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• VCTRC058

  Present, reinterpret or create alternative versions of songs, images or stories, adapting events or characters to different modes or cultural contexts

  Elaborations

  • collaborating with peers to create imagined scenarios between contemporary versions of characters or events encountered in traditional Turkish literature or songs
  • selecting an imaginative text that they enjoy, such as a poem or song, and adapting it to a different text genre, such as a rap or children’s story
  • planning and performing a short play for younger learners of Turkish, which contains references to favourite stories or legends
  • adapting a popular contemporary or traditional song to suit a different audience or context, for example, Süt içtim dilim yandı, Mavi Boncuk, Sev kardeşim, Domates biber patlıcan- Barış Manço
  • creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması, zeka oyunları
  • creating an additional scene, new character or alternative ending that adds suspense or a twist to a familiar story, drama or film script

  VCTRC058 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC100

  Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks

  Elaborations

  • identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing students, family members, the larger Deaf community and wider ‘hearing’ world
  • identifying and describing physical markers of identity among deaf people, such as the use of sign language and/or hearing devices such as hearing aids, cochlear implants and FM systems
  • creating a poster depicting their own family and labelling immediate and extended family members as deaf/hearing
  • identifying and discussing family names, given name/s and name signs for themselves and for others
  • exchanging views on how their individual biographies, including family origins, traditions, beliefs, communicative practices, interests and experiences, shape their sense of identity and impact on their ways of communicating
  • building an understanding of the concept of Deafhood and how each individual’s journey of identity development contributes to social relationships and to the formation of community, for example, by creating an individual identity map or a hand map
  • discussing visual ways of being, including interacting, transmitting and receiving information and behaving according to Deaf cultural values, and how these influence group learning and information sharing among Deaf people
  • investigating Deaf cultures around the world and how they shape visual ways of being, for example by considering how Deaf people from different countries and ethnic groups express shared group identity through practices such as gathering formally as a national or international community via opportunities such as Deaf film festivals; performing arts events, for example, Deaf Way; theatrical events; art exhibitions; or sporting events such as ADG, Deaflympics
  • responding to deaf people from different groups and backgrounds who visit and present about their education, families, social networks and sense of community/identity, for example by discussing similarities and differences between visitors’ reported experiences and their own lives
  • identifying the importance of place and space in the Deaf community, exploring why some places and spaces make deaf people feel comfortable or promote a sense of belonging, for example by identifying factors that make a classroom ‘Deaf friendly’, such as U-shape seating, minimisation of window glare/reflection, good lighting and acoustics, flashing lights, suitable interpreter location
  • identifying examples of deaf people’s visual orientation towards the world (‘people of the eye’), such as waving in space or using flashing lights to gain attention, visual applause
  • identifying their own stories, history, roles, responsibilities and links to the Deaf community and considering how these relate to their sense of identity
  • recognising that signed language is a birthright which establishes their identity with respect to the Deaf community and its traditions
  • viewing and creating accounts of their own and each other’s experience and roles in the Deaf community and identifying examples of the different ways of being deaf that they describe
  • discussing behaviour associated with cultural practices and traditions, for example, by discussing the concept of reciprocity as a manifestation of how community members share responsibility for each other’s wellbeing

  VCASFC100 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCEALL104

  Express simple negation correctly

  Elaborations

  • expressing simple negation using common auxiliary verbs in full and contracted forms, such as ‘don’t’, ‘did not’, ‘can’t’

  VCEALL104 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCELT080

  Recognise familiar texts which share the same character or similar topic or event

  Elaborations

  • learning that texts can share a similar theme or character
  • joining in the chant or rhyme during shared reading

  VCELT080 | Curriculum content | English | Level C | Reading and Viewing | Literature

• VCELY422

  Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

  Elaborations

  • investigating how digital tools or software can enhance a text that was originally print-based

  VCELY422 | Curriculum content | English | Level 8 | Writing | Literacy

• VCMMG123

  Investigate the effect of one-step slides and flips with and without digital technologies

  Elaborations

  • understanding that objects can be moved but changing position does not alter an object’s size or features

  VCMMG123 | Mathematics | Level 2 | Measurement and Geometry | Location and transformation

• VCMNA249

  Recognise and solve problems involving simple ratios

  Elaborations

  • understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem

  VCMNA249 | Mathematics | Level 7 | Number and Algebra | Real numbers

• VCMNA110

  Recognise and interpret common uses of halves, quarters and eighths of shapes and collections

  Elaborations

  • recognising that sets of objects can be partitioned in different ways to demonstrate fractions
  • relating the number of parts to the size of a fraction

  VCMNA110 | Mathematics | Level 2 | Number and Algebra | Fractions and decimals

• VCMSP270

  Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data

  Elaborations

  • understanding that summarising data by calculating measures of centre and spread can help make sense of the data

  VCMSP270 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• VCMSP347

  Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence

  Elaborations

  • recognising that an event can be dependent on another event and that this will affect the way its probability is calculated

  VCMSP347 | Mathematics | Level 10 | Statistics and Probability | Chance

• VCASFC219

  Communicate appropriately and clearly with the teaching team and peers using appropriate Auslan protocols for classroom interaction

  Elaborations

  • following classroom protocols specific to an Auslan context, such as:
    • responding to flashing lights and waving for class attention
    • tapping, pointing and waving for peer attention
    • maintaining eye gaze
    • back-channelling such as nodding
    • limiting the use of voice
    • maintaining a clear line of sight
  • following and using classroom language such as instructions for class routines, for example:
    PLAY GAME. PLEASE STAND UP
    We’re going to play a game; please stand up.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
  • using language to facilitate clear communication, such as asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    G:HANDS-UP PLEASE PRO1 NEED TOILET
    Can I go to the toilet please?
  • showing agreement/disagreement, for example, respectful manner, for example:
    AGREE YES or PRO1 AGREE
    Yes, I agree.
    PRO1 KNOW WHAT MEAN, BUT…
    I know what you mean, but …
    DOUBT
    I’m not sure.
    AGREE-NOT
    I don’t agree …
  • indicating understanding, for example by nodding, or signing SURPRISE, or KNOW++
  • apologising and thanking, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY PRO1 FORGOT
    I’m sorry; it was an accident.
  • asking for repetition or clarification, for example:
    PLEASE SLOW SIGN
    Could you sign that slowly please?
    PRO2 SAY BEFORE WHAT?
    What did you just say, sorry?
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    

  VCASFC219 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• Capabilities | Ethical Capability: Structure

  The curriculum consists of two strands: Understanding Concepts and Decision Making and Actions.

  Strands	Understanding Concepts	Decision Making and Actions
  	Students explore: key concepts and ideas important to identifying ethical problems and their relative importance concepts concerned with ethical...

  Overview material | Ethical Capability

• German - F–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. They examine the processes involved in learning and using a different language, recognising cognitive, cultural, personal and linguistic processes. They...

  Level description | Languages | German | F–10 Sequence

• German - 7–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. They examine the processes involved in learning and using a different language, recognising the cognitive, cultural, personal and linguistic processes. They...

  Level description | Languages | German | 7–10 Sequence

• Health and Physical Education: Levels 9 and 10 achievement standards

  By the end of Level 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing. They evaluate the outcomes of emotional responses...

  Level description | Health and Physical Education | Levels 9 and 10

• Music: Levels 9 and 10 description

  In Levels 9 and 10, learning in Music involves students using their voices, instruments and technology as they make and respond to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing, developing...

  Level description | The Arts | Music

• VCESU193

  Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

  Elaborations

  • extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
  • using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
  • expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
  • using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
  • describing events across time (past, present and future), choosing appropriate tenses
  • developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
  • describing people and things using:
    • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
    • acronyms, for example, MERCOSUR, EEUU, UE, ONU
    • diminutives, for example, gatito, mesita, negrito
  • persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
  • exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
  • using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
  • using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

  VCESU193 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHPEP142

  Evaluate factors that shape identities, and analyse how individuals impact the identities of others

  Elaborations

  • analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, food, physical activity, sexual health, drugs and/or risk-taking behaviours
  • examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
  • analysing the role of family, friends and community in supporting an individual’s identities, and proposing strategies to enhance their own and others’ wellbeing
  • investigating how cultural beliefs and practices surrounding transitions to adulthood differ between cultures

  VCHPEP142 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Being healthy, safe and active

• Languages | Turkish: Learning in Turkish

  Turkish language learning

  Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian Altay Mountain Range. Nomadic people brought the language with them as they expanded out to Turkmenistan, Uzbekistan...

  Overview material | Turkish

• VCAMUR038

  Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music

  Elaborations

  • identifying the elements of music aurally and then discussing how these elements, performance techniques and composition devices are used and manipulated, for example, discussing the shape of a melody in a particular part and how that part relates to the rest of the musical texture
  • identifying how the elements of music and instruments have been used in the piece, and compare them to the compositional devices used in their piece
  • researching performances through real or virtual sources to analyse and compare performers’ interpretations and discuss how each communicates the composer’s intentions

  VCAMUR038 | The Arts | Music | Levels 7 and 8 | Respond and Interpret