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• VCMSP102

  Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

  Elaborations

  • understanding one-to-one correspondence
  • describing displays by identifying categories with the greatest or least number of objects

  VCMSP102 | Mathematics | Level 1 | Statistics and Probability | Data representation and interpretation

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCRAC011

  Describe aspects of self, such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects
  • acknowledging special characteristics and talents of self and others
  • describing which languages they know and are learning

  VCRAC011 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESC111

  Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions

  Elaborations

  • participating in class routines such as taking the roll and stating the day and date, for example, hoy es lunes 26 de julio
  • interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
  • responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano
  • demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!

  VCESC111 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCAMAR012

  Respond to media artworks by answering questions using one word responses or images

  Elaborations

  • responding to various media artworks and indicating if they liked or disliked it and indicating a reason why they liked it
  • pointing to or naming some of the basic features of art work to others
  • talking about aspects of their own art works
  • identifying where they have experience media artworks in their lives and communities, for example, a special event or place or place such as ANZAC day, art gallery
  • identifying interests and preferences in media artworks they make and view

  VCAMAR012 | The Arts | Media Arts | Level C | Respond and Interpret

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• 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

• VCDSTC002

  Experience the characteristics and properties of familiar designed solutions in at least one technologies context

  Elaborations

  • experiencing toys and objects and use force to produce movement, sound or light, for example, a fan or pull-along toy
  • reacting to the sensory characteristics of a plant or animal
  • reacting to the sensory properties of different foods
  • experiencing materials characterised by their softness, hardness, flexibility, density

  VCDSTC002 | Technologies | Design and Technologies | Level A | Technologies Contexts

• VCDSTC005

  Explore the characteristics and properties of familiar designed solutions in at least one technologies context

  Elaborations

  • beginning to appropriately push or pull and object to make it work, for example, push a toy car or spin a top
  • learning how to care for a plant or animal
  • beginning to use tools and equipment needed to prepare food
  • discovering the characteristics of materials, for example, materials that float or sink

  VCDSTC005 | Technologies | Design and Technologies | Level B | Technologies Contexts

• VCECU011

  Examine how problems may contain more than one ethical issue

  Elaborations

  • exploring the nature of an ethical dilemma in which there is a choice to be made between at least two options, none of which gives an ethically acceptable result, for example, choosing who to put in a lifeboat when there are limited places, or whether someone should tell the shop owner that they their friend is shop-stealing expensive medicine for their poverty stricken mother, or, whether to stop and help someone and miss an entrance exam, or whether to quit a sport team in a small town knowing that then there will not be enough players and the team will fold
  • investigating a problem such as responding to a natural disaster and identifying the ethical issues involved immediately and into the future
  • researching an historical example such as Batman’s 'treaty' and its validity, identifying the different ethical issues involved and from whose point of view

  VCECU011 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCELA182

  Understand how to spell one and two syllable words with common letter patterns

  Elaborations

  • investigating one and two syllable words containing common consonant blends and vowel sounds, for example ‘tree’, ‘star’ and 'about', 'begin', identified in shared texts
  • learning an increasing number of high-frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

  VCELA182 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCESU125

  Recognise that Spanish is one of many languages spoken around the world and in Australia

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • recognising that Spanish is an important world language, spoken in different forms in many countries in the world, including Australia
  • understanding that many different languages are spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCESU125 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCGGK117

  Geomorphic processes that produce landforms, including a case study of at least one landform

  Elaborations

  • describing the influence of folding, faulting or volcanism on a chosen landform
  • contrasting the effects of geomorphic processes that lower the land surface (weathering and erosion) and those that raise the land surface (transportation and deposition)

  VCGGK117 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCHHK133

  Key social, cultural, economic, and political features of one society at the start of the period

  Elaborations

  • Australia
    • examining the different contexts of the colonies of Australia and explain their influences
    • investigating the founding of Melbourne and the features of Port Phillip District/Victoria
    • analysing and evaluating the effects of Gold on Victoria using a graphic organiser
  • Asia
    • investigating ONE Asian society such as China, Japan, India, Dutch East Indies at the start of the period
    • identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture at the time
    • describing the impacts of the Industrial revolution on Japan’s isolation and changing economy

  VCHHK133 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCKOU132

  Recognise that Korean is one of many languages spoken in multicultural Australia and in the world

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • naming languages they have encountered in their everyday life, such as the languages of their neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCKOU132 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCLVU190

  Describe and reflect on how languages change over time and influence one another

  Elaborations

  • exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
  • investigating and describing how the language has changed over time
  • observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication
  • reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted
  • exploring changes in language over time, for example, by reviewing old films from state archives or early television shows that include Aboriginal actors

  VCLVU190 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCMMG123

  Investigate the effect of one-step slides and flips with and without digital technologies

  Elaborations

  • understanding that objects can be moved but changing position does not alter an object’s size or features

  VCMMG123 | Mathematics | Level 2 | Measurement and Geometry | Location and transformation

• VCMNA245

  Express one quantity as a fraction of another, with and without the use of digital technologies

  Elaborations

  • using examples for the quantities to be expressed and understanding the reasons for the calculations

  VCMNA245 | Mathematics | Level 7 | Number and Algebra | Real numbers

• VCMNA018

  Use number names ‘one’, ‘two’ and ‘three’ in sequence to count in everyday situations

  Elaborations

  • assisting to count objects initially to three, by participating in activities, stories, songs and rhymes that involve number. This could include nodding as objects are counted, tapping an object as it is counted, tracking objects being counted, repeating some number names as objects are being counted
  • responding to number of names in everyday situations, for example waiting for counting down or up before starting an action, sound, activity; stepping, clapping, making a sound, tapping a switch for each number
  • exploring and using some number names by ‘repeating’ number name either verbally or through a communication system or augmentative and alternative communication (AAC)

  VCMNA018 | Mathematics | Level B | Number and Algebra | Number and place value

• VCMSP177

  Identify events where the chance of one will not be affected by the occurrence of the other

  Elaborations

  • explaining that the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby

  VCMSP177 | Mathematics | Level 4 | Statistics and Probability | Chance