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• VC2M9P03

  design and conduct repeated chance experiments and simulations using digital tools to estimate probabilities that cannot be determined exactly

  Elaborations

  • using digital tools to conduct probability simulations that demonstrate the relationship between the probability of compound events and the individual probabilities
  • comparing experiments that differ only by being undertaken with replacement or without replacement
  • conducting two-step chance experiments using systematic methods to list outcomes of experiments and to list outcomes favourable to an event
  • using repeated trials of Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Gorri from all parts of Australia, to calculate the probabilities of winning and not winning 

  VC2M9P03 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• VCNRC071

  Participate in and sustain classroom interactions by elaborating on opinions and ideas and discussing the opinions and views of others

  Elaborations

  • participating in class discussions on topics of interest to young people
  • interacting with peers to manage shared learning experiences, considering and commenting on the contributions and views of others
  • comparing experiences and challenges in shared activities, and expressing own opinions such as agreement or disagreement with others
  • managing interactions with peers in class activities such as games or events, by taking turns or different roles, giving encouragement and praise

  VCNRC071 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Socialising

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• VCRAC038

  Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures

  Elaborations

  • identifying information in texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs or computer games
  • reading texts and extracting key points about an issue or topic (such as housing, living in the city or a rural area, types of activities for young people and their daily routines), and discussing information with peers
  • reading, viewing and listening to texts to research information about concepts related to other curriculum areas
  • identifying and comparing perspectives about information in spoken and written texts

  VCRAC038 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCRAC086

  Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment

  Elaborations

  • exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken
  • describing and comparing aspects of personal world such as home and family, teachers and school, interests and friends
  • recounting significant or special events and comparing these to similar events for teenage speakers of the language, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions
  • participating in class activities such as games using the language to interact

  VCRAC086 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAU032

  Understand that language may vary according to age, gender and social position, such as place in the family

  Elaborations

  • noticing differences between formal and informal language, for example, greetings
  • comparing advertisements, such as for games or toys, for different age groups and genders
  • recognising appropriateness of gestures to accompany language when addressing teachers, friends or visitors to school
  • analysing how the language of texts such as invitations and greeting cards can vary depending on the occasion and the degree of closeness of the relationship between people

  VCRAU032 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCAMAE017

  Explore ideas characters and settings in images, sounds and multi-modal texts

  Elaborations

  • exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story
  • experimenting with images, for example, retelling a story of a school day in a series of captioned images
  • experimenting with technologies to capture sound
  • selecting and editing images and/or sounds to create characters from well-known stories or songs

  VCAMAE017 | The Arts | Media Arts | Foundation Level | Explore and Represent Ideas

• VCAMUP003

  Be involved in music performances

  Elaborations

  • experiencing the making, sharing and reacting to music
  • reacting when their music is presented
  • respond to stimuli such as other peoples’ music
  • assisting to choose sounds to be combined to create a composition
  • experiencing voices and sound sources being used to create a piece of music
  • experiencing the creation and improvising of music using technologies

  VCAMUP003 | The Arts | Music | Level A | Present and Perform

• VCAMUP007

  Perform music to express a given idea

  Elaborations

  • making and sharing their music with peers and teachers
  • choosing and combining sounds to create compositions, for example, using different instruments, beats and tempo
  • improvising patterns of body movement, such as clapping or stamping, and accompany familiar music
  • improvising with voices and sound sources to express actions, thoughts or feelings
  • creating and improvising music using technologies

  VCAMUP007 | The Arts | Music | Level B | Present and Perform

• VCHHC068

  Describe perspectives of people from the past

  Elaborations

  • creating and editing a presentation to record and explain the past using, for example, text, images and sounds
  • recounting the experiences of an individual based on researched facts, for example, a biography, diary or journal of a navigator or convict on the First Fleet
  • creating charts, pictorial stories, maps, digital and oral presentations to explain the past

  VCHHC068 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical sources as evidence

• VCHPEM156

  Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences

  Elaborations

  • experimenting with the manipulation of force and speed applied to an object to examine the difference created in movement paths
  • demonstrating and describing how the body can absorb force
  • creating a group performance that demonstrates synchronous and individual movements
  • using ICT to analyse movements and enhance movement sequences and performances

  VCHPEM156 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement

• VC2M9SP03

  design, test and refine algorithms involving a sequence of steps and decisions based on geometric constructions and theorems; discuss and evaluate refinements 

  Elaborations

  • creating an algorithm using pseudocode or flow charts to apply the triangle inequality, or an algorithm to generate Pythagorean triples
  • creating and testing algorithms designed to construct or bisect angles, using pseudocode or flow charts
  • developing an algorithm for an animation of a geometric construction, or a visual proof, evaluating the algorithm using test cases

  VC2M9SP03 | Mathematics | Mathematics Version 2.0 | Level 9 | Space

• VC2M7SP03

  describe the effect of transformations of a set of points using coordinates in the Cartesian plane, including translations, reflections in an axis, and rotations about the origin

  Elaborations

  • using digital tools to transform shapes in the Cartesian plane, describing and recording the transformations
  • describing patterns and investigating different ways to produce the same transformation, such as using 2 successive reflections to provide the same result as a translation
  • experimenting with, creating and re-creating patterns using combinations of translations, reflections and rotations, using digital tools

  VC2M7SP03 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCEALC776

  Incorporating visual features into texts

  Elaborations

  • creating or adapting a range of visual features such as illustrations, diagrams, graphs, tables, maps
  • referring to images in text, for example ‘Figure 1’, ‘The image shows …’

  VCEALC776 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Communication

• VCEALC295

  Use additional information to support simple narrative or recount sentences

  Elaborations

  • drawing illustrations or diagrams to accompany sentences in a narrative or recount
  • using online storyboarding software to create a simple story map to show the events and characters in a narrative

  VCEALC295 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCEALL788

  Demonstrate control of appropriate grammatical structures that develop the ways to analyse, argue, persuade, describe, classify or explain

  Elaborations

  • varying sentence structures to support the purpose of the text and create interest for the reader, for example including rhetorical questions in an argument, varying sentence length within a paragraph

  VCEALL788 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL281

  Understand the sequence of key words, phrases or ideas in a familiar text

  Elaborations

  • creating a simple storyboard to show the sequence of ideas from a text
  • filling in missing items from a sequence of key words, phrases or sections from a text

  VCEALL281 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL387

  Use heading and text formats appropriate to the task

  Elaborations

  • using headings to group information in a report, for example ‘Description’, ‘Habitat’, ‘Diet’ for a report on an animal
  • creating a storyboard with images in sequence and text written underneath the relevant image

  VCEALL387 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL448

  Follow direct and indirect speech

  Elaborations

  • understanding the punctuation used to indicate direct speech
  • creating a comic strip or storyboard with speech bubbles based on a passage containing direct or indirect speech

  VCEALL448 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features