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• Visual Arts: Levels 5 and 6 description

  In Levels 5 and 6, students explore how and why artists, craftspeople and designers realise their ideas through different visual forms, practices and processes. They develop conceptual and expressive skills.

  As they make and respond to visual artworks, students explore a diversity of ideas, concepts...

  Level description | The Arts | Visual Arts

• VCELU034

  Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication

  Elaborations

  • examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect, for example, understanding concepts such as το φιλότιμο, η τιμή
  • considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
  • appreciating that language use can reflect and express cultural identity, that many languages exist in Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

  VCELU034 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFU088

  Investigate and analyse the nature of and community attitudes to variation in the use of Auslan

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • debating the merits and disadvantages of creating a standard form of Auslan, for example the benefits of mutual comprehensibility versus the practical problems involved in who decides on the standard and how to get signers to comply
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine
  • noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
  • considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to the 1990s) and cultural attitudes towards Signed English

  VCASFU088 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFU214

  Investigate and analyse the nature of and community attitudes to variation in the use of Auslan

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • debating the merits and disadvantages of creating a standard form of Auslan, for example the benefits of mutual comprehensibility versus the practical problems involved in who decides on the standard and how to get signers to comply
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine.
  • noticing ways people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or two, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
  • considering how Auslan has been influenced by the use of Signed English in education settings (especially from the 1970s to 1990s) and cultural attitudes towards Signed English

  VCASFU214 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCEALL791

  Use relative clauses and adjectival expressions for descriptive purposes

  Elaborations

  • writing relative clauses to add description, for example ‘The group, which consisted of four men and four women …’
  • writing complex adjectival phrases to describe concrete and abstract nouns in sentences, for example ‘The most reliable and efficient product on the market …’, ‘The convincing scientific evidence supporting this theory …’

  VCEALL791 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL793

  Use an expanded vocabulary appropriate for the curriculum area

  Elaborations

  • incorporating sophisticated vocabulary appropriate for the curriculum area, such as subject-specific terms, antonyms, synonyms, abstract nouns
  • distinguishing between different meanings for words in different contexts, for example ‘psychological complex’, ‘complex issue’, ‘complex sentence’ and ‘residential complex’ convincing scientific evidence supporting this theory …’

  VCEALL793 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCSSU091

  There are differences within and between groups of organisms; classification helps organise this diversity

  Elaborations

  • grouping a variety of organisms on the basis of similarities and differences in particular features
  • classifying using hierarchical systems, for example, kingdom, phylum, class, order, family, genus, species
  • using scientific conventions for naming species
  • using provided keys to identify organisms surveyed in a local habitat

  VCSSU091 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCMMG098

  Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

  Elaborations

  • focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

  VCMMG098 | Mathematics | Level 1 | Measurement and Geometry | Shape

• VCPSCSE053

  Identify significant objects and people and make a choice between alternatives to show what they like

  Elaborations

  • reacting to the sound of their name
  • accepting and rejecting objects or activities by an emotional response
  • focusing on familiar people and objects

  VCPSCSE053 | Capabilities | Personal and Social Capability | Level A | Self-Awareness and Management | Development of resilience

• VCPSCSO055

  Identify significant people by gesturing, vocalising or orienting towards them

  Elaborations

  • focusing on familiar people
  • accepting assistance from a familiar person
  • beginning to attend to and respond to people

  VCPSCSO055 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Relationships and diversity

• VCHPEM155

  Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

  Elaborations

  • using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
  • investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
  • justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
  • using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members

  VCHPEM155 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement

• VCHPEP017

  Identify significant people and communicate when they feel safe/unsafe

  Elaborations

  • learning to adhere to single-word safety instructions from a familiar adult, including ‘stop’, ‘wait’, ‘come’, and ‘start’
  • learning to follow class rules and routines, participate in group activities, greet others, use property and play fairly with peers with teacher support
  • identifying significant people and identifying different people that make them feel loved, safe and supported
  • experiencing protective behaviours that can help keep them safe, including public and private activities
  • exploring, practising and refining ways of communicating a need for ‘help’ in a range of different everyday situations and scenarios

  VCHPEP017 | Health and Physical Education | Level B | Personal, Social and Community Health | Being healthy, safe and active

• VC2M9M01

  solve problems involving the volume and surface area of right prisms, cylinders and composite objects using appropriate units

  Elaborations

  • analysing nets of objects to generate short cuts and establish formulas for surface area 
  • determining the amount of material needed to make can-coolers for a class fundraising project and working out the most cost-efficient way to cut out the pieces
  • finding different prisms that have the same volume but different surface areas, making conjectures as to what type of prism would have the smallest or largest surface area
  • investigating objects and technologies of Aboriginal and Torres Strait Islander Peoples, analysing and connecting surface area and volume, and exploring their relationship to their capacity

  VC2M9M01 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VCZHU208

  Discuss ways in which language choices indicate aspects of social position (such as class, gender and ethnicity) and inhibit or encourage others’ involvement or sense of belonging

  Elaborations

  • exploring how known languages influence their communicative preferences, such as how the values of one culture may be reflected when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢 which is simply a sign of gratitude in English, whereas in Chinese overuse of this indicates distance between participants in interactions
  • exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of Chinese
  • exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞

  VCZHU208 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCELT448

  Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation

  Elaborations

  • creating a contemporary parody of an historical text to highlight changes in societal attitudes

  VCELT448 | Curriculum content | English | Level 9 | Writing | Literature

• VCJAC168

  Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences

  Elaborations

  • responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
  • reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
  • reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
  • comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
  • comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales

  VCJAC168 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU144

  Explore how the Chinese language represents cultural meanings in specific ways

  Elaborations

  • identifying culturally specific terms and phrases, for example, ‘mate’ in Australian English and 吃了吗 in Chinese, and sharing insights into why particular cultures value certain colloquial language
  • associating the literal and cultural meanings of words and expressions such as 红红火火
  • discussing the contextual and cultural meanings of words that cannot be directly translated into another language, for example, translating 手足 as ‘brothers’
  • reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for birthdays, 大吉大利 for New Year and 团团圆圆 for Mid-Autumn Festival

  VCZHU144 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCMMG118

  Name and order months and seasons

  Elaborations

  • investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.

  VCMMG118 | Mathematics | Level 2 | Measurement and Geometry | Using units of measurement

• VCELC008

  Translate and interpret texts such as emails, signs and notices from Greek to English and English to Greek, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions

  Elaborations

  • translating short, simple texts from Greek to English and English to Greek, identifying words and expressions that can be readily translated and those that can be ‘lost in translation’, for example, το κέφι, βρέχει καρεκλοπόδαρα
  • translating signs and notices from Greek to English and English to Greek, identifying similarities and differences in both language versions
  • identifying and explaining expressions that need interpretation rather than translation, for example, Γιάννης - Γιαννάκης, τσάκα-τσάκα
  • using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning, for example, το κορίτσι/αγόρι μου

  VCELC008 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating