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• VCDSTS023

  Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs

  Elaborations

  • exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
  • examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
  • investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
  • considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
  • exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
  • critiquing designed solutions to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers

  VCDSTS023 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies and Society

• VCDTDI014

  Recognise and explore patterns in data and represent data as pictures, symbols and diagrams

  Elaborations

  • sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
  • making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
  • experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
  • exploring patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21
  • learning about how data are represented by changing pixel density (resolution) in a photograph and noting the change in file size to successfully email to a friend

  VCDTDI014 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCECD017

  Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action

  Elaborations

  • placing a range of acts on a continuum from strictly obligatory to ‘above and beyond the call of duty’, and comparing the reasons for and implications of the placements, for example, giving up a full-time job to help family/friends/strangers, obeying rules/the law, handing in small/large amounts of found money, fighting in a war to protect your own country/a neighbouring or far or poor country/a country that has helped you in the past, volunteering at school/in the community, giving first aid at an accident, rescuing people who have disobeyed safety signs
  • discussing the views of a range of major religious traditions and non-religious world views on ethical obligation, to inform a response to an ethical issue, for example responding to global people movements or armed conflict
  • discussing a philosophical view on ethical obligation, for example those of Peter Singer in relation to poverty, and the kind of community change that would occur if those views were followed

  VCECD017 | Capabilities | Ethical Capability | Levels 7 and 8 | Decision Making and Actions

• VCELC002

  Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements

  Elaborations

  • using language to participate with others in everyday activities, for example, ordering at a restaurant Θέλουμε/Θα πάρουμε δύο σουβλάκια και μία λεμονάδα, shopping at a bakery, Πόσο κάνει; using public transport, Ένα εισιτήριο, παρακαλώ, or meeting at the movies, Ραντεβού στις πέντε
  • participating in role-plays relating to making arrangements, for example, Πάμε στην πόλη το Σάββατο;
  • collaborating with peers to present a birthday celebration song to a classmate, for example, Χρόνια πολλά!
  • creating presentations or performances for family, friends or school community to showcase Greek language learning, for example, a Greek Christmas carol such as Τρίγωνα Κάλαντα, Άγια Νύχτα or a current pop song
  • accepting or declining an invitation, for example, Ναι, ευχαριστώ, Συγγνώμη, δεν μπορώ

  VCELC002 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC001

  Interact with peers and teacher to exchange information and opinions about self, family, friends and interests, and express feelings, likes and dislikes

  Elaborations

  • engaging in conversations face-to-face or online, with peers and teacher, to exchange information about themselves, their family and friends
  • introducing self and others in real and imagined situations, for example, Αυτή είναι η μαμά μου, kissing on both cheeks when appropriate, and using the singular and plural form for example. Πώς σε / σας λένε;
  • expressing opinions and describing and exchanging information about interests, for example, leisure activities, using modelled language, for example, Παίζω μπάσκετ. Σου αρέσει η μουσική;
  • expressing likes and dislikes in classroom and school ground conversations, for example, M’ αρέσει/ Δε μ’ αρέσει η τσάντα
  • expressing how they are feeling, for example, Είμαι καλά, έτσι κι έτσι, πολύ καλά

  VCELC001 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC154

  Initiate and sustain interactions, face-to-face or online, to share information, ideas, thoughts and opinions about people, objects, places and events

  Elaborations

  • interacting with peers, face-to-face or online, to describe everyday aspects of own environment, lifestyles and routines, and making comparisons with those of students in different cultural contexts, for example, school holidays in Australia compared to Greece and Cyprus
  • exchanging personal information such as languages spoken, family and friends, routines and immediate environment with peers in their class and further afield, using H καταγωγή μου είναι από, Tα ενδιαφέροντά μου είναι ... and other verbs such as Aσχολούμαι με ...
  • sharing views about favourite forms of entertainment, celebrities and other significant figures, expressing preferences, feelings and opinions, for example, Μου αρέσει, Λατρεύω το ποδόσφαιρο, νομίζω, αισθάνομαι, προτιμώ
  • recounting events and describing activities and personal experiences, for example, Πού πήγες; Τι έκανες; Σου αρέσει η μαγειρική; Πάμε σινεμά;

  VCELC154 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC011

  Consider how aspects of identity such as family background, age and interests impact on intercultural exchange

