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• VCELA061

  Demonstrate a number of ways to indicate a choice

  Elaborations

  • selecting a preferred object, or requesting a drink through gestures, facial expressions, sounds and movements
  • learning that gestures can indicate needs or choices, for example reaches towards a familiar person/object

  VCELA061 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCELA309

  Understand how texts vary in purpose, structure and topic as well as the degree of formality

  Elaborations

  • becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

  VCELA309 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA106

  Investigate different forms of texts and the relationship between symbols, images and objects

  Elaborations

  • making meaning from familiar environmental texts, for example a stop or exit sign
  • recognising that texts can be used to outline a series of actions or schedule, for example, a routine, sequence, daily timetable

  VCELA106 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA131

  Use different ways to express needs, likes and dislikes

  Elaborations

  • using communication systems to express preferences and make requests and comments
  • recognising that symbols and signs can be used in conjunction with spoken language to communicate ideas
  • using words, signs or images to express needs and feelings

  VCELA131 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELT408

  Identify and evaluate devices that create tone in literary texts, including humour, wordplay, innuendo and parody

  Elaborations

  • understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

  VCELT408 | Curriculum content | English | Level 8 | Reading and Viewing | Literature

• VCGGK028

  Places used regularly at school and activities I do there

  Elaborations

  • exploring objects and activities related to a place
  • matching objects to the place they can be found
  • indicating what they like or dislike about a place
  • identifying familiar places within the school

  VCGGK028 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCHPEM086

  Propose a range of alternatives and test their effectiveness when solving movement challenges

  Elaborations

  • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
  • asking for and responding to feedback from peers or teachers on their performance
  • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully

  VCHPEM086 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• VCHPEP096

  Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing

  Elaborations

  • participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation
  • comparing the characteristics and benefits of physical activities that can take place in a natural environment and those that take place in a built environment

  VCHPEP096 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCMMG318

  Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles

  Elaborations

  • understanding that Pythagoras' Theorem is a useful tool in determining unknown lengths in right-angled triangles and has widespread applications
  • recognising that right-angled triangle calculations may generate results that can be integers, fractions or irrational numbers

  VCMMG318 | Mathematics | Level 9 | Measurement and Geometry | Pythagoras and trigonometry

• VCMSP180

  Evaluate the effectiveness of different displays in illustrating data features including variability

  Elaborations

  • interpreting data representations in the media and other forums in which symbols represent more than one data value
  • suggesting questions that can be answered by a given data display and using the display to answer questions

  VCMSP180 | Mathematics | Level 4 | Statistics and Probability | Data representation and interpretation

• VCMSP297

  Distinguish between a population and a sample and investigate techniques for collecting data, including census, sampling and observation

  Elaborations

  • identifying situations where data can be collected by census and those where a sample is appropriate
  • investigating the differences between convenience, judgemental and simple random sampling from a population

  VCMSP297 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• VCNRC020

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using frequently used phrases
  • asking how to say or write a word or expression
  • praising and encouraging peers
  • using words, phrases or interjections which can be used in conversation

  VCNRC020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCNRU015

  Recognise that the greetings and forms of address in the language being studied may vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting with peers when speaking to adults and appropriate greeting depending on the time of day
  • recognising that there can be different forms of address for the same person, for example, mum, mother

  VCNRU015 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCSIS136

  Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability

  Elaborations

  • applying specific skills in the use of scientific instruments
  • selecting and using probes and data loggers to record information
  • identifying how human error can influence the reliability of data

  VCSIS136 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCSSU124

  Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed

  Elaborations

  • modelling chemical reactions in terms of rearrangement of atoms
  • considering the role of energy in chemical reactions
  • recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations

  VCSSU124 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• Capabilities | Intercultural Capability: Structure

  Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.

  Strands	Cultural Practices	Cultural Diversity
  	This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those...

  Overview material | Intercultural Capability

• Chinese - Background Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships and situations, for example, 你的那个，那个 as...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8

• Design and Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students investigate and select from a range of technologies. They consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental...

  Level description | Technologies | Design and Technologies