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• 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

• 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

• VCCCL013

  Explain how and why laws are enforced and describe the roles and responsibilities of key personnel in law enforcement, and in the legal system

  Elaborations

  • identifying different types of laws in our community and explaining who enforces them (road laws – police; health laws – public health department; pollution laws – environmental protection officer)
  • investigating how laws protect human rights, for example sex, disability, race and age discrimination law
  • identifying and researching the different people associated with law enforcement (such as quarantine and customs officials, and police) and the legal system (such as judges and lawyers)

  VCCCL013 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Laws and Citizens

• VCCCL032

  Explain how Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander peoples

  Elaborations

  • listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws, for example the protection of World Heritage areas
  • researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
  • identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander peoples

  VCCCL032 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• VCELY329

  Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

  Elaborations

  • using research from print and digital resources to gather and organise information for writing
  • selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
  • using vocabulary, including technical vocabulary, appropriate to purpose and context
  • using paragraphs to present and sequence a text
  • using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

  VCELY329 | Curriculum content | English | Level 5 | Writing | Literacy

• VCGGC127

  Predict changes in the characteristics of places over time and identify the possible implications of change for the future

  Elaborations

  • researching the potential of agricultural production in northern Australia
  • discussing the effects of people's cultural and leisure choices on towns and cities or heritage areas. For example, predicting how changing choices may affect these and other places in the future
  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • identifying trends in human wellbeing in countries over time

  VCGGC127 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK077

  Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents

  Elaborations

  • using geographical tools, such as a globe, a wall map or electronic atlas, to identify the major countries of Africa and South America and their relative locations
  • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America
  • researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America
  • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America

  VCGGK077 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCHPEM138

  Participate in and investigate the cultural and historical significance of a range of physical activities

  Elaborations

  • examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia
  • researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region
  • participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities

  VCHPEM138 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCRAC038

  Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers
  • reading, viewing and listening to texts to research information about concepts related to other curriculum areas
  • identifying and comparing perspectives about information in spoken and written texts

  VCRAC038 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• Korean - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound system of the Korean language, recognising Korean pronunciation as being different from English and other languages. They learn to pronounce syllable blocks as part of sight words, recognising the association between simple vowel and consonant sounds with...

  Level description | Languages | Korean | F–10 Sequence

• Spanish - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and recognise and use the intonation patterns that distinguish between statements, questions and exclamations...

  Level description | Languages | Spanish | F–10 Sequence

• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

• Vietnamese - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple...

  Level description | Languages | Vietnamese | F–10 Sequence

• VCCCG028

  Discuss the role of political parties and independent representatives in Australia’s system of government, including the formation of governments, and explain the process through which government policy is shaped and developed

  Elaborations

  • investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
  • discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government, party platform, and mandate
  • investigating the role of the Prime Minister and Cabinet, the bureaucracy and the parliament in policy-making
  • discussing the development of government policy such as health, education, disability

  VCCCG028 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• 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

• VCELC125

  Participate in shared imaginative activities and respond by acting out events, identifying favourite elements, and making simple statements about characters

  Elaborations

  • listening to, viewing and reading stories, such as Aesop’s fables, or stories by contemporary Greek authors, in a range of text types, and responding to questions about characters, themes and events
  • comparing a Greek myth or legend to myths and legends of a country of the Asia region, such as China, and highlighting the similarities and differences in characters, events and moral of the story
  • creating a timeline of the main events of a story using pictures, words and simple sentences
  • performing a scene from a Greek myth (Theseus and the Minotaur, Icarus, Hercules, Cyclops, Persephone) using simple, modelled language

  VCELC125 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC065

  Create texts for particular audiences that depict experiences or topics of interest

  Elaborations

  • creating cartoons, picture stories, plays or big books for younger audiences
  • creating and performing own texts which reflect Italian cultural behaviours, attitudes and social conventions (for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life or virtual life), and comparing own texts to others’
  • creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective

  VCITC065 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating