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• VCZHU010

  Reproduce the four tones and recognise how they can change the meaning of words

  Elaborations

  • noticing the tonal nature of spoken Chinese and using gestures to enhance the differentiation of tones
  • applying tones to diverse sounds in Chinese to express different meanings, and recognising differences between words with different tones, for example, 妈mā and 马mǎ
  • practising the pronunciation of syllables that are unique to Chinese, such as 女nǚ, 下 xià
  • working with classmates and teachers to identify initials (, b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)

  VCZHU010 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCVIC164

  Translate and interpret texts, compare own translation of a range of texts with others’, and explore differences and strategies to overcome challenges in translation

  Elaborations

  • interpreting and translating a range of texts from English to Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the possible reasons for differences and similarities, selecting the most appropriate translation and negotiating adjustment if necessary
  • discussing and amending inaccurate translations of public signs or notices in Vietnam and in Australia
  • identifying and discussing strategies for translating difficult words and concepts or instances of non-equivalence, such as expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the meaning of a word, for example, ‘a strong person’ (một người mạnh khỏe) versus ‘strong tea’ (trà đậm); ‘hot weather’ (thời tiết nóng nực) versus ‘a hot issue’ (vấn đề gây tranh cãi) or ‘a hot zone’ (khu vực nguy hiểm)
  • recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
  • observing peers working as interpreters in the classroom in different contexts, identifying challenges in language mediation and exploring strategies to overcome these challenges

  VCVIC164 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

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

  Students increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (-ille, -ette, -tion). They use present tense forms of regular -er, -ir and -re verbs...

  Level description | Languages | French | F–10 Sequence

• Technologies | Digital Technologies: Rationale and Aims

  Rationale

  The Digital Technologies curriculum enables students to become confident and creative developers of digital solutions through the application of information systems and specific ways of thinking about problem solving.

  Students acquire a deep knowledge and understanding of digital...

  Overview material | Digital Technologies

• VC2M3N09

  follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

  Elaborations

  • following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist, where appropriate, and identifying and describing emerging patterns
  • following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns
  • creating an algorithm as a set of instructions that a classmate can follow to generate multiples of 3 using the rule ‘To multiply by 3 you double the number and add on one more of the number’ (for example, for 3 threes, you double 3 and add on 3 to get 9; for 3 fours you double 4 and add one more 4 to get 12 …)
  • creating a sorting algorithm that will sort a collection of 5-cent and 10-cent coins and providing the total value of the collection by applying knowledge of multiples of 5 and 10

  VC2M3N09 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M3P01

  identify practical activities and everyday events that involve chance, and describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’, explaining reasoning

  Elaborations

  • predicting what could happen next in practical activities that involve an element of chance, considering possible outcomes and using terms such as ‘likely’ or ‘unlikely’ to explain their predictions
  • classifying a list of everyday events or sorting a set of event cards according to how likely they are to happen, using the language of chance and giving reasons for classifications; and discussing how impossible outcomes cannot ever happen, and uncertain outcomes are affected by chance as they may or may not happen, whereas certain events must always happen so they are not affected by chance
  • making predictions and testing what would happen, for example, if 10 names were put in a box and names were then drawn out one at a time and replaced after each selection, discussing how likely it would be after 10 selections that all 10 names were drawn from the box or that one name was drawn multiple times

  VC2M3P01 | Mathematics | Mathematics Version 2.0 | Level 3 | Probability

• Mathematics Version 2.0: Foundation Level achievement standards

  By the end of Foundation, students make connections between number names, numerals and position in the sequence of numbers from zero to at least 20. They use subitising and counting strategies to quantify collections. Students compare the size of collections to at least 20. They partition...

  Level description | Mathematics | Mathematics Version 2.0 | Foundation Level

• Critical and Creative Thinking: Levels 9 and 10 achievement standards

  By the end of Level 10, students construct and evaluate questions, including their own, for their effectiveness. They demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions.

  Students structure complex valid arguments. They explain...

  Level description | Capabilities | Critical and Creative Thinking | Levels 9 and 10

• Dance: Levels 9 and 10 achievement standards

  By the end of Level 10, students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating safe dance practice and technical...

  Level description | The Arts | Dance | Levels 9 and 10

• English | English: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | English

• Languages | Victorian Aboriginal Languages: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Victorian Aboriginal Languages

• Media Arts: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute.

  Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to...

  Level description | The Arts | Media Arts | Levels 9 and 10

• Music: Levels 9 and 10 achievement standards

  By the end of Level 10, students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They demonstrate a developing personal voice and technical control, expression and stylistic understanding. They use general listening and specific aural skills to enhance...

  Level description | The Arts | Music | Levels 9 and 10

• Visual Arts: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks.

  Students identify the influences of other artists and analyse connections between techniques, processes and visual conventions in artworks to develop their own art practice. They...

  Level description | The Arts | Visual Arts | Levels 9 and 10

• Mathematics | Mathematics: Learning in Mathematics

  The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Understanding refers to students...

  Overview material | Mathematics

• Health and Physical Education: Levels 9 and 10 description

  The Level 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to apply health and physical activity information to devise and...

  Level description | Health and Physical Education

• Mathematics: Level D achievement standards

  Number and Algebra

  Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete...

  Level description | Mathematics | Level D

• VC2M5N01

  interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line

  Elaborations

  • making models of decimals including tenths, hundredths and thousandths by subdividing materials or grids, and explaining the multiplicative relationship between consecutive places; for example, explaining that thousandths are 10 times smaller than hundredths, or writing numbers into a place value chart to compare and order them
  • renaming decimals to assist with mental computation; for example, when asked to solve 0.6 ÷ 10 they rename 6 tenths as 60 hundredths and say, ‘If I divide 60 hundredths by 10, I get 6 hundredths’ and write 0.6 ÷ 10 = 0.06
  • using a number line or number track to represent and locate decimals with varying numbers of decimal places and numbers greater than one and justifying the placement; for example, 2.335 is halfway between 2.33 and 2.34, that is, 2.33 < 2.335 < 2.34, and 5.283 is between 5.28 and 5.29 but closer to 5.28
  • interpreting and comparing the digits in decimal measures, for example, the length or mass of animals or plants, such as a baby echidna weighing 1.78 kilograms and a platypus weighing 1.708 kilograms
  • interpreting plans or diagrams showing length measures as decimals, placing the numbers into a decimal place value chart to connect the digits to their value

  VC2M5N01 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VCMNA103

  Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

  Elaborations

  • developing fluency and confidence with numbers and calculations by saying number sequences
  • recognising that the natural numbers with zero form an ordered infinite set {0, 1, 2, 3 … } with a first element but no last element
  • recognising patterns in number sequences, such as adding 10 always results in the same final digit

  VCMNA103 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCZHC004

  Locate and present information about familiar objects, people and personal interests using visual and contextual cues

  Elaborations

  • tracing, copying and practising using individual characters, such as the numbers 1–10 ( 一， 二， 三， 四， 五…)
  • cutting and pasting characters from a provided set to make a mini book
  • selecting characters to label pictures and make a greeting card or postcard

  VCZHC004 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing