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• VCHHK039

  Explore changes in technology and the difference between each

  Elaborations

  • using past and modern technological solutions to everyday problems and experience how they are the same and different
  • exploring how technology is used in daily life and learning to match current technology to the part of daily life it help us with

  VCHHK039 | The Humanities | History | Level C | Historical Knowledge | Community histories

• Italian - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...

  Level description | Languages | Italian | F–10 Sequence | Levels 3 and 4

• VCAMAR039

  Identify specific features and purposes of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore viewpoints and enrich their media arts making

  Elaborations

  • surveying the history of television programming in both public and private sectors, commenting on the differences between contemporary and historical examples.
  • comparing a media artwork such as an animation from a sole producer and an international organization, commenting on differences in style
  • analysing the role of media artworks and media artists in transmitting cultural information to create awareness of contemporary issues, including those of Aboriginal and Torres Strait Islander media artists
  • conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiences, for example, games players, social media users, television viewers
  • evaluating how the meanings of media artworks can vary for different audiences and in different contexts for example, the different meanings of media artworks produced for live concerts compared to those produced for viewing online.

  VCAMAR039 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VCDSTS013

  Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs

  Elaborations

  • exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
  • asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
  • making design decisions based on personal and family needs, for example comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
  • exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest

  VCDSTS013 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies and Society

• VC2M4ST03

  conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

  Elaborations

  • creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations; and interpreting the results of the survey and reporting findings back to the class
  • conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

  VC2M4ST03 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VCHHK013

  Experience the use of technology in their lives

  Elaborations

  • experiencing and exploring technology which improves their quality of life
  • reacting and making choices in the use of technology

  VCHHK013 | The Humanities | History | Level A | Historical Knowledge | Community histories

• VCMNA327

  Solve simple problems involving inverse proportion

  Elaborations

  • identifying inverse proportion in real life contexts such as exchange rates
  • modelling problems involving inverse proportion and solving related equations

  VCMNA327 | Mathematics | Level 10 | Number and Algebra | Real numbers

• VCMNA009

  Respond to repeated routines in everyday events

  Elaborations

  • experience steps to solve a problem
  • experience steps and sequences in everyday tasks
  • respond to repetition and repeated experiences within everyday life

  VCMNA009 | Mathematics | Level A | Number and Algebra | Patterns and algebra

• VCSIS036

  Actively join in exploration of familiar objects and events

  Elaborations

  • asking questions about objects used in everyday life
  • following directions and asking questions about everyday objects and events

  VCSIS036 | Science | Level D | Science Inquiry Skills | Questioning and predicting

• VCSSU043

  Living things grow, change and have offspring similar to themselves

  Elaborations

  • representing personal growth and changes from birth
  • exploring the different characteristics of the life stages in animals, for example, butterflies or frogs

  VCSSU043 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCGGC101

  Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections

  Elaborations

  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms
  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • examining how urbanisation can affect environmental quality and analysing the effects of erosion and sedimentation produced by human activities on landscape quality

  VCGGC101 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCLVC181

  Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • translating and interpreting texts from the language to English and vice versa, comparing own interpretations with those of others and discussing what differs and why
  • translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars
  • using and explaining words and expressions that do not easily translate into English and considering choices made when conveying equivalent meaning in English
  • identifying and explaining concepts, practices and expressions in the language which do not easily translate into English, for example, the number system, terms for colour, language associated with time, daily and seasonal cycles, kinship terms
  • understanding and applying culturally appropriate and ethical behaviour when interpreting and translating

  VCLVC181 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VC2M3M03

  recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events

  Elaborations

  • estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time
  • planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take
  • reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time, or setting the time on a digital clock
  • using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, 3 minutes and 5 minutes
  • exploring how cultural accounts of Aboriginal and Torres Strait Islander Peoples explain cycles of time that involve the sun, moon and stars

  VC2M3M03 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• The Humanities | Economics and Business: Learning in Economics and Business

  Foundation to Level 4 – Laying the foundations

  While there is no formal economics and business curriculum prior to Level 5, students may have developed relevant knowledge and capabilities through other curriculum areas and interactions in everyday life.

  Students may develop a basic understanding...

  Overview material | Economics and Business

• Latin: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...

  Level description | Languages | Latin | Levels 7 and 8

• Mathematics | Mathematics: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Mathematics

• VCELT207

  Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences

  Elaborations

  • discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)
  • comparing characters and events in texts to own experiences

  VCELT207 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCELY013

  Experience and respond to different forms of communication and texts being read or viewed

  Elaborations

  • experiencing texts about everyday life and events
  • reacting to familiar items in texts viewed
  • reacting to familiar sounds and voices in familiar multimodal texts

  VCELY013 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCSIS050

  Respond to and pose questions, and make predictions about familiar objects and events

  Elaborations

  • considering questions relating to objects used in everyday life and changes in the weather
  • thinking about ‘What will happen if...?’ type questions about everyday objects and events

  VCSIS050 | Science | Foundation to Level 2 | Science Inquiry Skills | Questioning and predicting

• Arabic - F–10 Sequence: Levels 5 and 6 description

  Students’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements...

  Level description | Languages | Arabic | F–10 Sequence