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• VCMMG368

  Use the unit circle to define trigonometric functions as functions of a real variable, and graph them with and without the use of digital technologies

  Elaborations

  • establishing the symmetrical properties of trigonometric functions
  • investigating angles of any magnitude
  • understanding that trigonometric functions are periodic and that this can be used to describe motion
  • identifying points on the unit circle via arc lengths in radians, which correspond to specified values of the circular functions sine, cosine and tangent

  VCMMG368 | Mathematics | Level 10A | Measurement and Geometry | Pythagoras and trigonometry

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCELT315

  Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

  Elaborations

  • identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
  • examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
  • examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

  VCELT315 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VC2M7A05

  generate tables of values from visually changing patterns or the rule of a function; describe and plot these relationships on the Cartesian plane

  Elaborations

  • plotting points from a table of values generated using simple linear functions and recognising patterns, such as the points lie on a straight line
  • discussing and using variables to create a general rule and using the rule to determine the value of the dependent variable for any given value of the independent variable; for example, plotting the value of the circumference of a circle for varying values of radius
  • using function machines to generate a table of ordered pairs using input and output values, plotting the relationships on a Cartesian plane and describing the graph in terms of shape
  • using diagrams and manipulatives to form linear growth patterns, representing these patterns in tables and describing the relationship in terms of the way the pattern is growing and in the context of the situation

  VC2M7A05 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VCARC138

  Collaborate in group tasks and organise shared experiences that involve making suggestions and decisions and engaging in transactions

  Elaborations

  • making collaborative decisions and arrangements using expressions for counting, ordering and organising ideas, for example,

    أوّلاً؛ نختار أفراد الفريق؛ ثانياً نوزّع الأدوار؛ ثالثاً؛ نعرض الأفكار؛ أخيراً نعمل على دورنا

    في البداية سوف أجمع الصور ؛ بعد ذلك سوف نبحث في الإنترنت عن المعلومات وفي النهاية سنجمع كل شيء سويّاً

  • engaging in transactions by asking for and providing information, such as giving prices and asking for goods and services, for example,

    ما سعر ...؟ بكم هذه اللعبة؟ ما سعر كيلو البرتقال؟ بكم كيس الخبز؟ ربطة الخبز بدولار ونصف؛ سعر كيلو التفاح ثلاثة دولارات

    أحتاج مساعدة من فضلك؛ هل تقدر أن تساعدني؟ أنا أبحث عن خوذة لقيادة الدرّاجة؛ أين أجدها؟ هل عندكم الفيلم الكرتوني الجديد؟

  • making suggestions and choices in the allocation of roles and explaining the reasons for such choices, for example,

    أنا أحب أن أكون الطبيب؛ لماذا لا تكون أنت المعلم؟ لماذا لا تأخذ دور النادل في المطعم؟ دوري طبيب لأنني أحب أن أكون طبيباً في المستقبل؛ خذي دور الأم لأنّ دورها قصير

  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Arabic

  VCARC138 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCASFC024

  Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment

  [ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]

  Elaborations

  • viewing a signed story that involves progressive action, tension and resolution
  • identifying how signers use space to track a character or location throughout a text
  • viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse
  • using NMFs to express changing emotions such as anticipation, fear or relief in response to elements of live or recorded signed stories
  • viewing and responding to short recorded skits, for example by re-enacting favourite elements and modifying manner or aspect to provide additional emphasis or expression
  • freezing cartoons or video clips of people/animals in amusing situations, signing a commentary on what has just happened and predicting what might happen next
  • experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf
  • participating in games that focus on modifying manner or aspect for effect
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions

  VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC039

  Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning

  Elaborations

  • helping to manage discussion, for example by asking specific questions to check meaning, making constructive comments to keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
  • using strategies that support effective participation in shared learning activities, including signing clearly, pausing for others to respond, asking pertinent questions, rephrasing, repeating and linking their own contributions to those of others
  • exploring and clarifying others’ ideas and summarising their own, and reporting back to a larger group
  • engaging in conversations and discussions with guest speakers, using active watching behaviours and contributing their own ideas, questions and opinions
  • reflecting on their learning experiences, checking on their own and each other’s progress and providing each other with feedback, advice or reminders
  • sharing information and providing context for a new participant joining a conversation
  • contributing to discussions by clarifying and critiquing ideas and developing and supporting arguments, using statements such as:
    I FEEL YOU RIGHT TALK OVER …. BECAUSE…
    I think it’s good you are talking about …., because…
    
  • making connections between ideas, actions and effects, using reflective language such as:
    FAIL WHY? BECAUSE THAT DS:length WRONG, FAIL
    Because this happened … then …
    IF LIE++, HAPPEN TRUE, PEOPLE STILL DOUBT.
    If you always lie, when you tell the truth, people will still doubt you.
    

  VCASFC039 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCHIC093

  Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following directions, giving praise or encouragement and reflecting on learning experiences

  Elaborations

  • participating in regular classroom interactions such as asking and answering questions, for example, आज २० जून है; आज सोमवार है; आज बहुत सर्दी है; requesting permission or clarification, नहीं, मुझे समझ नहीं आया, कृपया फिर से दोहराइए। यह बहुत कठिन है। इस में मुझे क्या करना है? इस प्रश्न का उत्तर क्या है? कृपया, यह फिर से समझाइए; and responding to praise or criticism, बहुत बढ़िया! बुरा नहीं है। ठीक ठाक हैl
  • using language of comparison, opinion, reflection and response, for example, इस विकल्प को अधिक लोग चुनते हैं ... मुझे यह कार्य बहुत कठिन लगा।
  • monitoring progress during learning experiences, responding to each other’s contributions and expressing opinions and preferences, किसकी बारी है? यह बहुत कठिन लग रहा है। मैं फिर से शुरू करूंगा …
  • using evaluative language to provide feedback and encouragement and to review learning experiences, for example, by reflecting on completed tasks, हमने अच्छा प्रबंध किया। हमें उम्मीद से ज़्यादा समय लगा, प्रभावशाली सुधार, प्रयत्न करते रहो
  • identifying and discussing Hindi idioms and proverbs that may be applied to the experience of learning languages, for example, डूबते को तिनके का सहारा, नाच न जाने आंगन टेढ़ा, अँधे की लाठी, चार–चाँद लगाना

  VCHIC093 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU231

  Recognise similarities and differences in language features of different types of texts and in Auslan and English texts of a similar type, and notice how texts build cohesion

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • comparing a short text in Auslan with an equivalent type of English text (for example, a recount in both languages) and noticing similarities and differences in structure and language features
  • examining different examples of an Auslan text on the same topic, or telling the same story, and identifying different choices signers made in the production of the text, for example the amount of fingerspelling or CA they used
  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • identifying examples of signers pointing to an established location to refer to a non-present referent
  • identifying how signers use space to make clear the actor or undergoer of a verb through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and how such strategies help maintain interest and support understanding

  VCASFU231 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITC081

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of contemporary issues

  Elaborations

  • listening to, viewing and reading authentic texts and asking critical literacy questions such as Chi è l’autore?; Di cosa si tratta?; Per chi è stato scritto?; Qual è il tema?; Da quale/i punto/i di vista è presentato? Qual è lo scopo?
  • gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
  • extracting details and main ideas, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
  • summarising the message or argument of a text such as an advertisement, poster or article, and using evidence from the text to consider how claims are supported
  • comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli
  • using dictionaries effectively and accessing reference materials such as word lists and grammar references in print and online resources to assist and refine understanding of content

  VCITC081 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VC2M6ST03

  plan and conduct statistical investigations by posing and refining questions to collect categorical or numerical data by observation or survey, or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation

  Elaborations

  • selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart
  • using a spreadsheet to record and analyse data, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed
  • investigating the daily water usage by a student in the home compared to the World Health Organization claim that between 50 and 100 litres of clean water is needed per person per day
  • collecting sample sets of ‘discrete numerical data’ (for example, the number of cars or pets in a household), where the class is surveyed, then other classes are surveyed, and data is analysed and compared, discussing findings
  • collecting ordinal categorical data through the use of a survey; for example, surveying each member of the class, by asking them to indicate their preference on a five-point scale for a particular graphic and colour combination of a proposed school logo
  • collecting ordinal data for ranking nominees for school captain with respect to several criteria, contrasting the use of a five-point scale compared with using a four-point scale

  VC2M6ST03 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VCASFC022

  Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community

  Elaborations

  • recalling specific points of information in signed classroom instructions or descriptions and responding to comprehension questions in Auslan
  • paraphrasing the content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website
  • conducting an interview with a member of the Deaf community and reporting back to the class on key points
  • using factual questions to request information about planned events or activities, for example in relation to details such as place, time or cost
  • surveying peers about interests, preferences or routines, presenting findings in formats such as profiles, charts or graphs
  • locating, organising and presenting information from Auslan resources related to other learning areas, such as science materials or cooking demonstrations, for example, Sign & Cook for Kids (Auslan Storybooks)
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors and mentors, recording the new language in personal sign dictionaries

  VCASFC022 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFU105

  Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • looking at short recounts or narratives in Auslan and identifying information necessary to communicate with others such as who was involved or when and where the event happened
  • recognising that different signed texts serve different purposes and discussing and comparing these purposes, for example, a procedure is to explain how, a narrative is to entertain
  • identifying how signers use space to track participants through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and noticing how such strategies help maintain interest and support understanding

  VCASFU105 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEC106

  Identify key words and information in simple shared texts related to personal worlds

  Elaborations

  • recognising symbols, words and phrases of written German, for example, labels, titles and captions
  • recognising key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • demonstrating understanding by labelling, pointing, matching, clicking, dragging, drawing, miming, facial expressions and actions
  • locating specific words and expressions, for example, in spoken texts by clapping or raising hands, and in written texts by pointing to or highlighting the word(s)
  • ordering/matching items of information in relation to different texts, such as responding to questions about story, for example, Wer ist das? Er hat drei Brüder und wohnt in …

  VCDEC106 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC112

  Access and analyse information from different sources, identifying how culture and context influence the presentation of ideas

  Elaborations

  • examining information obtained from different sites and sources to compare how young people are represented in the media, for example, comparing letters to the editor about young people with postings on forums conducted by young people
  • listening to and viewing short informative texts such as documentaries or news reports, listing key words and points of information to be reused in own newsflash or roman photo, and considering how emphasis or perspective can reflect culture and context
  • conducting surveys or structured interviews with classmates or online French-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations
  • listening to, reading or viewing excerpts from interviews with public figures such as politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information

  VCFRC112 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VC2M10A09

  solve simultaneous linear equations, using algebraic and graphical techniques including using digital tools

  Elaborations

  • investigating situations involving simultaneous linear equations in context (such as multiple quotes for a job, or profit and loss) and solving the equations graphically, giving solutions in everyday language (such as ‘break-even point’ or ‘point to change providers’ for the job)
  • describing the solution of simultaneous equations within the context of the situation
  • using the algebraic methods of substitution and elimination, with and without the use of digital tools, and identifying which technique is the most efficient for a given pair of equations
  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs
  • investigating the strategies inherent in Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Weme from the Warlpiri Peoples of central Australia, and their connection to strategies to solve simultaneous linear equations in 2 variables

  VC2M10A09 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M5SP02

  construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement

  Elaborations

  • understanding how the numbers on the axes on a grid coordinate system are numbers on a number line and are used to pinpoint locations
  • discussing the conventions of indicating a point in a grid coordinate system; for example, writing the horizontal axis number first and the vertical axis number second, and using brackets and commas
  • comparing a grid reference system to a grid coordinate system (first quadrant only) by using both to play strategy games involving location; for example, in playing the game Quadrant Commander, deducing that in a grid coordinate system the lines are numbered (starting from zero), not the spaces
  • placing a coordinate grid over a contour line, drawing and listing the coordinates of each point in the picture, asking a peer to re-create the drawing using only the list of coordinates, and discussing the reasons for the potential similarities and differences between the 2 drawings

  VC2M5SP02 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• VCVIC109

  Identify key words and specific information related to their personal world in simple spoken, written, digital and visual texts

  Elaborations

  • identifying familiar words or concepts related to familiar people, for example, Ðây là ba. Ðây là mẹ và chị, or everyday objects, for example, Đây là cái nhà. Đây là cái cổng. Đây là chiếc xe
  • viewing and/or listening to familiar texts such as posters, songs and short films to locate key words, for example, bìa tranh minh họa, truyện tranh, từ điển bằng hình, trò chơi xếp hình, học vần tiếng Việt
  • demonstrating comprehension of words and short sentences in familiar texts by pointing, labelling, matching, clicking and dragging, drawing and miming
  • using contextual and visual cues to identify main points when participating in shared reading of print and digital texts

  VCVIC109 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCADRD014

  Use voice, facial expression, movement and/or space to express ideas and feelings about their world

  Elaborations

  • communicate a character’s feelings at specific points in a familiar story
  • provided with a variety of learning experience that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • participate in simple drama activities and use gesture, sound and facial expression to communicate a character’s feelings
  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation

  VCADRD014 | The Arts | Drama | Level D | Drama Practices

• VCADRE013

  Explore how characters express ideas in dramatic play

  Elaborations

  • creating a play about a social situation
  • creating a play with a social purpose
  • using gesture, sound and/ or facial expressions to communicate a character’s feelings at different points in a familiar story
  • taking part in purposeful dramatic play focusing on experiencing the roles and situations they create
  • exploring possibilities for role and situation when participating in whole group teacher-led process drama and role play
  • learning how to work safely during drama activities and following safety rules of the space

  VCADRE013 | The Arts | Drama | Level D | Explore and Express Ideas