterns to create new forms of words, though with some overgeneralisation, such as ‘played’, ‘eated’, ‘goed’

  VCEALL020 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features