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age and gender
  • preparing a class profile for online exchange with Spanish-speaking students, selecting resources such as photos, captions or symbols to capture the diversity of cultural backgrounds, languages, interests and values represented in the class, and reflecting on what this profile shows about the nature of intercultural communication in Australia
  • sharing reactions to intercultural experiences associated with learning and using Spanish, considering whether own background, age and interests contribute to attitudes or beliefs that impact on the experience
  • identifying elements of their own and one another’s ways of communicating and behaving that may be unfamiliar to people from different contexts and cultures, for example, ways of expressing wishes, or rituals associated with school sports
  • considering if their sense of identity changes depending on the language they are using and what they are talking about

  VCESC011 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESU161

  Recognise that the Spanish language has different forms, roles and functions in different contexts and communities

  Elaborations

  • exploring the different forms and functions of Spanish in different contexts, regions and communities, for example, as an official language in more than 20 countries and as a community language in many others
  • recognising that there are many different varieties of Spanish spoken in different countries and regions, involving different accents, dialects and vocabulary
  • comparing regional variations in vocabulary for example, ‘baby’ is guagua in Chile but bebé in most other Spanish-speaking countries; ‘cake’ is pastel in some countries, and tarta or torta in others
  • comparing forms of cultural expression in different Spanish-speaking communities, such as celebrations, systems of schooling and concerns associated with young people, and comparing these with similar diversity in multicultural Australia

  VCESU161 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCFRC097

  Reinterpret or create own shared texts, experimenting with expressive and performance genres, and creating moods and effects suitable for different audiences

  Elaborations

  • creating short performances for younger learners, incorporating vocal and expressive elements of language in ways that will engage young children, for example, animal sounds (ouah ouah, cocorico, meuh, cui-cui, coin, coin)
  • creating and performing interactions between characters in scaffolded scenarios that allow for some unscripted language production and expression of emotion
  • using digital resources such as Sock Puppets or Cartoon Story Maker to create imaginary characters and situations associated with home or school contexts
  • composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert
  • inventing a new character, story twist or event in a familiar text such as Astérix or Tintin

  VCFRC097 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCFRC117

  Create bilingual texts such as glossaries, footnotes or captions to interpret cultural aspects of texts

  Elaborations

  • providing bilingual captions for images of French or Australian scenes to explain cultural references, for example, bush, beach or city images
  • creating websites or printed guides for intending international students to French or Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines
  • providing vocabulary lists and annotated cultural explanations for French-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining elements such as abbreviated language or team barracking
  • creating a shared website with a group of French-speaking students, and posting news items, comments and questions in both French and English
  • creating parallel bilingual captions for a display or exhibition, and comparing how meanings are conveyed in each language

  VCFRC117 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRC027

  Create bilingual versions of texts such as picture dictionaries, action games or captions for images

  Elaborations

  • participating in Circle Time sessions, helping each other to use as many French words and expressions as possible
  • creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different
  • creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)
  • alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors
  • creating bilingual texts for the classroom or school community (for example, posters, library displays or online newsletter items), and discussing how to represent meaning in different languages for different audiences

  VCFRC027 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCFRC009

  Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards

  Elaborations

  • collecting French and English words that are similar or identical and have the same meaning but are pronounced differently, for example, la police, la table, la routine, six
  • designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j’habite…, j’aime…
  • writing captions in French and in English for a photographic display to record a class event or experience such as sports day, school camp or pets day
  • making own bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as la bise, le goûter or la rentrée

  VCFRC009 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCFRC022

  Locate specific points of information in different types of texts relating to social and natural worlds

  Elaborations

  • collecting information about different animal species (for example, les insectes, les animaux domestiques/sauvages), and creating a display with names and appropriate adjectives, for example, la fourmi — minuscule; le lion — féroce
  • listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
  • locating information relating to school activities in a French context (for example, l’emploi du temps, la lecture, l’orthographe, le vocabulaire, les mathématiques) and comparing with own daily schedule
  • ‘finding French’ at home or in the community to create collections or displays, for example, French words used in English language advertisements, shop signs, recipe books or menus

  VCFRC022 | Languages | French | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCFRU070

  Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted

  Elaborations

  • reflecting on changes in their own ways of communicating, identifying new terms and behaviours which have become part of everyday language through changes in technology and social media, for example, language associated with l’Internet, le portable, les jeux électroniques, electronic messaging replacing handwritten letters or cards
  • examining own and others’ ways of interacting to detect influences from other people, cultures or media products, for example, friends, relatives, teachers, media personalities; travel, education, music and entertainment
  • comparing the experience of learning French and other languages, either in school or in community contexts, and considering how languages intersect or are used for different social functions within families and friendship groups

  VCFRU070 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU018

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements (such as ways of eating or symbols such as flags) and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • understanding that learning French involves ways of using language that may be unfamiliar (for example, using merci when refusing an offer), and also some ways of behaving and thinking that may be unfamiliar, for example, the importance of food in some family and regional traditions, or ways of expressing or describing feelings or relationships
  • noticing features of French language interactions in some texts and contexts (for example, photos, storybooks or video clips) that may be similar or different to own ways of communicating
  • identifying ways of communicating and behaving associated with Australian contexts, for example, Nippers, rip spotting, body boarding; multicultural days in primary schools

  VCFRU018 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCFRU072

  Reflect on different aspects of the cultural dimension of learning and using French

  Elaborations

  • sharing understandings of what culture ‘is’ and how it relates to identity and experience, using statements such as ‘Culture is...’ and ‘Culture can...’
  • comparing challenges and achievements associated with learning French that can be thought of as cultural or intercultural, for example, learning to ‘read between the lines’ to identify cultural information in language; developing the capacity to look objectively at own cultural experience and ways of communicating
  • discussing how own cultural identities are reflected in home, school and social lives, including attitudes and behaviours, and considering how these might be interpreted and responded to by members of different communities
  • identifying changes in own ways of thinking about culture and identity as a result of learning French
  • discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

  VCFRU072 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCHHK134

  Intended and unintended causes and effects of contact and extension of settlement of European power(s), including Aboriginal and Torres Strait Islander peoples

  Elaborations

  • Australia
    • evaluating the effects of the movement of peoples on the indigenous and immigrant populations.
    • explaining the effects of contact, for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases, frontier violence, and categorising these effects as either intended or unintended
    • investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing the causes of European imperialism in China and the effects of the Opium Wars, Taiping Rebellion in China
    • analysing the effects of Commodore Matthew Perry diplomatic mission to Japan to force open Japanese ports to American trade culminating in the signing of the Treaty of Kanagawa 1954

  VCHHK134 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCHHK136

  Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century

  Elaborations

  • Australia
    • using sources to examine the living and working conditions in Australia around the turn of the twentieth century (that is 1900)
    • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    • describing the impact of the gold rushes in the hinterland on the development of ‘Marvellous Melbourne’
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing how increasing foreign influence and imperialism was challenging and changing Imperial China and society through trade, railway networks, missionaries, foreign concessions in cities such as Shanghai
    • describing how increasing trade, modernisation expansions and nationalism in Japan were influencing change to everyday life in Japan, the fall of the Shogun and the Meiji Restoration

  VCHHK136 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCHIC061

  Create and perform a range of texts to entertain others that involve imagined characters and contexts and different modes of presentation

  Elaborations

  • creating and performing sketches that involve characterisation, context and dramatic tension, for example, the first day at a new school or appearing on a reality show
  • creating an additional scene, new character or alternative ending that adds suspense or a twist to a familiar story, drama or film script, for example, शेखचिल्ली का सपना पूरा होना
  • creating, rehearsing and performing interpretations of poems for a public recitation or verse-speaking competition
  • composing, performing or presenting jingles or digital animations to create new interest in existing or imagined products
  • creating texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the aural and visual experience
  • performing unscripted explorations of characters, contexts and feelings, for example, मित्रता; निष्ठा; साहस, using gestures, voice and props to build mood and to explore relationships and emotions

  VCHIC061 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIC117

  Compose bilingual texts such as digital stories, comics, blogs or contributions to websites that capture the experience of ‘living between languages’

  Elaborations

  • creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience
  • corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia
  • creating bilingual digital stories for younger learners that capture elements of their own experiences of using two languages and living in a multilingual society
  • creating glossaries in English to explain cultural references in contemporary Hindi texts that relate to trans-cultural experience
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language is more appropriate for different elements of the presentation
  • creating bilingual texts such as leaflets or slogans to raise awareness of health or environmental issues among both language communities, for example, स्वच्छ भारत; छोटा परिवार - सुखी परिवार; बेटी बचाओ-बेटी पढ़ाओ

  VCHIC117 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating