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• VCHHC071

  Describe the significance of Australian celebrations, symbols and emblems

  Elaborations

  • generating questions about the diversity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia
  • posing questions about explorers, for example, 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?'
  • identifying the meaning of celebrations from different perspectives, for example, Australia Day for Aboriginal and Torres Strait Islander peoples compared with other cultural groups

  VCHHC071 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical significance

• VCLVU144

  Identify elements of the kinship system and its links to place and natural species

  Elaborations

  • using kinship charts to identify kinship terms for immediate family, comparing with terms used in own family
  • recognising that Aboriginal peoples have their own personal relationships with animal species and natural phenomena
  • recognising that Aboriginal peoples have a personal relationship with language and place
  • identifying skin names, moieties and other groupings where appropriate
  • identifying which stories belong to which natural features, including animals, plants, topographical features and recognising their significance

  VCLVU144 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCCCG021

  Describe the process of constitutional change through a referendum

  Elaborations

  • describing the process by which referendums to change the Australian Constitution are initiated and decided
  • investigating examples of attempts to change the Australian Constitution by referendum, for example the successful vote on the Constitution Alteration (Aboriginals) 1967 or the unsuccessful vote on the Constitution Alteration (Establishment of Republic) 1999

  VCCCG021 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy

• VCELA234

  Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background

  Elaborations

  • identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities
  • recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness

  VCELA234 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA303

  Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

  Elaborations

  • identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utan
  • identifying commonly used words derived from other cultures

  VCELA303 | Curriculum content | English | Level 4 | Speaking and Listening | Language

• VCELT240

  Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

  Elaborations

  • exploring iconography of Aboriginal and Torres Strait Islander cultures
  • recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
  • discussing moral and teaching stories from varied cultures, identifying and comparing their central messages

  VCELT240 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCELT148

  Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

  Elaborations

  • recognising that there are storytellers in all cultures
  • viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources
  • comparing experiences depicted in stories with students’ own
  • engaging with texts that reflect the social and cultural groups to which students belong

  VCELT148 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT192

  Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

  Elaborations

  • creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
  • writing character descriptions drawn from illustrations in stories
  • retelling key events in stories using oral language, arts, digital technologies and performance media

  VCELT192 | Curriculum content | English | Level 1 | Writing | Literature

• VCELT265

  Create texts that adapt language features and patterns encountered in literary texts

  Elaborations

  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

  VCELT265 | Curriculum content | English | Level 3 | Writing | Literature

• VCELT393

  Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
  • identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age

  VCELT393 | Curriculum content | English | Level 7 | Speaking and Listening | Literature

• VCELY220

  Discuss different texts on a similar topic, identifying similarities and differences between the texts

  Elaborations

  • identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia
  • comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences

  VCELY220 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCGGC057

  Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently

  Elaborations

  • recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place
  • using observations and/or photographs to identify changes in natural, managed and constructed features in their place. For example, recent erosion, revegetated areas, planted crops or new buildings

  VCGGC057 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK116

  Different types of landscapes and their distinctive landform features

  Elaborations

  • identifying different types of landscapes, such as coastal, riverine, arid, mountain and karst, and describing examples from around the world, including Antarctica
  • identifying some iconic landforms in Australia and the world, and describing what makes them iconic
  • exploring the names, meanings and significance of landform features from an Aboriginal or Torres Strait Islander perspective

  VCGGK116 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCHHC069

  Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration

  Elaborations

  • investigating the establishment of a local community such as 'How did people settle?' 'Who were they?' 'Why did they come to the area?'
  • investigating the contribution that individuals and groups have made to the development of the local community
  • identifying the origins of place names in Australia, for example, those named by French explorers and Aboriginal place names

  VCHHC069 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Continuity and change

• VCHHC070

  Identify and explain the causes and effects of European settlement and exploration

  Elaborations

  • finding historical information to determine the nature of colonial settlement, the effect of significant events and the role of individuals in shaping a colony
  • exploring different stories about contact experiences and early penal life to discover the thoughts or feelings of the people at that time, for example, convicts, Aboriginal and Torres Strait Islander people, convict guards and free settlers

  VCHHC070 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Cause and effect

• VCHHK140

  Significant places where Australians fought and explore their perspectives and experiences in these places

  Elaborations

  • identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
  • using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
  • exploring the experiences of Aboriginal and Torres Strait Islander peoples during the war

  VCHHK140 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCLVU146

  Notice that languages borrow words from each other

  Elaborations

  • noticing Aboriginal words and phrases used in everyday Australian life, for example, koala, euro, billabong, dingo
  • recognising that some words in the language have come from other languages
  • recognising words in English that have been borrowed from other languages

  VCLVU146 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCMSP350

  Construct and interpret box plots and use them to compare data sets

  Elaborations

  • understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

  VCMSP350 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCRAU016

  Develop awareness that languages borrow from each other

  Elaborations

  • knowing that both languages use the same alphabet
  • recognising that many languages borrow words from English and that English borrows many words from other languages
  • keeping a class record of words in the language that are borrowed from other languages, including loan words from Aboriginal languages and Torres Strait Islander languages

  VCRAU016 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change