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• VCHHC082

  Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people

  Elaborations

  • compiling an annotated timeline showing key stages in the development of colonial Australia including the date of European settlement in each state, the date the colony was established, the date of self-government
  • identifying and developing a timeline of world unrest that contributed to migration in the 1900s, for example, the World Wars, the Vietnam War, the war in the former Yugoslavia, the Tiananmen Square massacre, the war in Sudan
  • placing key events, ideas, movements and people of the twentieth century in chronological sequence

  VCHHC082 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Chronology

• VCJAU143

  Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region

  Elaborations

  • understanding the status of Japanese as the official language of Japan, a major language in the Asia-Pacific region, a world language and an Australian community language
  • understanding that there is a standardised form of Japanese, and that different dialects are spoken in different regions of Japan
  • comparing the language profile of Japan with the multilingual nature of Australian society, which includes speakers of Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCJAU143 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCHHC122

  Analyse and evaluate the broad patterns of change over the period 1750–present

  Elaborations

  • using data from immigration records and processing it using ICT to identify historical trends over time
  • explaining the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) and the emergence and nature of significant economic, social and political ideas in the period, including nationalism
  • analysing the extent of European imperial expansion and different responses, including in the Asian region
  • evaluating the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
  • evaluating continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
  • analysing the major movements for rights and freedom in the world and evaluating the achievement of independence by former colonies
  • explaining the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War
  • explaining developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

  VCHHC122 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCFRU107

  Recognise that French is both a local and a global language

  Elaborations

  • recognising that French is an important world language spoken with a variety of accents and dialects in many regions of the world as well as in France, for example, le Québec, le Sénégal, le Maroc, La Suisse, La Nouvelle Calédonie
  • understanding that French serves different functions within France and in other regions of the world, including Australia, for example, as a langue nationale, officielle, de communauté, diplomatique and culturelle
  • mapping and comparing variations in forms and expressions of French language in different geographical contexts, for example, les langues kanakes de la Nouvelle Calédonie, les langues bretonnes de la Bretagne, la créole de la Guadaloupe
  • comparing diversity in accents, dialects and vocabulary in French-speaking communities with similar diversity in the use of English within and beyond Australia

  VCFRU107 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCADAP003

  Be involved in making and sharing dance that communicates ideas

  Elaborations

  • viewing own performance and reacting to elements
  • performing as part of a dance group, to classmates, teachers and parents
  • reacting to the audience, for example, change in expression when they hear or see known adults
  • experiencing the presenting of their dance in a digital format

  VCADAP003 | The Arts | Dance | Level A | Present and Perform

• VCAVAP019

  Create and display artworks

  Elaborations

  • displaying a series of artworks created by their class
  • viewing an exhibition at a gallery and museum and discussing the expression of ideas in the artworks exhibited.
  • describing the theme or ideas expressed in an exhibition of their class art works

  VCAVAP019 | The Arts | Visual Arts | Foundation Level | Present and Perform

• VCEALC327

  Recall and retell a simple story such as a recount, legend or fairytale

  Elaborations

  • learning the content and sequence of a story through storytelling, reading or viewing in home language or English, and retelling in English
  • using conventions of story texts, such as ‘Once upon a time’
  • controlling pronunciation, intonation and emphasis to contribute to engaging storytelling

  VCEALC327 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEBR020

  Investigate Australia as a trading nation and its place within Asia and the global economy

  Elaborations

  • describing the characteristics of the Australian economy such as its participants and resource base
  • identifying economic objectives of the Australian economy from the point of view of consumers, businesses, workers and governments and explain how these may be used as indicators of economic performance

  VCEBR020 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices

• VCELA279

  Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

  Elaborations

  • examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response

  VCELA279 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA428

  Investigate how evaluation can be expressed directly and indirectly using devices, including allusion, evocative vocabulary and metaphor

  Elaborations

  • comparing texts that use evaluative language in different ways – print advertisements, editorials, talkback radio and poetry – and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways

  VCELA428 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELT228

  Create events and characters using different media that develop key events and characters from literary texts

  Elaborations

  • creating imaginative reconstructions of stories and poetry using a range of print and digital media
  • telling known stories from a different point of view
  • orally, in writing or using digital media, constructing a sequel to a known story

  VCELT228 | Curriculum content | English | Level 2 | Writing | Literature

• VCELT298

  Create literary texts that explore students’ own experiences and imagining

  Elaborations

  • drawing upon literary texts they have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

  VCELT298 | Curriculum content | English | Level 4 | Writing | Literature

• VCELY427

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects

  Elaborations

  • creating texts that express views and values other than own
  • researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

  VCELY427 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCHHC005

  Experience narratives about a person or the past

  Elaborations

  • experiencing retellings of significant events within their community, family and school life through multisensory experiences and texts
  • experiencing the construction of a narrative about a recent significant event
  • viewing various text and representation of their family, life and significant events

  VCHHC005 | The Humanities | History | Level A | Historical Concepts and Skills | Historical significance

• VCHHC001

  Recognise personally significant objects from childhood and now

  Elaborations

  • viewing various multimodal texts and stories, pictures and images that identify personally significant objects of their own
  • exploring and reacting to objects associated with personally significant events and times of their life
  • reacting to personally significant objects

  VCHHC001 | The Humanities | History | Level A | Historical Concepts and Skills | Chronology

• VCHHK048

  Similarities and differences between their life and the life of their parents and grandparents

  Elaborations

  • experiencing, hearing and viewing texts, images and artefacts related to their life and the life of their parents and grandparents
  • comparing and sorting artefacts related to everyday life to see what is the same and different from their own, their parents and their grandparents life

  VCHHK048 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• VCMMG199

  Use a grid reference system to describe locations. Describe routes using landmarks and directional language

  Elaborations

  • comparing aerial views of Country, desert paintings and maps with grid references
  • creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

  VCMMG199 | Mathematics | Level 5 | Measurement and Geometry | Location and transformation

• VCPSCSO023

  Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate

  Elaborations

  • brainstorming the characteristics of an effective team
  • listing cooperative skills required for effective teamwork, for example turn-taking, respecting different points of view, decision-making skills
  • reflecting on the effectiveness of group tasks by using criteria

  VCPSCSO023 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Collaboration

• 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