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• VCHPEM064

  Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor skills in any direction from one point to another
  • sending, controlling and receiving objects at different levels and in different ways
  • performing a range of water confidence skills
  • creating movement sequences without equipment
  • responding with movement to rhythm, beat, music and words

  VCHPEM064 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VC2MFN03

  quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

  Elaborations

  • establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions
  • using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items
  • using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect
  • discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures
  • using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20

  VC2MFN03 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VCMMG366

  Prove and apply angle and chord properties of circles

  Elaborations

  • performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
  • communicating a proof using a logical sequence of statements
  • proving results involving chords of circles

  VCMMG366 | Mathematics | Level 10A | Measurement and Geometry | Geometric reasoning

• VCMMG288

  Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving determining radius, diameter, circumference and area from each other

  Elaborations

  • investigating the circumference and area of circles with materials or by measuring, to establish an understanding of formulas
  • investigating the area of circles using a square grid or by rearranging a circle divided into sectors
  • solving problems given one of radius, diameter, circumference or area of a circle, then the other quantities are determined from this

  VCMMG288 | Mathematics | Level 8 | Measurement and Geometry | Using units of measurement

• VC2M3N04

  add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator

  Elaborations

  • using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary
  • using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539
  • choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850
  • solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139
  • justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems
  • applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week

  VC2M3N04 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCMNA277

  Solve a range of problems involving rates and ratios, including distance-time problems for travel at a constant speed, with and without digital technologies

  Elaborations

  • understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
  • calculating population growth rates in Australia and Asia and explaining their difference
  • finding one of distance travelled, time taken or average speed given the other two quantities

  VCMNA277 | Mathematics | Level 8 | Number and Algebra | Real numbers

• VC2M2ST02

  create different graphical representations of data using software where appropriate; compare the different representations, and identify and describe common and distinctive features in response to questions

  Elaborations

  • collecting data from a limited list of choices, creating 2 different graphical representations of the data, and discussing and comparing the different representations; for example, asking the class to choose their favourite colour from a given set, then co-creating a picture graph with colours on the horizontal axis and comparing it to a column graph with colours on the horizontal axis and numbers on the vertical axis
  • creating different data displays (for example, lists, tally charts, jointly created column graphs and picture graphs) to represent a data set, describing the information that each display represents and discussing how easy or hard they are to interpret and why
  • using digital tools to create picture graphs to represent data using one-to-one correspondence, deciding on an appropriate title for the graph and considering whether the categories of data are appropriate for the context
  • comparing picture graphs with one-to-one column graphs of the same data, interpreting the data in each and saying how they are the same and how they are different; for example, collecting data on the country of birth of each student and creating different pictographs to represent classroom data
  • using dot plots, sticker charts, picture graphs, bar charts and column graphs to represent data

  VC2M2ST02 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics

• VCPSCSE045

  Analyse the significance of independence and individual responsibility in the completion of challenging tasks

  Elaborations

  • creating a mind map drawing connections between independence, individual responsibility and successful completion of a challenging task
  • drawing links between the degree of responsibility and their motivation to complete tasks
  • responding to the following statement ‘There is no one to blame when you work on your own’

  VCPSCSE045 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAU033

  Recognise the areas of the world where the language is spoken

  Elaborations

  • identifying which world communities use the language and that the language studied borrows from other languages
  • identifying examples of how the language has influenced Australian English showing awareness of the language as a 'real' language in use in the world and one of multiple languages in the Australian community

  VCRAU033 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCAMUR032

  Explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by comparing music from different cultures, times and locations, including the music of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • reviewing one’s own music, outlining their use of performance techniques and discussing the purpose of using specific presentation and production elements
  • providing and responding to feedback to refine performances and compositions
  • talking and writing about music from other places and times and how cultural understandings shape responses to music; for example, listening to examples of contemporary music that uses Aboriginal instruments such as the didgeridoo or clap sticks and asking ‘how does this music draw on music traditions or styles from other times, cultures or locations?
  • identifying the features of music from other contexts, for example, investigate traditional and contemporary music from Asia, considering traditions, customs and conventions

  VCAMUR032 | The Arts | Music | Levels 5 and 6 | Respond and Interpret

• VCASFU051

  Identify structures, language features and cohesive devices used in different types of texts, recognising that language choices reflect purpose, context and audience

  Elaborations

  • examining different examples of an Auslan text type (for example, one to inform or one to persuade) and identifying choices signers made, for example the amount of fingerspelling they used
  • noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
  • annotating in ELAN or similar software where a signer is using established locations to refer to a noun referent

  VCASFU051 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCDEU165

  Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation

  Elaborations

  • exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
  • recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
  • applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work

  VCDEU165 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VC2M3M04

  describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute

  Elaborations

  • representing and reading the time on an analog clock using the markings and the positions of the hands, to the nearest minute mark or 5-minute interval
  • reading and connecting analog and digital time, interpreting times, and recognising and using the language of time, for example, 12:15 as a quarter past 12, or 15 minutes past 12; 12:45 as a quarter to one or 15 minutes before one o’clock; and 10:05 as 5 minutes past 10
  • reading analog clocks throughout the day, and noticing and connecting the position of the hour hand and the distance the minute hand has travelled during the current hour

  VC2M3M04 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2M4N05

  solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

  Elaborations

  • using physical or virtual materials to demonstrate the multiplicative relationship between the places
  • using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by 10 moves the digits one place to the left and dividing by 10 moves digits one place to the right
  • using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by tens, hundreds and thousands, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator

  VC2M4N05 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M4N07

  choose and use estimation and rounding to check and explain the reasonableness of calculations, including the results of financial transactions

  Elaborations

  • using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, 5 packets of biscuits at $2.60 each will cost between $10 and $15 as 5 × $2 = $10 and 5 × $3 = $15
  • using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate
  • recognising the effect of rounding in addition and multiplication calculations; rounding both numbers up, both numbers down, and one number up and one number down, and explaining which is the best approximation and why

  VC2M4N07 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M8SP01

  identify the conditions for congruence and similarity of triangles and explain the conditions for other sets of common shapes to be congruent or similar, including those formed by transformations

  Elaborations

  • developing an understanding of what it means for shapes to be congruent or similar
  • using the enlargement transformation and digital tools to develop sets of similar shapes
  • investigating sufficient conditions to establish that 2 triangles are congruent
  • applying logical reasoning and tests for congruence and similarity, to problems and proofs involving plane shapes
  • comparing angle and side measurements of shapes under transformation to answer questions such as ‘What changes?’ and ‘What stays the same?’
  • establishing that 2 shapes are congruent if one lies exactly on top of the other after one or more transformations, including translations, reflections and rotations, and recognising that the matching sides and the matching angles are equal

  VC2M8SP01 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VCZHC025

  Reflect on how aspects of personal identity are expressed in Australian and Chinese contexts

  Elaborations

  • preparing a self-introduction and discussing the concept of ‘self’/我, exploring questions such as ‘What makes me special in my family? In my class? In my school?’, for example, 我叫 Tina, 我是妹妹。我上三年级，我的老师是王老师
  • prioritising information when talking about self, for example, 我叫Kate before 我八岁
  • sharing information about one’s zodiac animal sign in Chinese and discussing in English the cultural significance of such information, for example, 我属龙

  VCZHC025 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting