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• The Humanities | Geography: Rationale and Aims

  Rationale

  The Geography curriculum presents a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal...

  Overview material | Geography

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCELT462

  Evaluate the social, moral and ethical positions represented in texts

  Elaborations

  • identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

  VCELT462 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCHHK139

  Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort

  Elaborations

  • creating a concept map to analyse the causes of World War I
  • investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918, for example idealistic notions of war or sense of adventure

  VCHHK139 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VC2M2A04

  apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

  Elaborations

  • using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value
  • sharing a set of objects equally between a small number of groups

  VC2M2A04 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M10AA02

  devise and use algorithms and simulations to solve mathematical problems

  Elaborations

  • applying a systematic guess-check-and-refine algorithm to identify an approximate value for the root of an equation in an interval
  • developing simulations for counterintuitive problems in probability such as the Monty Hall problem or derangements

  VC2M10AA02 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• VC2M10AST03

  use digital tools to investigate bivariate numerical data sets; where appropriate use a straight line to describe the relationship allowing for variation, make predictions based on this straight line and discuss limitations

  Elaborations

  • investigating different techniques for finding a ‘line of best fit’
  • using a fitted line to data to make predictions between and beyond existing data values and discussing limitations of these predictions

  VC2M10AST03 | Mathematics | Mathematics Version 2.0 | Level 10A | Statistics

• VCMNA093

  Investigate and describe number patterns formed by skip counting and patterns with objects

  Elaborations

  • using place-value patterns beyond the teens to generalise the number sequence and predict the next number
  • investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

  VCMNA093 | Mathematics | Level 1 | Number and Algebra | Patterns and algebra

• VCMNA285

  Plot graphs of non-linear real life data with and without the use of digital technologies, and interpret and analyse these graphs

  Elaborations

  • investigating different combinations of length and width of a rectangle for a fixed area, and drawing the corresponding graph
  • using graphs to analysing change in the value of a currency against another currency over a specified period

  VCMNA285 | Mathematics | Level 8 | Number and Algebra | Linear and non-linear relationships

• VCMNA114

  Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

  Elaborations

  • using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value
  • sharing a set of objects equally between a small number of groups

  VCMNA114 | Mathematics | Level 2 | Number and Algebra | Patterns and algebra

• VCMNA139

  Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes

  Elaborations

  • finding and describing simple rules in words to solve problems
  • using simple function machines to represent and apply a process or the inverse process, such as increase or decrease the value of a number by a specified amount

  VCMNA139 | Mathematics | Level 3 | Number and Algebra | Patterns and algebra

• VCMNA358

  Devise and use algorithms and simulations to solve mathematical problems

  Elaborations

  • applying a systematic guess-check-and-refine algorithm to identify an approximate value for the root of an equation in an interval
  • developing simulations for counter-intuitive problems in probability such as the Monty Hall problem or derangements

  VCMNA358 | Mathematics | Level 10A | Number and Algebra | Patterns and algebra

• VCMSP373

  Use digital technology to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation, make predictions based on this straight line and discuss limitations

  Elaborations

  • investigating different techniques for finding a ‘line of best fit’
  • using a fitted line to data to make predictions between and beyond existing data value sand discuss limitations of these predictions

  VCMSP373 | Mathematics | Level 10A | Statistics and Probability | Data representation and interpretation

• VCPSCSO022

  Identify the importance of including others in activities, groups and games

  Elaborations

  • identifying the emotions that are experienced if others are excluded from activities, groups or games
  • developing inclusive practices which impact on others’ emotions, such as ‘invitation to join a group’
  • recognising the effects of inclusive behaviour, for example ‘feeling valued’ or ‘belonging to a group’

  VCPSCSO022 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCZHU154

  Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude

  Elaborations

  • reading aloud printed information with attention to pronunciation and tone
  • recognising syllable changes in speech, including change of tonal value and tone sandhi, such as 不要

  VCZHU154 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Turkish - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

• Auslan - First Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students learn to produce all handshapes, movements and locations of single signs. They make use of handling and size and shape specifiers (SASS) depicting signs with increasing accuracy, and use entity depicting signs to talk about simple movement and locations. Students produce a range of clause...

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

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people...

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

• Chinese - Second Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students discover the distinctive features of the spoken language and begin to use Pinyin and tone marks to practise syllables and tones they encounter in new words. They recognise that letters in Pinyin and English produce different sounds using different spelling conventions. Printed texts used...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence

• Chinese - Second Language Learner - F–10 Sequence: Levels 5 and 6 description

  Students engage with oral language by active listening, observing interactions between speakers in everyday contexts, and using the spoken language in a range of forms. They speak with attention to the sounds and tones of words, using formulaic language and applying their knowledge of familiar...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence