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• VCASFU013

  Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • describing the range of signing space in normal signed discourse
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sort of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape

  VCASFU013 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU084

  Understand the perceptual and articulatory reasons for the structure of signs, and analyse how iconicity can be used to create metaphors in Auslan and critically evaluate video annotation software as a means of transcribing and analysing Auslan

  Elaborations

  • understanding that the elements of a sign can be arbitrary (for example, the handshape or movement of the sign WHY), or meaningful, such as the movement and the handshape in the sign GIVE
  • exploring perceptual and articulatory reasons why some handshapes are more common than others
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • applying knowledge of iconicity in signed languages, for example how the path movement of a verb can be a metaphor for the timing of an action, for example, PRO1 WAIT-_{for-a-long-time} PRO2, observing that English can do the same with changes to the length of phonemes, for example, I screeeeeeaaaaaamed!
  • using annotation software such as ELAN as a tool to transcribe and analyse signed languages

  VCASFU084 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU031

  Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL -_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO -_often
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape
  • noticing the relationship between the location of referents and the direction of some indicating verbs
  • recognising who is the actor and undergoer of the verb in a clause
  • identifying with support examples of DSs and becoming familiar with the terms entity, handling and SASS DSs
  • comparing English adjectives with SASS DSs
  • knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA

  VCASFU031 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFU030

  Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan

  Elaborations

  • noticing the orientation of handshapes in signs
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • distinguishing between single, double and two-handed signs, and identifying which hand is dominant and which is non-dominant in two-handed signs
  • thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP and recognising that non-body anchored signs can be located in space around the signer
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative
  • comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT, with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang
  • describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th
  • learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

  VCASFU030 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFU102

  Identify and describe all elements of sign production, including handshape and its orientation, movement, location and non-manual features and understand that signs can look like what they represent

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying the handshape of a sign, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist, palm towards signer) and identifying signs of a particular handshape
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
  • describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th)
  • noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
  • understanding that NMFs are important in sign language for showing feelings of the signer or others
  • identifying single, double and two-handed signs, and recognising which hand is dominant (the pen hand) and which is non-dominant (paper) within two-handed signs
  • thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer
  • understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
  • recognising that some signs are iconic, that is, provide a visual image of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE
  • experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet

  VCASFU102 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU175

  Understand that signs can include different information, including a gestural overlay, identify types of depicting signs and how signers establish spatial locations and show constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-_often
  • identifying where a signer has established a location in space (for example, through points, non-body-anchored signs, fingerspelled words or verb movement changes)
  • recognising that signers must make explicit which referent is associated with a location
  • identifying examples of each type of DS in an Auslan text: entity DSs, handling DSs and SASS DSs
  • learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
  • knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions

  VCASFU175 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCCCG020

  Explain how citizens can participate in Australia's democracy, including the use of the electoral system, contact with their elected representatives, use of lobby groups, interest groups and direct action

  Elaborations

  • comparing the effectiveness of different forms of participation in Australia's democracy
  • investigating how elected representatives can advocate on behalf of citizens
  • analysing how opinion polls are conducted and the ways they are used in democratic debate
  • explaining how to enrol to vote in Australia and the role of the Australian Electoral Commission in the electoral process

  VCCCG020 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy

• VCELA310

  Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation

  Elaborations

  • mapping topic words related to sub-headings

  VCELA310 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELA218

  Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations

  Elaborations

  • recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter matches, for example ‘tion’

  VCELA218 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCGGK082

  Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably

  Elaborations

  • exploring how vegetation produces the oxygen all land animals (including people) breathe, protects land from erosion by water or wind, retains rainfall, provides habitat for animals, shelters crops and livestock, provides shade for people, cools urban places, produces medicines, wood and fibre, and can make places appear more attractive
  • explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
  • describing how natural processes can break down and recycle some wastes safely. For example, through composting or purifying water as it moves through the environment
  • investigating where a particular renewable natural resource comes from and how it is used, what sustainable use of this resource might mean and comparing a strategy to reduce the use of the resource (for example, recycling paper) with a strategy to increase the output of this resource (for example, planting more trees)
  • visiting a national park and discussing different views on development in the park

  VCGGK082 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCKOC199

  Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating captions or commentaries using Korean or English to accompany texts produced in English or Korean such as lyrics, video clips and film extracts, exchanging and comparing own bilingual texts with peers, discussing which version better fits the original version and why
  • producing public texts for different contexts in both Korean and English such as brochures, advertisements or leaflets, for example, for Korean exchange students to Australia or for student visitors to Korea on a study tour, and reflecting on the process of working in both languages
  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

  VCKOC199 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCSSU104

  Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another

  Elaborations

  • recognising that kinetic energy is the energy possessed by moving bodies
  • recognising that potential energy is stored energy, for example, gravitational, chemical and elastic energy
  • using flow diagrams to illustrate changes between different forms of energy
  • investigating the energy transformations in devices, for example, a catapult or a water wheel

  VCSSU104 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• Chinese - Background Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• VCMNA220

  Explore the use of brackets and order of operations to write number sentences

  Elaborations

  • appreciating the need for rules to complete multiple operations within the same number sentence

  VCMNA220 | Mathematics | Level 6 | Number and Algebra | Patterns and algebra

• Dance: Levels 3 and 4 achievement standards

  By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.

  Students describe and discuss similarities...

  Level description | The Arts | Dance | Levels 3 and 4

• Ethical Capability: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking...

  Level description | Capabilities | Ethical Capability

• Ethical Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understandings to explore the tensions related to ethical concepts and decision making. Students extend their exploration of the two major ways to approach ethical deliberation – thinking about consequences...

  Level description | Capabilities | Ethical Capability

• Intercultural Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or...

  Level description | Capabilities | Intercultural Capability

• Personal and Social Capability: Foundation Level description

  In Foundation, this curriculum focuses on enabling students to interact and play constructively with others and to establish friendships with peers. Students develop a vocabulary to describe the emotions they experience when interacting with others. Students begin to develop an understanding that...

  Level description | Capabilities | Personal and Social Capability

• Personal and Social Capability: Level A achievement standards

  By the end of Level A students express emotions in relation to a current situation. They indicate a preference between two alternatives. They recognise and react to significant people. They accept assistance from a familiar adult when faced with a problem and undertake simple routine tasks coactively.

  Level description | Capabilities | Personal and Social Capability | Level A