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• VCDTCD043

  Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language

  Elaborations

  • developing and modifying digital solutions by implementing instructions contained in algorithms using a programming language
  • developing a digital game that manipulates models of real-world objects
  • programming a robot to recognise particular objects and to treat them differently, for example to choose objects based on colour
  • creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning

  VCDTCD043 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCHPEM158

  Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams

  Elaborations

  • evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
  • using self-talk and encouragement to motivate themselves and team members to continue to participate and improve performance
  • creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
  • identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games

  VCHPEM158 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Learning through movement

• VCIDC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading, and responding to questions about characters, ideas and events, including by illustrating and captioning aspects of texts
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCIDC023 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• 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

• VCRAC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCAMAP031

  Plan, produce and present media artworks for specific audiences and purposes using responsible media practice

  Elaborations

  • designing a storyboard that reflects a key scene in a sequence, for example, an opening scene of a film that shows camera angles, transitions, edits, voice and soundtrack
  • designing a navigational plan for a game, using multiple levels and obstacles, for example, creating and designing problems to be solved in order to progress to a new level
  • creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
  • considering the ethical implications of using different cultural images, including those of Aboriginal and Torres Strait Islander peoples, in publishing media artworks, for example, when making and publishing cultural images in an artwork

  VCAMAP031 | The Arts | Media Arts | Levels 5 and 6 | Present and Perform

• VCAMUM043

  Plan, develop, and notate compositions with an understanding of style and convention

  Elaborations

  • composing, improvising and arranging in different styles, exploring different instrumental combinations or combining acoustic and digital sounds, for example, improvising over accompaniment created in real-time using a looping pedal
  • creating music for different purposes and occasions, for example, a film soundtrack, that enhances the narrative arc of the film
  • composing and arranging music using the elements of music to communicate style and genre, considering contemporary Australian styles and emerging genres such as Aboriginal hip-hop, mash-up and classical fusion of instrumentation such as orchestral instruments and the didgeridoo
  • manipulating elements of music and performance techniques to elicit emotional responses appropriate to the narrative when composing music for a game or film

  VCAMUM043 | The Arts | Music | Levels 9 and 10 | Music Practices

• VCESC167

  Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences

  Elaborations

  • organising and presenting information gathered from different sources to create an overview of a particular issue or topic of interest, such as a celebrity, popular culture, school uniforms, endangered species or conservation of the Amazon Basin, presenting different perspectives or viewpoints
  • creating and combining different types of texts and modes of presentation, such as blogs, film clips or recorded interviews, to explore social or cultural themes such as Los peligros del Internet or El acoso escolar
  • reporting on own and others’ experiences of events such as a school camp, a concert or playing a new computer game

  VCESC167 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCMSP232

  Describe probabilities using fractions, decimals and percentages

  Elaborations

  • investigating games of chance popular in different cultures

  VCMSP232 | Mathematics | Level 6 | Statistics and Probability | Chance

• VC2M3M05

  identify angles as measures of turn and use right angles as a reference to compare angles in everyday situations

  Elaborations

  • using quarter, half and three-quarter turns and comparing them to a right angle, for example, a quarter turn is the same as a right angle; a half a turn is greater than a right angle and is the same as 2 right angles; a three-quarter turn is greater than a right angle and is the same as 3 right angles
  • recognising that right angles occur at the corners of many everyday objects, for example, books, windows, tabletops and whiteboards
  • identifying angles that are bigger than, smaller than and the same as a right angle in the environment; for example, opening doors partially and fully and comparing the angles created to a right angle
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games to investigate angles as measures of turn, for example, in the game Waayin from the Datiwuy People in the northern part of the Northern Territory

  VC2M3M05 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2M5SP02

  construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement

  Elaborations

  • understanding how the numbers on the axes on a grid coordinate system are numbers on a number line and are used to pinpoint locations
  • discussing the conventions of indicating a point in a grid coordinate system; for example, writing the horizontal axis number first and the vertical axis number second, and using brackets and commas
  • comparing a grid reference system to a grid coordinate system (first quadrant only) by using both to play strategy games involving location; for example, in playing the game Quadrant Commander, deducing that in a grid coordinate system the lines are numbered (starting from zero), not the spaces
  • placing a coordinate grid over a contour line, drawing and listing the coordinates of each point in the picture, asking a peer to re-create the drawing using only the list of coordinates, and discussing the reasons for the potential similarities and differences between the 2 drawings

  VC2M5SP02 | Mathematics | Mathematics Version 2.0 | Level 5 | Space

• VCASFC239

  Preparing and presenting information on different issues, events, people, procedures or experiences, using signed descriptions and visual prompts to inform, report, promote, explain or invite action

  Elaborations

  • presenting a biographical report on a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
  • contributing an item of information for a collaborative e-book to describe views on different aspects of Deaf culture, such as community and protocols associated with signing
  • explaining to each other a selected procedure or practice, for example, a recipe, the rules of a sport or board game, or instructions on caring for animals
  • researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue, such as a Deaf political matter
  • using visual props and signed explanation to describe a biological or mechanical process to the class, such as how the ear or a cochlear implant works
  • developing a signed news report or public announcement to inform or alert an imagined audience of a recent or impending natural disaster
  • creating signed announcements to inform members of the school community about events such as a Deaf theatre performance or National Week of Deaf People activities
  • creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
  • providing instructions in an engaging or entertaining style to create interest in a group activity, such as a maths game or signing choir

  VCASFC239 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDTCD033

  Develop digital solutions as simple visual programs

  Elaborations

  • experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
  • planning and developing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, requiring user input to make selections, taking into account user responses
  • following a design and creating a solution that is interactive, using a visual programming language, for example creating a quiz that provides feedback on responses and allows the user to try again
  • programming a robot to operate independently, for example to find its way out of a maze
  • experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved

  VCDTCD033 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCHPEM009

  Experience a variety of physical and structured leisure activities

  Elaborations

  • developing their grasp and demonstrating a squeeze grasp
  • experiencing various games and reacting to sensory stimuli during a game

  VCHPEM009 | Health and Physical Education | Level A | Movement and Physical Activity | Moving the body

• VCAMUE029

  Explore ways of combining the elements of music using listening skills, voice and a range of instruments, objects and electronically generated sounds to create effects

  Elaborations

  • experimenting with elements of music by improvising patterns, phrases and melodies and exploring a range of concepts, ideas and feelings
  • identifying and describing features of rhythm, melody and structure that create effects in their improvisations
  • exploring options for interpreting dynamics and articulations in music they sing and play
  • using graphic and conventional notation and technology to record music ideas

  VCAMUE029 | The Arts | Music | Levels 5 and 6 | Explore and Express Ideas

• VCARC176

  Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects

  Elaborations

  • listening to, reading and viewing a range of imaginative texts, including digital, online or multimodal texts, such as short stories, films and poetry, identifying technical aspects and analysing elements of language that convey emotions and values
  • reading texts such as poems and short stories, analysing the main messages the author wishes to convey and discussing the values presented in the texts and connecting them to their own experiences
  • analysing and evaluating the lyrics of contemporary Arabic songs, identifying themes, messages and cultural aspects expressed through language
  • discussing how texts such as short films or video clips portray social issues such as relationships, wealth and poverty and cultural change, and values such as honesty and equality

  VCARC176 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCARC109

  Create own representations of people or events in imaginative texts using familiar words, illustrations, actions and other verbal and non-verbal forms of expression

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language, for example

    كان يا ما كان؛ في يوم من الأيام؛ كان في مرة

  • performing songs, raps, rhymes and action stories using simple language and non-verbal forms of expression, such as clapping, gestures and facial expressions, to support meaning
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
  • creating and presenting a class Big Book and texts in digital form based on imagined scenarios in familiar contexts, using modelled language, for example,

    كان دب كبير إسمه راين؛ عاش راين في جبل ضخم؛ أكل راين؛ شاهد راين ثعلباً صغيراً

  VCARC109 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCARC143

  Create and perform imaginative texts in print, digital or online formats, such as songs, stories, video clips or short plays, based on a stimulus, concept or theme

  Elaborations

  • creating own imaginative texts based on characters, settings and events in familiar stories for own and others’ enjoyment and interest
  • creating individual or collaborative poetry, such as an acrostic poem or rap, experimenting with rhyme and rhythm
  • creating, performing and filming own imaginative texts in print, digital or online formats, such as a commercial for a new product, a short video clip of a role-play, or an announcement about an event
  • creating and performing alternative versions of known songs or short plays by creating new lyrics or dialogue and experimenting with voices and actions to convey different moods and feelings

  VCARC143 | Languages | Arabic | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCARC179

  Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories

  Elaborations

  • considering how to maintain the integrity of original texts when translating into Arabic or English, for example, explaining culture-specific concepts relating to Arabic-speaking communities, such as التّحيات والسّلامات والسؤال عن الأهل والأقارب , or to the Australian context, such as ‘the bush’ or ‘the outback’, and representing original ideas and meanings bilingually
  • producing bilingual texts, such as video clips with subtitles, explaining cultural practices in Australia for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations
  • producing digital and online texts in both Arabic and English, such as brochures and leaflets, for different contexts, purposes and audiences, such as Arabic-speaking students studying in Australia, Arabic-speaking tourists, or Australian schools hosting Arabic-speaking visitors, and reflecting on the process of working in both languages
  • creating captions or commentaries in Arabic and English to accompany texts such as song lyrics, video clips, film extracts or parts of a television program, exchanging and comparing bilingual texts with peers using online forums and discussing the best ways of achieving consistency in meaning

  VCARC179 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC045

  Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances

  Elaborations

  • composing bilingual texts for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts, for example, captioned Auslan texts such as an online Auslan–English version of a school newsletter
  • constructing and co-maintaining a bilingual website with a Deaf school
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs

  VCASFC045 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating