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• Languages | Hindi: Learning in Hindi

  Hindi language learning

  Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries that include the United States, the United Kingdom, Canada, Mauritius, the Gulf countries and Australia.

  Overview material | Hindi

• The Arts | Drama: Learning in Drama

  Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, apply techniques and process and use materials and technologies as they explore a range of forms...

  Overview material | Drama

• VCLVU171

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal languages

  Elaborations

  • understanding the role of Aboriginal languages and cultures in caring for Country/Place and the environment
  • investigating how Aboriginal peoples express their relationship with the natural environment through language, for example, words/expressions associated with seasons, stars, winds, reefs, rivers, waterholes, plants and animals
  • gaining understanding through discussions with respected community members of the importance and significance of Welcome to Country/Place
  • understanding that Aboriginal languages are keeping places for cultural, environmental and social knowledge
  • recognising that song and song language play a central role as keeping places of knowledge
  • understanding that Aboriginal languages have a rich oral literature, which recounts epic journeys and events associated with totemic ancestors/cultural heroes, and that these stories map the land and embody values and mores of Aboriginal cultures
  • understanding and discussing the importance of story and the role of story-telling in transmitting language and culture
  • recognising ways in which cultural values are expressed in language, for example, through forms of address, speech prohibitions and styles, language of respect, land–language associations and non-verbal communicative behaviours
  • observing that concepts may be culture-specific, for example, expressing spatial awareness, how relationships are structured, how time and quantity are expressed, how land, water, sea and sky are viewed
  • recognising that Aboriginal languages have various social, spiritual and cultural functions within communities

  VCLVU171 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language and culture

• VCASFU162

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan

  Elaborations

  • exploring culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and to identity
  • understanding that culture is more than the visible aspects of people’s lives, that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, and how this understanding applies to themselves as users of their first language and as learners of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • recognising that language reflects values and beliefs, for example in expressions of personal identity or in the recognition of others (sameness and difference), for example by identifying deaf family members as part of introductions, and by relaying cultural information about background and context and shared knowledge when interacting with others

  VCASFU162 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• 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

• VCESU123

  Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day

  Elaborations

  • understanding that different forms of language are used with different people, for example, appropriate pronouns and forms of address such as tú, vos, doctor García, Doña Aura
  • understanding that language use varies according to context and situation, for example, language used when interacting with peers during playground games is different to that used with teachers in class (Hola, ¿qué tal?; Buenos días señora García, ¿cómo está?)
  • understanding that language exchanges in Spanish such as greetings vary according to the time of day or the occasion, for example, Buenas tardes, Buenas noches, Felicidades. Feliz Año Nuevo
  • identifying social relationships between people observed interacting in Spanish-language materials such as video clips or cartoons

  VCESU123 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAU124

  Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people

  Elaborations

  • exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。
  • understanding that language use varies according to the context and situation, for example, こんにちは。and もしもし。
  • understanding that language forms such as greetings vary according to the time of day or the occasion, for example, おはよう、こんにちは、こんばんは
  • understanding that language used in particular interactions can vary between cultural contexts, for example, the use of titles in Japanese (～さん、～せんせい) compared to the informal use of names in Australian English

  VCJAU124 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• Health and Physical Education | Health and Physical Education: Structure

  The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.

  Strands and sub-strands

  Strands	Personal, Social and Community Health

  Overview material | Health and Physical Education

• VCCCC037

  Discuss how and why groups, including religious groups, participate in civic life

  Elaborations

  • researching the work of a non-government organisation (NGO), philanthropist or community group, and how and why they contribute to the Australian community
  • investigating the concept of 'the common good' using examples of how religious groups participate to foster interfaith understanding or social justice

  VCCCC037 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Citizenship, Diversity and Identity

• VCCCG030

  Analyse how citizens’ political choices are shaped, including the influence of the media

  Elaborations

  • analysing a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
  • discussing how social media is used to influence people’s understanding of issues

  VCCCG030 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• VCCCTQ073

  Explore how past experience influences thinking and reactions to situations

  Elaborations

  • using everyday problems and situations to explore personal reactions to situations and how this can affect their response
  • exploring how prior knowledge and past experience can be used to make predictions and understand the world around them
  • exploring how prior knowledge and past experience can be used to solve problems

  VCCCTQ073 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCEALA194

  Show an interest in reading books

  Elaborations

  • understanding how to read books in English, such as holding a book with the correct orientation, turning to the correct page when shown and tracking with finger from left to right
  • exploring a new book before reading, by looking at the images, amount of print and familiar elements
  • seeking books in home language or related to familiar topics to share with family members

  VCEALA194 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA657

  Reflect on own writing through class discussion

  Elaborations

  • discussing strengths and limitations of own texts with peers in structured activities, for example assessing a text against a checklist, comparing paragraphs written by different authors
  • understanding and responding to feedback about the text structure, sequencing of ideas, expression, and vocabulary choices in own writing

  VCEALA657 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Cultural and Plurilingual Awareness

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC760

  Summarise the nature and content of a text, including making evaluative comments

  Elaborations

  • using a range of reading and viewing strategies to understand the content of the text, such as skimming, scanning, referring to dictionaries or other texts
  • evaluating aspects of language and content that impact the relevance, reliability or accessibility of the text
  • summarising key ideas from a text in a range of forms, such as notes and visual texts

  VCEALC760 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC567

  Attempt to read familiar and unfamiliar texts with fluency

  Elaborations

  • understanding classroom labels such as those on lockers or desks, and signs around the school such as ‘front office’, ‘toilets’
  • reading a range of familiar and unfamiliar texts, such as own writing, peer’s writing, teacher’s writing
  • following simple print texts that are read aloud at a moderate pace

  VCEALC567 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALC611

  Participate in common school routines

  Elaborations

  • understanding common classroom language, including questions, instructions and basic information
  • following a short set of instructions in sequence, such as ‘Divide your page into two columns. Label the columns A and B. Then number the rows 1 to 20’
  • asking for clarification, for example ‘Do I number the rows like this?’

  VCEALC611 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALC325

  Use a repertoire of common classroom and schoolyard language

  Elaborations

  • understanding simple questions on familiar topics or themes and responding appropriately
  • following a short sequence of classroom task-related instructions with clear steps and modelling of the task
  • adapting common classroom and schoolyard language to a small range of relevant situations, such as ‘Wait a minute’, ‘Be quiet, please’, ‘My turn’

  VCEALC325 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALL107

  Identify key words and ideas from short, familiar spoken texts supported by context

  Elaborations

  • recognising familiar and learnt vocabulary in short spoken texts
  • understanding key information in short texts about a topic studied in class, and responding to questions, such as naming characters from a story, identifying an animal illustration based on a description
  • using contextual information, including images, word lists or print texts, to identify key words and ideas

  VCEALL107 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL338

  Use simple forms of modality

  Elaborations

  • understanding simple modality, such as ‘if’, ‘could’, ‘might’, ‘will’, ‘must’, ‘perhaps’, when listening to others
  • beginning to use modality through verbs (‘It might rain’, ‘You can do it’) and adverbs (‘Perhaps I will go’, ‘This is really tasty’)

  VCEALL338 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features