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• VCDTDI021

  Collect, access and present different types of data using simple software to create information and solve problems

  Elaborations

  • selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example graphs suit data that shows trends or comparisons; lists suit text data that needs to be presented in alphabetical order; animations suit images that show actions and relationships
  • using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
  • improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
  • using software to sort and calculate data when solving problems, for example sorting numerical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
  • exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
  • recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons

  VCDTDI021 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCDTDI029

  Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

  Elaborations

  • applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
  • applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
  • developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
  • using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
  • using a range of communication tools to share ideas and information, for example participating in collaborative online environments

  VCDTDI029 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDI048

  Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data

  Elaborations

  • using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
  • summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
  • automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
  • simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet
  • documenting the attributes of complex objects and processes using a data dictionary
  • interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements

  VCDTDI048 | Technologies | Digital Technologies | Levels 9 and 10 | Data and Information

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI028

  Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information

  Elaborations

  • using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
  • selecting and using peripheral devices suitable to the data type, for example using a data probe to collect numeric data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
  • recognising the difference between numerical, text and date formats in spreadsheets
  • using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges
  • acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
  • using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset

  VCDTDI028 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information

• VCDTDI049

  Manage and collaboratively create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities

  Elaborations

  • investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
  • applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
  • creating an interactive web-based project that complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
  • creating online interactive solutions for working with others by combining or modifying online software tools to support project work

  VCDTDI049 | Technologies | Digital Technologies | Levels 9 and 10 | Data and Information

• VCDTDI022

  Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

  Elaborations

  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names, and recognising that all digital interactions are difficult to erase (digital footprints)
  • using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
  • organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation and sharing it online with students from another school
  • managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
  • discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
  • making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others

  VCDTDI022 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCEALL372

  Develop a small range of skills to create and navigate a simple digital text, including multimodal and interactive texts

  Elaborations

  • typing in letters and words, copying from a print text or typing short original texts
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL372 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCEBB024

  Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

  Elaborations

  • identifying a variety of innovations in business and discussing how this has benefited the particular business
  • exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation, use of digital technologies and social media and the adoption of sustainable production practices
  • identifying the reasons businesses seek to build or create a competitive advantage, for example, to stay in business, meet the changing demands of a competitive global market, achieve efficiencies, lower costs and improve their profit margins
  • investigating the different strategies businesses use to create competitive advantage, for example, improving productivity, undertaking research and development, adopting innovative and efficient practices, advertising and marketing, offering a lower-cost product, innovative ways of managing the workforce, or by implementing efficient internal operations strategies
  • discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses

  VCEBB024 | The Humanities | Economics and Business | Levels 9 and 10 | The Business Environment

• VCELA392

  Understand how accents, styles of speech and idioms express and create personal and social identities

  Elaborations

  • building a database of local idioms and their meanings, accents and styles of speech for different contexts, exploring the possibilities of these choices in drama and role play, and discussing their connection with personal and social identities
  • developing dialogues authentic to characters in comics, cartoons and animations

  VCELA392 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELA414

  Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

  Elaborations

  • interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays
  • using cohesive devices when writing complex texts

  VCELA414 | Curriculum content | English | Level 8 | Writing | Language

• VCELC179

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual digital/multimedia texts for Greek speakers in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from Greece or Cyprus
  • creating bilingual digital/multimedia or online texts, such as a children’s story to read to primary school children, for example, the Spot books, Πού είναι ο Σποτ; comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both Greek and English, for example, an information leaflet for Greek exchange students coming to Australia or for a student study tour to Greece or Cyprus
  • corresponding online with Greek-speaking peers to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations, Στην Ελλάδα το μάθημα αυτό το λέμε ...

  VCELC179 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELC109

  Create and participate in shared performances and imaginative activities using familiar words, phrases, captions and language patterns

  Elaborations

  • creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions, for example, Ο Σποτ ...
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon, for example, Μορμώ
  • creating rhymes, nonsense phrases and songs using rehearsed language, adding Greek dancing, clapping and gestures, for example, Όπα, Ποπό!
  • performing chants, rap, rhymes and songs, and using music and actions to support meaning, for example, Περνά περνά η μέλισσα, Μια ωραία πεταλούδα, Αχ Κουνελάκι, Φεγγαράκι μου λαμπρό, Να το, να το το αστράκι

  VCELC109 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCELC162

  Create bilingual texts in Greek and English, such as menus, posters or brochures on the same theme or event

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus, for example, Το μενού της ημέρας
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of Greek culture, for example, attending a festival, Ελάτε με την παρέα σας, dining at a Greek restaurant, μεζέδες, ορεκτικά, επιδόρπιο
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to Greece or Cyprus including and explaining key words, phrases and protocol, for example, Πρόγραμμα εκδρομής, δίκλινα/τρίκλινα δωμάτια, ξεναγός, the meaning of πρωινό, μεσημεριανό φαγητό, βραδινό φαγητό in terms of meeting time
  • creating vocabulary lists and annotated cultural explanations for Greek-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules football final, Anzac Day, Harmony Day, barbeque

  VCELC162 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELC126

  Create and perform short spoken and written imaginative texts such as dialogues or collaborative online stories, using formulaic expressions and modelled language

  Elaborations

  • creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany songs
  • modifying texts such as songs, for example, by substituting words in a well-known song or tune (Η Mικρή Ελένη, Βγαίνει η βαρκούλα, ‘Bob the Builder’)
  • creating a new story such as a digital picture book using favourite characters from imaginative texts (Ηρακλής, Μορμώ, Σποτ) and adding captions using formulaic expressions and modelled language, for example, Μια φορά και έναν καιρό, Τέλος, Και ζήσαν αυτοί καλά κι εμείς καλύτερα.

  VCELC126 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCELC160

  Create and perform own and shared texts about imaginary people, places and experiences, to entertain others

  Elaborations

  • creating texts, using digital technologies, to entertain younger audiences, such as cartoons, photo stories, plays or Big Books based on traditional and other familiar stories
  • creating the next scene, new character or an alternative ending for imaginative Greek texts, such as a story or drama performance
  • composing and performing short songs with particular themes, for an occasion such as a performance for classroom guests
  • illustrating imaginative stories in visual forms such as cartoons or captioned photo stories

  VCELC160 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELC026

  Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of Greek-speaking students, posting items of interest, comments and questions in Greek and English
  • creating a storyboard outline which brings familiar English-speaking characters to Greek-speaking worlds and contexts, such as Harry Potter as your tour guide in Athens or Nicosia
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά
  • creating bilingual captions for tourist attractions in Greece, Cyprus or Australia to explain their significance and cultural references, for example, bush, beach, το Αιγαίο, Πέτρα του Ρωμιού, Άγιον Όρος
  • creating bilingual texts to give information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in Greek with footnotes in English about the ingredients

  VCELC026 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELC024

  Experiment with different techniques to create and present imaginative texts designed to engage different audiences

  Elaborations

  • accessing texts, such as songs, films and digital/online texts, and creating a new version or modifying key aspects, for example, introducing a new character or changing the ending
  • illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, using descriptive and expressive language, for example, Η παρέα μου, or using other devices such as alliteration or similes and metaphors
  • composing and presenting texts, using verbal and non-verbal expressions, for example, creating and presenting an imaginary character living during the period of the Greek Revolution
  • creating a range of texts to entertain particular audiences, for example, children’s digital books, songs, cartoons and video clips suitable for younger learners of Greek

  VCELC024 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating