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• VCDEC120

  Share information with peers and teacher about aspects of their personal worlds such as friends, home, favourite objects and activities

  Elaborations

  • exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Wir haben einen Hund und vier Vögel. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze.
  • using common responses to frequently asked questions or comments (sehr gut, das stimmt, ich auch, ich nicht, igitt!), imitating modelled intonation and stress patterns
  • asking and answering questions relating to concepts such as time, place, number, days of the week, months and seasons, for example, Wann spielst du Basketball? Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du?
  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

  VCDEC120 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCEALL156

  Use some curriculum or content area vocabulary

  Elaborations

  • using learnt topic-specific vocabulary in simple modelled sentences

  VCEALL156 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Linguistic Structures and Features

• VCMNA279

  Extend and apply the distributive law to the expansion of algebraic expressions

  Elaborations

  • applying the distributive law to the expansion of algebraic expressions using strategies such as the area model

  VCMNA279 | Mathematics | Level 8 | Number and Algebra | Patterns and algebra

• VCAMAP037

  Present media artworks within different community and institutional contexts for different audiences, with consideration of ethical and regulatory issues

  Elaborations

  • promoting a school event through different media and online formats, making decisions about time, technological processes, ethical and economic constraints
  • uploading a media artwork designed to engage a specific audience, using appropriate rights and permissions, for example, distributing a music video they have made online
  • justifying their choices for distribution of media artworks for a particular audience
  • understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people appropriately
  • understanding the different institutional contexts when presenting media artworks to specific audiences, for example, the differences between the private sector and the public sector television programming

  VCAMAP037 | The Arts | Media Arts | Levels 7 and 8 | Present and Perform

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

  By the end of Level 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, 몇 살이에요?...

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

• Auslan - First Language Learner - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their language use to additional domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Capabilities | Intercultural Capability: Learning in Intercultural Capability

  The Intercultural capability curriculum focuses on learning about cultural understandings and practices. Students examine, reflect on and challenge assumptions, stereotypes and prejudices and explore how intercultural experiences can influence and change attitudes and beliefs.

  Students apply...

  Overview material | Intercultural Capability

• 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

• Mathematics Version 2.0: Foundation Level description

  In Foundation, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches to the...

  Level description | Mathematics | Mathematics Version 2.0

• Spanish - F–10 Sequence: Levels 3 and 4 description

  Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...

  Level description | Languages | Spanish | F–10 Sequence

• VCARU033

  Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change

  Elaborations

  • investigating and explaining the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language, and the power and function of regional dialects in both digital and social media
  • researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
  • reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media
  • discussing how language changes over time, for example, by viewing classical Arabic and contemporary films and comparing how certain messages and concepts are represented through language
  • examining how English is influencing and modifying Arabic language use in particular settings, for example, language used in the entertainment industry, such as in films and television programs, or language used to express global concepts, such as الليبرالية

  VCARU033 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESU195

  Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities

  Elaborations

  • comparing texts created for different audiences in different Spanish-speaking regions and countries, or for urban and rural communities, noticing how language reflects ideas, concerns and priorities of specific communities, for example, Alturas de Machu Picchu by Pablo Neruda …labrador, tejedor,. pastor callado: domador de guanacos tutelares: albañil del andamio desafiado…
  • investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
  • analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources
  • recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish shared interest or identity

  VCESU195 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHHK160

  The perspectives of people and different historical interpretations and debates from the period

  Elaborations

  • Popular culture
    • comparing and contrasting generational perspectives on rock ’n’ roll
    • using historical sources track changing perspectives over time
    • interviewing a selection of relatives about their experiences in their teens in the 50’s, 60’s, 70’s and 80’s. Track the changing perspectives and suggest reasons for these changes
  • Environment movement
    • explaining the responses of governments and organisations to environmental threats, for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s Great Barrier Reef Outlook Report (2009)
    • using perspectives explain why environmental movements and The Green party gained increasing public voice
  • Migration experiences
    • using sources analyse the changing attitudes of the 60’s, 70’s and 80’s to the arrival of migrants
    • analysing the arguments for and against the White Australia Policy between 1964-1973
  • Political Crisis
    • comparing and contrast a range of different perspectives and identify differing views of what changed and the extent of change
    • analysing a selection of different historical interpretations and identify differences and similarities in arguments and debates about the significance of the political crisis

  VCHHK160 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• VCTRC112

  Reflect on their own and others’ language choices when interacting in bilingual/bicultural situations, identifying adjustments they make and strategies they adopt to assist in intercultural communication

  Elaborations

  • drawing on their own bilingual/multilingual experience to identify elements of successful intercultural communication, for example, noticing differences in expectations, recognising and responding to signals of misunderstanding, switching strategically between Turkish and English
  • providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case
  • keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either English or Turkish in different contexts and situations
  • considering the idea of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
  • comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification
  • reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons

  VCTRC112 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCTRC056

  Present information and personal perspectives on issues of local or global interest, using a range of spoken, written and multimodal forms

  Elaborations

  • presenting information gathered from different media sources to raise awareness or invite action on social or community issues, such as Avustralya’da Türkçenin önemini vurgulayan çalışmalar, sağlıklı yaşam, çevre kirliliği, combining elements such as print, sound, visual images and hyperlinks
  • reporting on good news items, such as successful fundraising activities, academic or sporting achievments, for example, via posts on the school website or segments on local radio
  • creating a shared database of information produced in different media which reflects Turkish lifestyles over different times and contexts, classifying material in terms of domains such as fashion, family, leisure, sport, work
  • creating shared reference resources to support class projects on different topics, classifying information according to concepts, such as sağlık, çevre, fen, coğrafya, turizm
  • combining modes of presentation such as displays, videos or music to present an overview of cultural themes such as aile yaşamı, misafirperverlik, evlilik
  • creating an interactive multimodal text that presents elements of a significant cultural experience or event to share with other learners of Turkish, for example, köy düğünü, misafirperverlik

  VCTRC056 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VC2M3SP01

  make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

  Elaborations

  • classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices
  • making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases
  • making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations
  • using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs
  • identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres
  • investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions

  VC2M3SP01 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCDSCD051

  Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions

  Elaborations

  • using technical production skills and safe working practices with independence to produce quality solutions designed for sustainability
  • practising techniques to improve expertise, for example handling animals, cutting and joining materials
  • developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time

  VCDSCD051 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Producing

• VCEALL468

  Use a range of devices to maintain cohesion

  Elaborations

  • using conjunctions to show adding, cause, contrast or time, such as ‘When we went to the zoo the lions were sleeping. After lunch they woke up and then they roared’
  • using reference items to maintain cohesion, including pronouns (‘she’, ‘him’, ‘it’, ‘their’)
  • connecting ideas using a small range of conjunctions (‘so’, ‘and then’) and connectives (‘Therefore’, ‘In addition’)

  VCEALL468 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features