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• VCAMAR008

  Respond to media artworks

  Elaborations

  • indicating what they liked in an artwork by pointing
  • demonstrating artworks they like through repeated viewing and choice making, for example selecting an image to indicate media artwork they want to view, picture/ song do you want/ like
  • exploring and responding to artworks as part of an audience for a short period of time
  • experience media artworks at school and in the local community
  • exploring features of media artworks by indicating elements they like, such as sound, image, colour

  VCAMAR008 | The Arts | Media Arts | Level B | Respond and Interpret

• VCCCTQ022

  Experiment with alternative ideas and actions by setting preconceptions to one side

  Elaborations

  • using set brainstorming rules such as deferring judgment, or building on the ideas of others, as part of a small group creating a Rube Goldberg machine
  • identifying and then setting aside preconceptions on the impact of consumer choices, to consider other perspectives from the broader community
  • exploring how to set preconceptions aside by constructing an opposing view, for example writing a paragraph about their favourite book or movie and preparing possible ideas to oppose their original view

  VCCCTQ022 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCEALC715

  Write an argument or discussion

  Elaborations

  • writing a small range of texts that present a point of view, such as an argument or discussion
  • referring to model texts or templates to structure texts logically and construct a cohesive argument, for example providing supporting arguments, linkage between ideas
  • expressing a point of view using subjective language (such as ‘I think’) and some objective language (such as ‘It has been shown’)

  VCEALC715 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Communication

• VCECU005

  Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why

  Elaborations

  • inquiring into a proposal and examining reasons for a range of views on its desirability, for example, proposals to improve sustainability or resolve a local civic issue
  • investigating whether there are differences over time in views about issues such as treatment of animals in zoos and reasons for this
  • comparing different responses to a problem and classifying them as better or worse using a thinking tool and comparing the classifications with others and how the judgements were reached

  VCECU005 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCNRC038

  Obtain, organise and compare information about aspects of daily life and significant events from written, spoken, or digital texts

  Elaborations

  • identifying information in texts, such as conversations and brochures, and sharing this information with others in a different format, for example, presenting a chart of favourite television programs or computer games
  • obtaining information about and comparing seasons and festivals in countries where the language is spoken, for example, summer holidays in July rather than January
  • viewing advertisements on television and in other media, in order to develop a shared set of vocabulary and expressions to create own advertisements
  • viewing, listening to and reading simple texts about a celebration

  VCNRC038 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing

• VCITC126

  Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence

  Elaborations

  • recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences (Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni)
  • reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s identities, values and beliefs (including their own) are maintained and/or change over time
  • comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private
  • engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image (for example, È permesso parlare di politca/religione? Con chi? Perché no?); surveying class-/schoolmates, relatives, neighbours and friends to examine how identities may vary
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

  VCITC126 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCLAU013

  Recognise that the language of the Romans provides insights into their daily lives, ideas, feelings and attitudes

  Elaborations

  • investigating connections between language and significant cultural attitudes, for example, discussing how the terms civis, libertus, servus relate to rights of citizens
  • exploring and discussing language use that reflects social structure in ancient Rome, for example, pater familias, patronus/cliens relationships, matrona; Julia = daughter of Julius
  • exploring references in texts to life at home, daily bathing, dining and entertainment, such as public spectacles, and discussing the importance of family and social life to the Romans
  • recognising language that reflects the nature and use of private spaces, such as domus, villa, atrium, hortus, insula
  • understanding the importance of religion and festivals in Roman society, for example, by examining references in texts to worship of the Olympian gods, or festivals such as Saturnalia
  • considering the impact of stories about major early Roman heroes on the formation and transmission of Roman values, for example, Cloelia helping the kidnapped girls to escape, Horatius guarding the bridge
  • discussing the influence on Romans of myths and legends, as represented in their literature and visual arts such as sculpture and mosaics, for example, Romulus and Remus, Aeneas, Hercules
  • exploring the colloquial language that Romans used, such as salvete; gratum; licet

  VCLAU013 | Languages | Latin | Levels 7 and 8 | Understanding | Role of language and culture

• VCTRU101

  Recognise that the Turkish language has evolved and developed through different periods of time, across different contexts and as a result of different influences and interactions, and that it is related to many other languages and has influenced other languages used in the Australian community

  Elaborations

  • understanding that all languages, including Turkish, change over time, that some grow, adding new words and borrowing from other languages, as in the case of both Turkish and Australian English, while others are no longer spoken (often referred to as ‘sleeping’ by owners) as in the case of many Indigenous languages of Australia and North America
  • investigating the influence of different languages on Turkish through different periods, such as Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
  • understanding reasons for historical developments and reforms in relation to the Turkish language, such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
  • understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
  • recognising connections between language families and individual languages, for example, between Turkish and languages such as Azeri
  • identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
  • recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt (yoğurt), coffee (kahve), horde (ordu), kiosk (köşk), kebab (kebap), turquoise (turkuaz);
  • classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd

  VCTRU101 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC168

  Engage with a range of creative and imaginative texts, identifying and discussing ideas and characters and making connections with their own experiences

  Elaborations

  • viewing a signed narrative text and responding by drawing a storyboard that identifies and sequences key events
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • engaging with different examples of Deaf humour, such as Deaf jokes, and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance

  VCASFC168 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCIDC091

  Engage with imaginative texts such as cartoons, songs and stories, and respond by describing aspects such as characters, events and ideas

  Elaborations

  • listening to and viewing texts such as television shows (for example, Sinetron, Indonesian idol), video clips, jingles and online greeting cards, and creating a new version or adding a new element to the plot
  • reading and viewing cartoons, comics and stories (for example, si Kancil), and expressing opinions about characters, events and ideas in texts, for example, saya suka/tidak suka, saya pikir, pada pendapat saya
  • listening to and viewing dramatic performances such as wayang or barong or extracts from films, sharing reactions with peers, and noticing ideas and comparing aspects that may be similar or different across cultures
  • inventing a new aspect of a text, such as a new character, plot, object or perspective, or an alternative ending

  VCIDC091 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC162

  Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts, such as brochures in print and digital formats, digital presentations or digital video clips, that inform the school community about aspects of culture in the Arabic-speaking world
  • producing bilingual texts in both Arabic and English about community events, such as promoting a concert or an interview with a celebrity on a community radio station, in print or multimedia formats, for example, posters or advertisements
  • designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
  • creating a short film about social interactions among different speakers of Arabic, explaining cultural elements that may vary in different parts of the Arabic-speaking world and which may be unfamiliar to English-speaking viewers

  VCARC162 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCGRCU015

  Reflect on self as a language learner, considering how learning Classical Greek influences ways of learning and enhances understanding of own heritage, values and culture

  Elaborations

  • exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes
  • considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Classical Greek, noting personal reactions and reflections over time
  • considering how learning Classical Greek has impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking
  • reflecting on the experience of learning Classical Greek, considering how it might add a further dimension to own sense of identity
  • reflecting and reporting on how learning Classical Greek gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

  VCGRCU015 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCGRCU028

  Identify how cultural values, attitudes and beliefs of the ancient Greeks are embedded in their language

  Elaborations

  • discussing ancient Greek values that are embedded in terms such as such as σοφία and ξενία and considering their significance in the modern world
  • understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as ἱερόν/τέμενος/ἡρῷον/ἄβατον/μυστήρια/εὐσέβεια
  • investigating the use of dialects to denote differences in ethnicity and social status in ancient Greece, for example, Aristophanes’ use of Doric to ridicule a Spartan character
  • exploring the formal language that ancient Greeks used for greetings, or responding to the challenges of public life, such as ἔρρωσθε καὶ ἐδαιμονεῖτε, ἀσπάζομαι, ὦ ἄνδρες Ἀθηναῖοι, ὦ δικασταί, and making comparisons with own language use in formal contexts
  • reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of ancient Greeks and how they conceptualised their world

  VCGRCU028 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Role of language and culture

• VCGRCU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of ancient Greek society, discussing how these relate to own language and culture

  Elaborations

  • discussing how values, attitudes and practices of people living in ancient Athens or Sparta are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity and loyalty of the ancient Greeks as members of separate city-states and members of a broader Greek world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing and comparing own public and private lives with those of people in ancient Greece
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating may have been perceived by people of the past

  VCGRCU029 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Reflecting

• VCHHC127

  Analyse the long term causes, short term triggers and the intended and unintended effects of significant events and developments

  Elaborations

  • using sources of evidence (perspectives and interpretations) identify causes and effects of the civil rights movement
  • using chronologies to observe and identify long term causes, short term triggers, turning points, short and long term effects of World War I and World War II
  • organising causes and effects of European settlement into a concept map
  • differentiating between intended and unintended effects.
  • using graphic organisers such as concept maps, causal spider webs, fishbone or ripple effect charts
  • analysing the multiplicity of causes and effects that may have a varying of influence and rank according to their significance and justify ranking
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement

  VCHHC127 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Cause and effect

• VCHHK135

  Significant events and influencing ideas in the development of the society, including different perspectives of the events at the time and different historical interpretations and debates

  Elaborations

  • Australia
    • discussing the rise of nationalist sentiment in Australia in the mid to late nineteenth century
    • sequencing the key events and ideas in the development of Australian self-government and democracy, including women's voting rights
    • explaining the factors that contributed to federation and the development of democracy in Australia, including defence concerns, the 1890s depression, nationalist ideals, egalitarianism, the Westminster system
  • Asia
    • explaining the position of the Asian society in relation to other nations in the world around the turn of the twentieth century, including the influence of key ideas such as nationalism
    • investigating the fall of the Shogun and the Meiji Restoration, rise of nationalism, militarism and expansionism, confrontation between Japan and China, and with Western powers, for example, the Russo-Japanese war, and the emergence of Japan as a major world power
    • describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
    • analysing the significant causes and effects of the Indian Great Rebellion 1857

  VCHHK135 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCLAU015

  Reflect on self as a language learner, considering how learning Latin influences ways of learning and enhances understanding of own heritage, values and culture

  Elaborations

  • exploring own sense of identity, considering own and others’ assumptions about family, language(s) spoken, traditions, values and attitudes
  • considering how learning about the ancient world offers different ways of interpreting the modern world and representing experience
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Latin, noting personal reactions and reflections over time
  • considering how the strategies adopted while learning Latin have impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking
  • reflecting on the experience of learning Latin, considering how it might add a further dimension to own sense of identity
  • reflecting and reporting on how learning Latin gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

  VCLAU015 | Languages | Latin | Levels 7 and 8 | Understanding | Reflecting

• VCLAU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture

  Elaborations

  • investigating the extent to which values, attitudes and practices of people of cosmopolitan Rome are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity of people living in the Roman world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing own public and private lives and making comparisons with those of people in ancient Rome
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating might be perceived by people of the past

  VCLAU029 | Languages | Latin | Levels 9 and 10 | Understanding | Reflecting

• VCADAP015

  Perform dance that communicates ideas, feelings, observations and/or experiences to an audience

  Elaborations

  • creating and presenting a dance for a social purpose
  • describing some of the characteristics of their dance, expressing what features they like best in their own dance
  • using expressive skills to engage the audience, for example, looking out to audience and using facial expressions
  • viewing and presenting their dance in a digital format

  VCADAP015 | The Arts | Dance | Level D | Present and Perform

• VCADAR008

  Respond to own and others’ dance

  Elaborations

  • experiencing, react and responding to dance which present different places and reason why people dance
  • experience dance in their lives and communities, for example, being part of school and community events
  • responding to dances they make and view, for example, what they like/ dislike, how the dance made them feel

  VCADAR008 | The Arts | Dance | Level B | Respond and Interpret