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• VCZHC216

  Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning

  Elaborations

  • viewing documentaries on historical events and figures and determining appropriate English equivalents for key terms with multiple meanings, for example, translating 运动 as ‘(political) movement’ rather than its more familiar meaning, ‘sport’
  • reading bilingual signs from a range of places, such as restaurants, shops, pools, schools, hospitals and construction sites, and evaluating the effectiveness of the English translations, and possible reasons for such interpretations
  • comparing word choices for signs across languages and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • observing others involved in interpreting meanings in bilingual contexts and identifying challenges and potential issues in mediation
  • expanding their own linguistic repertoire by exploring available choices to translate unfamiliar ideas when moving between languages, and reflecting on their own choices and preferences
  • experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools

  VCZHC216 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCADRE001

  Experience elements of dramatic play with support

  Elaborations

  • provided with rich sensory experiences that give them opportunities to explore sights, sounds, smells, textures of drama
  • wearing a costume or coactively hold a costume/prop
  • exploring loco-motor and/ or non-loco-motor movements with assistance
  • experiencing taking part in purposeful dramatic play
  • exposed to drama forms and elements; for example use of voices, various movements or different movements for different roles, reacting to voice and movement of self/others

  VCADRE001 | The Arts | Drama | Level A | Explore and Express Ideas

• VCADRP011

  Present drama that communicates ideas, feelings and/or experiences

  Elaborations

  • responding to various performing and visual arts, e.g. clap along, study images within a picture
  • communicating feelings to others through simple role plays or perform
  • starting to use and like some familiar words and images to form a meaningful communication
  • re-enacting significant part/s of cultural or community story with the assistance of representatives from the community
  • rehearsing and performing sequences of ideas to communicate stories through drama

  VCADRP011 | The Arts | Drama | Level C | Present and Perform

• VCAMAE001

  Experience characters and settings through stories in images, sounds and multi-modal texts

  Elaborations

  • exposed to and coactively using technologies associated with media art
  • exposed to media art, images and sounds that represent their world
  • exposed to the use of technologies to capture images or sounds, for example use switch/button to activate media equipment,
  • coactively use various multimedia equipment, tap a switch to take an image, record a sound
  • assisting in composition by selecting images and/or sounds through reaction

  VCAMAE001 | The Arts | Media Arts | Level A | Explore and Represent Ideas

• VCAMAP003

  Experience the presentation of media artworks

  Elaborations

  • assisting in the making and sharing of media artwork by reacting to images or sound to indicate a choice, attending for a short period time to the construction process
  • exposed to sounds and images and multimodal text
  • experiencing the construction of media artworks
  • exposed to the capture and selection of images be used to tell a recent event and present to others
  • experiencing the producing and presenting of a media artwork for a particular purpose

  VCAMAP003 | The Arts | Media Arts | Level A | Present and Perform

• VCDTDS004

  Explore the purpose and use of some common digital systems (hardware and software components)

  Elaborations

  • observing the use of basic digital systems in everyday routines and copying them, for example using a tablet or phone to take a photograph
  • mimicking the use of various digital devices and assistive systems, for example using touch and reaction-linked devices that are in close proximity, using a voice-activated device
  • practising hand gestures to resize an image or text, or swipe to navigate
  • copying how to carry out an instruction, for example tapping an icon or swiping a screen

  VCDTDS004 | Technologies | Digital Technologies | Level B | Digital Systems

• VCEALC003

  Negotiate simple social or learning activities

  Elaborations

  • observing peers and copying actions in response to instructions or in classroom activities
  • asking for attention or assistance from the teacher or a friend by asking directly, using intonation to signal requests or indicating non-understanding through speech or body language
  • understanding common vocabulary related to needs (such as ‘toilet’, ‘pencil’, ‘stop’) and constructing simple phrases with this vocabulary (such as ‘Go toilet?’, ‘This my pencil’, ‘Stop that!’)
  • using picture cards, classroom charts and objects to support communication, for example pointing to a picture

  VCEALC003 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEBN027

  Identify the ways enterprising behaviours and capabilities can be developed to improve the work and business environments

  Elaborations

  • identifying types of entrepreneurial behaviours and their importance for work, business and the economy
  • identifying within a specific business context, enterprising behaviours and capabilities that may need to be improved, and developing a plan to assist with this improvement
  • mindmapping the different ways particular behaviours and capabilities could be improved
  • exploring which particular behaviours and capabilities a business needs to encourage, and proposing strategies for their business to do this

  VCEBN027 | The Humanities | Economics and Business | Levels 9 and 10 | Enterprising Behaviours and Capabilities

• VCGGC029

  Identify a familiar place and present findings using locational vocabulary, photos and visuals

  Elaborations

  • identifying some significant places or objects passed on the journey to a place, for example parks, trees, shops, truck
  • identifying the type of transport they use to get to significant places, for example walk, bus, car, train
  • locating familiar rooms and places at school and navigating confidently within familiar places
  • assisting in the construction of multimedia texts which represent the location of the places and features they pass, for example on their way from school to the place; they pass on the way to school and/ or they pass on their way from place to place within the school

  VCGGC029 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK027

  Experience specific activities in a place

  Elaborations

  • assisting to create personal and class multimodal texts in structured situation which identify places they like and what they like to do in them; a place and what it is used for including ‘special’ event/s
  • participating in activities related to the care and maintenance of a place, for example planting and watering plants; weeding, picking up rubbish; cleaning, maintaining or putting away equipment
  • matching an activity to the place it occurs, such as matching a photo of an activity to its location or object to its usual location

  VCGGK027 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCGGK055

  What people do in specific spaces

  Elaborations

  • assisting to construct a recount of what a place can be used for
  • identifying how they look after a place
  • identifying some rules about a place, for example, not running, quiet voice etc.
  • participating in structured activities which investigate different places and what they do and do not do in each place
  • identifying and following rules and expectations within a place

  VCGGK055 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCHHK021

  Indicate the events at the beginning of the day, at midday and evening

  Elaborations

  • following simple now and then schedule
  • identifying what is next in a familiar regular routine or classroom visual schedule, for example pointing to the image that represents the next activity
  • following and assisting to construct simple timetables using images or objects that reflect regular daily events
  • completing regular daily routine events in sequence, such as unpacking a bag, getting a lunch box out for morning tea

  VCHHK021 | The Humanities | History | Level B | Historical Knowledge | Personal histories

• VCHPEM121

  Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges

  Elaborations

  • recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
  • applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
  • assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
  • devising strategies and formulating plans to assist in successfully performing new movement skills

  VCHPEM121 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Learning through movement

• VCHPEP048

  Explore what actions promote health, safety and wellbeing

  Elaborations

  • exploring and learning about healthy eating and showing an understanding of basic food-handling hygiene
  • identifying safety equipment used to minimise injury during physical activities
  • identifying personal hygiene routines that need to be carried out each day
  • learning the basic rules of respect for another person; sharing, offering assistance and cooperating and practising these skills
  • following safety symbols and procedures at school, home and in aquatic and road environments

  VCHPEP048 | Health and Physical Education | Level D | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP107

  Investigate community resources and strategies to seek help about health, safety and wellbeing

  Elaborations

  • researching health information sources and places where they can seek help
  • applying criteria to online information to assess the credibility of the information
  • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
  • discuss the resources in the local community that could assist young people when they are feeling unsafe at home or at school or during community activities

  VCHPEP107 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP073

  Practise strategies they can use when they need help with a task, problem or situation at home and/or at school

  Elaborations

  • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
  • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero
  • identifying situations at home and at school that may require the help of emergency services
  • recognising photos and locations of safe places and people who can help

  VCHPEP073 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCICCD004

  Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

  Elaborations

  • exploring student responses in a role play situation, for example, imagine what it is like to have to get help or seek assistance in a setting where they do not speak the language
  • examining different meanings associated with gestures and body language in a range of cultural settings, exploring examples such as whether direct eye contact is seen as a sign of respect or why touching someone on the head is offensive in Thailand

  VCICCD004 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCMNA069

  Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

  Elaborations

  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them

  VCMNA069 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• VCNRU080

  Use pronunciation rules and apply features of the spoken language being studied such as intonation, stress and rhythm and extend to more advanced spelling and punctuation rules

  Elaborations

  • recognising that pronunciation, rhythm and tempo assist in making meaning in interactions and applying this knowledge to own communication
  • comparing English and sounds and spelling with the language being studied in order to support pronunciation of familiar and unfamiliar words and expressions
  • using accentuation, if applicable, in the language correctly and with appropriate pronunciation
  • building phonic awareness by using and experimenting with sounds and rhythms
  • reinforcing pronunciation, phrasing and intonation skills by reciting and repeating words and phrases in context
  • recognising the role of stress and rhythm in creating emphasis
  • using appropriate spelling and punctuation in a range of written texts

  VCNRU080 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Systems of language

• VCPSCSE044

  Develop criteria to appraise personal qualities and use these to design strategies to plan for the future or address a challenge

  Elaborations

  • imagining you are developing a role description for a position, such as a school captain, what personal qualities would be required and what criteria would be used to select the most appropriate person
  • examining personal qualities, and identifying strengths and areas of improvement and designing a plan for an upcoming challenge such as beginning senior secondary studies
  • identifying a personal goal or challenge, such as getting a part-time job, and developing a list of personal qualities that would assist in meeting this goal or challenge

  VCPSCSE044 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience