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VCHPEP131

Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities

Elaborations
- identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
- reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting
- promoting an understanding of minimal-impact outdoor recreation in the local area
- exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander peoples and communities
VCHPEP131 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities
VCITU131

Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact

Elaborations
- developing awareness of the Latin origins of the Italian language and other Indo-European languages, how Italian has developed as a language, and the use of dialects
- researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, and reflecting on the findings
- observing changes over time in levels of formality, particularly in spoken Italian such as forms of address, for example, tu/Lei compared to voi/Loro
- exploring, expanding and consolidating word usage using online applications relating to proverbs, sayings and set phrases
VCITU131 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCJAU158

Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes

Elaborations
- expanding metalanguage for communicating about language, using additional terms such as ‘pronoun’ and ‘conjunction’
- understanding and identifying elements of different sentence structures and the use of particles such as へ、で
- understanding the use of ～が　あります/います。to refer to inanimate/animate objects
- describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　あります。 noun　は　place　に　います。
- knowing how to use prepositions to describe the position of objects, for example, つくえ　の　上　に, いす　の　下　に
- understanding the use of こそあど series in concrete contexts, for example, これ、それ、あれ、どれ
- using the verb て form as a formulaic expression, such as when giving instructions or seeking permission, for example, 見て　ください。トイレ　に　いっても　いい　です　か。
- knowing how to use common counters and classifiers such as ～こ、～ひき/ びき/ ぴき、～えん
- understanding Japanese numerical place order: 一、十、百(ひゃく)、千(せん)、万(まん)
- understanding location words and expressions indicating direction or means of transportation, for example, くるま　で　がっこう　に　いきます。
- understanding different question words such as いくら、どれ
- using conjunctions such as そして、それから to link ideas
VCJAU158 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language
VC2M7A03

solve one-variable linear equations of increasing complexity with natural number solutions; verify equation solutions by substitution

Elaborations
- recognising that solving an equation is a process of determining a value that makes the equation true; and using substitution to determine whether a given number is a solution to an equation or not
- solving equations using concrete materials, the balance model and backtracking, explaining the process
- solving linear equations such as $3 x + 7 = 19$ algebraically, and verifying the solution by substitution
VC2M7A03 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra
VC2M7N02

represent natural numbers in expanded notation using powers of 10, and as products of powers of prime numbers using exponent notation

Elaborations
- relating the sequences 10, 100, 1000, 10 000 … and 10¹, 10², 10³, 10⁴ …
- applying and explaining the connections between place value and expanded notations, for example, $7000 = 7 \times 10^{3}$ and $3750 = 3 \times 10^{3} + 7 \times 10^{2} + 5 \times 10^{1}$
- applying knowledge of factors to strategies for expressing natural numbers as products of powers of prime factors, such as repeated division by prime factors or creating factor trees, for example, $48 = 6 \times 8 = 2 \times 3 \times 2 \times 2 \times 2 = 3^{1} \times 2^{4} = 3 \times 2^{4}$
- developing familiarity with the sequence 1, 2, 4, 8, 16, 32, 64, 128, 256, 512 and powers of 2; the sequence 1, 3, 9, 27, 81, 243, 729 and powers of 3; and the sequence 1, 5, 25, 125, 625 and powers of 5
- solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of natural numbers by comparing their prime factorisation
VC2M7N02 | Mathematics | Mathematics Version 2.0 | Level 7 | Number
VC2M3N02

recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

Elaborations
- moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)
- using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000
- predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each
- comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
- comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation
VC2M3N02 | Mathematics | Mathematics Version 2.0 | Level 3 | Number
VC2M5N02

express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another

Elaborations
- using a certain number of blocks to form different rectangles and using these to list all possible factors for that number; for example, 12 blocks can form the following rectangles: 1 × 12, 2 × 6 and 3 × 4
- researching divisibility tests and explaining each rule using materials; for example, using base-10 blocks to test if numbers are divisible by 2, 5 and 10
- using divisibility tests to determine if larger numbers are multiples of one-digit numbers; for example, testing if 89 472 is divisible by 3 using 8 + 9 + 4 + 7 + 2 = 30, as 30 is divisible by 3 then 89 472 is a multiple of 3
- demonstrating and reasoning that all multiples can be formed by combining or regrouping; for example, multiples of 7 can be formed by combining a multiple of 2 with the corresponding multiple of 5: 3 × 7 = 3 × 2 + 3 × 5, and 4 × 7 = 4 × 2 + 4 × 5
VC2M5N02 | Mathematics | Mathematics Version 2.0 | Level 5 | Number
VCPSCSO051

Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts

Elaborations
- identifying stages of conflict and the key skills required in managing conflict across a range of situations
- researching strategies that can be used to manage conflict across home, school, community and workplace contexts
- examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict
VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration
VCSSU122

All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms

Elaborations
- describing and modelling the structure of atoms in terms of the nucleus, protons, neutrons and electrons
- comparing the mass and charge of protons, neutrons and electrons
- describing in simple terms how alpha and beta particles and gamma radiation are released from unstable atoms
VCSSU122 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences
VCSSU060

Natural and processed materials have a range of physical properties; these properties can influence their use

Elaborations
- describing a range of common materials, such as metals or plastics, and their uses
- investigating a particular property across a range of materials
- selecting materials for a specified use based on their properties
VCSSU060 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences
VCZHC196

Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences

Elaborations
- preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
- creating posters (for example, about a local city or popular site) to convey information to Chinese peers, using pictures, maps and data to support text
- presenting information in alternative formats to suit the purpose and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理
- selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression
- obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
- presenting information on topics of interest related to the natural world, human history and endeavour, geography, or the built environment, using visual supports such as tables, charts, calendars and maps
- analysing what information is needed to research a topic, employing Chinese search engines to access diverse sources of information online and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？这个网站是官网吗?
VCZHC196 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCASFU036

Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan

Elaborations
- exploring culture as an essential part of human life, understanding that it is shared and passed on between generations and is closely connected to language and to identity
- understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, and how these understandings apply to themselves as users of Auslan and members of the Deaf community
- recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
- recognising that language reflects values and beliefs, such as in expressions of personal identity or in the recognition of others (sameness and difference), for example by identifying deaf family members as part of introductions, and by relaying cultural information about background and context and shared knowledge when interacting with others
- appreciating the social and cultural nature of deaf humour in a visual language
VCASFU036 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture
VCMNA076

Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with objects and drawings

Elaborations
- observing natural patterns in the world around us
- creating and describing patterns using materials, sounds, movements or drawings
- extending patterns using materials and drawings to the right and to the left
- identifying which part of the pattern is being repeated (happening over and over again)
VCMNA076 | Mathematics | Foundation Level | Number and Algebra | Patterns and algebra
VC2M9N01

recognise that the real number system includes the rational numbers and the irrational numbers, and solve problems involving real numbers with and without using digital tools

Elaborations
- investigating the real number system by representing the relationships between irrational numbers, rational numbers, integers and natural numbers and discussing the difference between exact representations and approximate decimal representations of irrational numbers
- using a real number line to indicate the solution interval for inequalities of the form $a x + b < c,$
  for example, $2 x + 7 < 0;$ or of the form $a x + b > c$ , for example, $1.2 x - 5.4 > 10.8$
- using positive and negative rational numbers to solve problems, for example, for financial planning such as budgeting
- solving problems involving the substitution of real numbers into formulas, understanding that solutions can be represented in exact form or as a decimal approximation, such as calculating the area of a circle using the formula $A = π r^{2}$ and specifying the answer in terms of $π$ as an exact real number; for example, the circumference of a circle with diameter 5 units is 5 $π$ units, and the exact area is $π {(\frac{5}{2})}^{2} = \frac{25}{4} π$ square units, which rounds to 19.63 square units, correct to 2 decimal places
- investigating the position of rational and irrational numbers on the real number line, using geometric constructions to locate rational numbers and square roots on a number line; for example, $\sqrt[]{2}$ is located at the intersection of an arc and the number line, where the radius of the arc is the length of the diagonal of a one-unit square
VC2M9N01 | Mathematics | Mathematics Version 2.0 | Level 9 | Number
VCFRU103

Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

Elaborations
- using and understanding nouns as core elements of sentence structure
- using definite and indefinite articles (le, la, l’, les; un, une, des)
- marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
- understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
- understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
- understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
- understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
- recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
- using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
- understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
- gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
- expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
- using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
- recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
- recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
- building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms
VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCADAR016

Respond to dance and describe some of the characteristics they observe

Elaborations
- discussing basic features, such as what is the dance about, its costumes, movements
- identifying where they have experience dance in their lives, for example, community, social events and what these dances are about
- identifying in dance the different feelings about the world and other people’s ideas and explore how each dance can be different
VCADAR016 | The Arts | Dance | Level D | Respond and Interpret
VCLAU026

Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

Elaborations
- recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
- exploring the role of Latin in the process of Romanisation, and its influence on local languages
- discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
- recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
- exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
- recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
- discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
- examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
- identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
- exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
- applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
- exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
- investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster
VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture
VCEALA010

Use acceptable social formulas and gestures to interact appropriately in context

Elaborations
- listening to and observing others to understand the nature of familiar social interactions
- demonstrating a range of appropriate gestures including nodding, shaking head, raising hand
- recalling and using common social formulas, such as ‘thank you’, ‘excuse me’, ‘please’
VCEALA010 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Cultural and Plurilingual Awareness
VCITU109

Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction

Elaborations
- learning how to use:
  - nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la dentista, la stazione, il vincitore/la vincitrice) and comparing them to their English equivalents
  - definite and indefinite articles — use and omission
  - adjectives to describe things (including agreement and exceptions); and possessive adjectives, for example, Il mio libro
  - demonstratives, for example, Questo è il libro
  - interrogatives, for example, Chi, che, cosa, quale, come?
  - subject pronouns, for example, io, tu, lui, lei
  - numerals — cardinal, ordinal, dates, time
  - prepositions of time and place to describe when and where
  - articulated prepositions with a, da, in, di, su (for recognition only)
  - commonly used adverbs to qualify verbs and adjectives
  - verbs describing state (essere), possession (avere) and regular verbs describing actions in the present tense (for example parlare, cantare)
  - sentence structure to construct simple sentences in Italian ([subject]–verb–object); making statements, asking questions and giving/receiving instructions (verb + object), for example, Chiudi il libro!
  - negation to form negative statements and questions, for example, Non ti piace il gelato
VCITU109 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VC2M3ST01

acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets

Elaborations
- using efficient ways to collect and record data (for example, written surveys, online surveys, polling the class using interactive digital mediums) and representing and reporting the results of investigations
- developing questions of interest and using surveys, observations or experiments to collect categorical, discrete numerical or qualitative data sets and discussing what kind of data can be used to help inform or answer the question in a statistical investigation
- using lists, tallies, symbols and digital data tables to record and display data collected during a chance experiment, for interpretation
- using different online sources to access data; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
- using software to sort and calculate data when solving problems; for example, sorting discrete numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and the summation (‘sum’) function in spreadsheets to calculate total frequencies of collected data
VC2M3ST01 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

Result list

VCHPEP131

Elaborations

VCITU131

Elaborations

VCJAU158

Elaborations

VC2M7A03

Elaborations

VC2M7N02

Elaborations

VC2M3N02

Elaborations

VC2M5N02

Elaborations

VCPSCSO051

Elaborations

VCSSU122

Elaborations

VCSSU060

Elaborations

VCZHC196

Elaborations

VCASFU036

Elaborations

VCMNA076

Elaborations

VC2M9N01

Elaborations

VCFRU103

Elaborations

VCADAR016

Elaborations

VCLAU026

Elaborations

VCEALA010

Elaborations

VCITU109

Elaborations

VC2M3ST01

Elaborations

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