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• VCELA424

  Understand how conventions of speech adopted by communities influence the identities of people in those communities

  Elaborations

  • understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

  VCELA424 | Curriculum content | English | Level 8 | Speaking and Listening | Language

• VCELT193

  Build on familiar texts by using similar characters, repetitive patterns or vocabulary

  Elaborations

  • creating familiar text types in shared or independent writing by drawing on details of characters, repeated phrases and similar vocabulary encountered in known texts

  VCELT193 | Curriculum content | English | Level 1 | Writing | Literature

• VCELT043

  Respond to texts which reflect personal and family experiences

  Elaborations

  • recognising familiar images in texts
  • identifying texts that reflect everyday experiences
  • creating a shared photo story about a class event or social experience

  VCELT043 | Curriculum content | English | Level B | Reading and Viewing | Literature

• VCELY443

  Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

  Elaborations

  • evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time

  VCELY443 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCHHK046

  The different family groups in my class and what they have in common

  Elaborations

  • sharing and considering the text of classmates about their family
  • using images and stories to explore similarities and differences between families
  • creating family posters that indicate family structures

  VCHHK046 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• VCMNA112

  Describe patterns with numbers and identify missing elements

  Elaborations

  • describing a pattern created by skip counting and representing the pattern on a number line
  • investigating features of number patterns resulting from adding twos, fives or 10s

  VCMNA112 | Mathematics | Level 2 | Number and Algebra | Patterns and algebra

• VCNRU064

  Apply knowledge of grammatical features and construct compound and complex sentences

  Elaborations

  • using a range of tenses and voices to describe routines and actions
  • using a range of regular and irregular verbs to develop sentence structures
  • creating compound and complex sentences

  VCNRU064 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCADRE013

  Explore how characters express ideas in dramatic play

  Elaborations

  • creating a play about a social situation
  • creating a play with a social purpose
  • using gesture, sound and/ or facial expressions to communicate a character’s feelings at different points in a familiar story
  • taking part in purposeful dramatic play focusing on experiencing the roles and situations they create
  • exploring possibilities for role and situation when participating in whole group teacher-led process drama and role play
  • learning how to work safely during drama activities and following safety rules of the space

  VCADRE013 | The Arts | Drama | Level D | Explore and Express Ideas

• VCAMAE025

  Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sounds and text

  Elaborations

  • creating a sequence of images, sounds and text or a combination of these, to clearly establish the beginning, middle and end of a story or an event
  • constructing realistic representations of the classroom and then re-constructing fictional versions of the same space
  • taking a series of photographs that show themselves and their friends as comic superheroes and villains, through setting, costume and body language
  • experimenting with tension to create and sustain meaning in the structure of a media artwork, for example, creating relationships between scenes in a documentary
  • experimenting with images to structure a narrative, for example, ordering and reordering images

  VCAMAE025 | The Arts | Media Arts | Levels 3 and 4 | Explore and Represent Ideas

• VCAMAP011

  Present media artworks that communicate an idea or concept

  Elaborations

  • using software to create an art work that expresses and communicates an experience in structured learning experiences
  • talking about aspects of their work, by pointing to and naming some basic features of their own art works to others
  • sequencing images and text to create books that retell familiar events and traditional stories to share with the class
  • producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using a tablet in a structured learning experience

  VCAMAP011 | The Arts | Media Arts | Level C | Present and Perform

• VCGGC103

  Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating an annotated diagram to demonstrate how water flows through the environment and connects places, or the influence of environmental quality on the liveability of places
  • constructing tables and graphs of demographic or economic data for Australia or China
  • creating annotated diagrams to show a landscape and its landforms
  • creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
  • using a satellite image to construct a map to show the areas affected by a hydrological hazard, in Australia and another region of the world

  VCGGC103 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCJAC115

  Participate in shared performances and presentations of stories, songs, chants and rhymes

  Elaborations

  • re-enacting or retelling simple stories or interactions with puppets, props, actions or gestures, using modelled language such as おむすびころりん、ももたろう
  • creating digital texts based around familiar contexts and characters using pictures and captions
  • creating/re-creating simple songs, poems and rhymes using spoken and written language as well as non-verbal forms of support such as clapping, gestures and facial expressions

  VCJAC115 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCARC105

  Participate in classroom activities and routines, such as opening and closing of lessons, responding to instructions and taking turns

  Elaborations

  • following simple instructions, such as during roll call, and taking turns, for example,

    نعم؛ أنا هنا؛ حاضر؛ ممكن أن أتكلم؟

  • participating in everyday class routines with appropriate actions, such as

    إفتح الدفتر؛ ضع الحقيبة على الأرض؛ إجلس في مكانك؛ إرفع يدك؛ إنتظر دورك

  • asking and responding to questions, for example,

    متى يدق الجرس؟ كيف أكتب ...؟ ما معنى...؟

    لماذا تأخرت عن المدرسة؟ نمت كثيراً؛ توقفت سيارة أبي في الطريق؛ أخّرَنا أخي؛ بسبب أختي

  • asking for permission and responding appropriately, for example,ممكن أن أذهب إلى الحمام؟ ممكن أن آخذ الكتاب؛ ممكن أن أجلس هنا؟ شكراً؛ شكراً معلمة؛ مع السلامة؛ إلى اللّقاء
  • participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games

  VCARC105 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC150

  Engage with different types of imaginative texts, identifying favourite elements, characters and events and responding through modelled signing, actions and drawing

  Elaborations

  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events
  • participating in Auslan games using simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • engaging with different kinds of Deaf expression such as handshape poems or art, indicating their response using lexical signs such as:
    LIKE THAT
    I like that one.
    DON’T LIKE
    I don’t like it.
    PRO1 HATE THAT
    I hate that.
    
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • retelling favourite elements of a signed story using modelled signing
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance

  VCASFC150 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC023

  Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students using Auslan and visuals, including a signed glossary of the most relevant signs
  • conveying information about cultural events, for example a digital report about a Deaf visitor for a school newsletter or a class website
  • presenting factual information related to cultural activities and significant events such as Deaf festivals or sporting events, using visual supports such as a timeline
  • explaining a favourite computer game, sport or playground game to a younger audience, highlighting key terms and supporting the information with pictures, gestures and demonstrated actions
  • planning, rehearsing and delivering short presentations on chosen topics that take into account the particular purpose and intended audience
  • relaying messages between different members of groups/teams during different stages of a group activity such as a cross-country or relay event, noting any changes in meaning or content at the end of the process
  • signing a weekly informative text such as announcements, news updates or weather forecasts for the school website

  VCASFC023 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFC114

  Engage with different types of creative texts, identifying and discussing characters, events and personal responses through the use of familiar signs, actions and artwork

  Elaborations

  • participating in Auslan games using simple clauses in creative ways, for example, a freeze tag game, building on a text
  • viewing creative performance texts and identifying characters and events from Auslan narratives, poems and theatre performances, such the Australian Theatre of the Deaf
  • viewing and expressing personal responses to creative visual texts such as handshape art and art produced by/about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan
  • comparing versions of creative signed texts and indicating preferences, for example, between different Auslan versions of the same story signed by different deaf people
  • responding to signed poems and ‘visual vernacular’ descriptions of a character’s appearance by shadowing, mimicking and drawing, for example, work by Frédéric Vaghi
  • participating in performance activities such as unscripted response-to-stimulus role-plays, recognising how characters’ feelings and attitudes are expressed through NMFs and manner
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience

  VCASFC114 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDTCD044

  Evaluate how well student-developed solutions and existing information systems meet needs, are innovative and take account of future risks and sustainability

  Elaborations

  • comparing student-developed solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
  • judging the quality of a student-developed solution based on specific criteria such as meeting an economic need or contributing to social sustainability
  • investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
  • evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
  • considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
  • comparing cloud-based information systems to client-based information systems on the basis of security of transmitted and stored data and energy costs

  VCDTCD044 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCELC158

  Convey and present information and ideas on a range of topics in different types of texts and modes

  Elaborations

  • responding to questions on a variety of topics for a range of purposes, for example, a report on a holiday destination, comparing travel brochures and itineraries, identifying transport and accommodation options, costs, and places of interest, for example, Πόσο μακριά είναι η Ακρόπολη από το Λυκαβηττό; Σε αυτή την εκδρομή μπορούμε να επισκεφθούμε πολλά ιστορικά μέρη
  • presenting findings from interviews with peers in own class or in Greek-speaking classes and settings, using formats such as profile posters, charts and timelines, for example, Πόσα μέλη έχει η οικογένειά σου; Πόσες γλώσσες μιλούν ή μαθαίνουν τα παιδιά στην Αυστραλία;
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning, for example, images of the Acropοlis and the symbol of the owl, or the olive wreath representing peace and the Olympic Games
  • organising and presenting information for a Greek-speaking audience, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCELC158 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCIDC003

  Participate with teacher and peers in class routines and activities, including following instructions and taking turns

  Elaborations

  • responding to classroom instructions, for example, duduklah, berdirilah, diamlah, lihatlah, maju, klik di sini
  • giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris
  • participating in routine exchanges such as saying the date, responding to the class roll, expressing thanks, greeting and taking leave, for example, Sampai jumpa Ibu/Bapak
  • playing with others, asking for help or permission (for example, boleh saya…?, Giliran siapa?), and using numbers to form groups, for example, Buatlah kelompok empat orang
  • participating in games and activities requiring turn-taking, for example, gado-gado, lompat tali, siapa dia, kelereng and board games such as congklak

  VCIDC003 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCIDC057

  Respond to aspects of imaginative texts by expressing opinions and feelings about them and comparing these with imaginative texts in own language and culture

  Elaborations

  • expressing personal opinions about ideas in texts such as traditional and contemporary stories and excerpts from films or video clips, for example, Menurut pendapat saya, Saya pikir (bahwa), Saya rasa, Saya suka/tidak suka…
  • stating personal preferences about characters, attitudes and events in texts (for example, Saya paling suka/lebih suka/kurang suka…), including commenting on reactions, for example, Dia ganteng tetapi kurang sopan, Saya kurang suka gurunya karena jahat, Bapak Mira sangat lucu karena sering bercanda
  • comparing key messages and beliefs from Indonesian and Australian texts such as creation and Dreaming stories, fables, myths and legends
  • exploring ideas and values represented in popular culture forms across cultures, such as game shows, soap operas, songs/music clips and computer games, and commenting on similarities and differences, for example, Isu-isu remaja sama di Indonesia; Lingkungan sangat penting di Indonesia dan Australia

  VCIDC057 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating