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• VCESU122

  Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories

  Elaborations

  • understanding that texts can be spoken, written, visual or acted out and that they can be very short (¡alto!) or much longer, for example, a song or story
  • observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
  • understanding that texts have a purpose, for example, timetables indicate what happens when (guía de horarios), recounts describe past events (Había una vez) and greeting cards convey feelings (Te amo/Te quiero)
  • comparing familiar texts in Spanish and English, such as counting games or street signs, identifying elements in the Spanish texts that look or sound different

  VCESU122 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDC086

  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, for example, teman saya baik hati dan setia
  • recounting significant or special events and comparing these to similar events for Indonesian teenagers, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions, for example, saya lebih suka bermain bola basket daripada sepak bola, saya paling suka sejarah karena menarik
  • participating in class activities such as games (sepak takraw/bola basket) using Indonesian to interact, for example, giliran saya, ke kiri/kanan, saya menang

  VCIDC086 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDC038

  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, Anak itu tinggal di kampung…
  • reading, viewing and listening to texts to research information about concepts related to other learning areas such as the Arts, Humanities and Science
  • identifying and comparing perspectives about information in spoken and written texts , for example, Apakah informasi ini benar?, Informasi ini dari mana?, Siapa yang menulis teks ini?, Berapa orang setuju?

  VCIDC038 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDC107

  Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools

  Elaborations

  • conveying information to an Indonesian audience to describe aspects of Australian culture such as the physical environment, celebrations and cuisine, or to explain expressions such as ‘the bush’ or ‘fair go’
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or board game, instructions on keeping a pet/animal, or fashion tips
  • presenting a report on an issue, recent event or public figure, using graphics to support meaning, for example, Film terbaru….; Olimpiade…; Gunung api meletus lagi
  • conveying information about topics of personal interest such as in health, technology or the arts, and aspects of Indonesian culture such as jamu, agama, sihir or pencak silat, by producing displays or (multimedia) presentations with commentary, subtitles or captions, for example, Menurut informasi ini…

  VCIDC107 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC071

  Engage in language learning tasks and experiences through discussion, justifying opinions and reflecting on own language learning

  Elaborations

  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement or giving encouragement/praise or critique, for example, Giliran saya, Saya setuju, Memang, ide bagus
  • participating in discussions using language to express opinions, for example, Kamu merasa bagaimana?, dibandingkan, di satu pihak…di lain pihak, Saya tidak heran karena…, perspektif saya berubah, dari segi lain…
  • discussing language and language learning using metalanguage, for example, kata dasar, kata kerja, bentuk pasif, akronim, singkatan

  VCIDC071 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC079

  Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations

  Elaborations

  • participating in face-to-face interactions with peers to persuade them to purchase items such as tickets, games or clothing, for example, Questa giacca è la più elegante di tutte; ma questa costa meno, pur essendo di un bel tessuto
  • exchanging a purchased item, for example, Mi dispiace, ma non funziona bene, c’è un difetto … Vorrei cambiarlo/a
  • negotiating over price, for example, Costa un po’ troppo, mi può fare uno sconto? È se ne compro due paia?

  VCITC079 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC050

  Share aspects of own identity such as appearance, character, background, family, preferences and experiences, including own role as a learner of Italian, and consider how these aspects contribute to identity formation

  Elaborations

  • connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an Italian restaurant and being able to read some of the signs and/or the menu
  • connecting various experiences and reflecting on self in interaction with others and how each person is perceived by others, for example, Sono fiero perché … Gli italiani in Australia amano.. Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto …. Sono sorpreso di scoprire...

  VCITC050 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCKOC193

  Use interactional language to elicit, offer, negotiate, report, and reflect and elaborate on opinions and ideas

  Elaborations

  • participating in class discussion by:
    • expressing own opinion such as agreement or disagreement with others, for example, 저는 민수가 맞다고 생각해요; 저는 정답이4번이라고 생각했어요
    • eliciting and reflecting on others’ opinions, for example, 왜 그렇게 생각해요?; 어떻게 그렇게 되었어요?; 정말 그럴까요?; 아,그렇군요
  • interacting in class activities such as games or events, by taking turns, expressing agreement/disagreement, giving encouragement/praise or critique, for example, 내차례예요; 누가 먼저 하는 거예요?; 그건 아닌 것 같아요; 잘 할 수 있을 거예요
  • discussing language and language learning using metalanguage, for example, 단어, 명사, 동사, 줄임말, 높임말/경어, 문장

  VCKOC193 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOC156

  Listen to, view and read texts for specific information drawn from a range of sources relating to social and cultural worlds in different times, places and communities, and to different learning areas

  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 weather, types of activities for young people, daily routines), and sharing information with peers, for example, 날씨가 어때요? 비가 와요; 언제 만나요? 내일 두 시에 만나요
  • reading, viewing and listening to texts to collect information about concepts related to other learning areas such as the arts, humanities and science
  • identifying and comparing perspectives represented in spoken and written informative texts, for example, 누가 썼어요/말했어요? ...이/가 맞는 것 같아요? 왜 맞아요?

  VCKOC156 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCLAU012

  Examine the enduring influence of Roman culture on the modern world, by discussing the ancient origins of modern customs, religion, literature and architecture

  Elaborations

  • recognising the ancient origins of national values such as citizenship, liberty, equity and justice
  • exploring ancient connections with daily routines in modern society, such as family life, occupations, schooling, the calendar, and leisure pursuits such as dice, board games
  • tracing Roman customs still used in modern ceremonies, such as weddings and funerals
  • identifying influences from Latin literature on popular culture, for example, Harry Potter, Romeo and Juliet, Percy Jackson, superheroes such as Superman and Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the cithara, flutes, drums and contemporary songs composed in Latin, such as Bastille’s Pompeii with Latin lyrics
  • recognising the Roman influence on religion, such as Christian traditions
  • researching elements of Roman engineering and architecture in bridges, aqueducts, amphitheatres, drainage systems and public buildings in Australia and across the world

  VCLAU012 | Languages | Latin | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting

• VCLVU165

  Understand that texts such as stories, paintings, songs and dances have distinct purposes and particular language features

  Elaborations

  • distinguishing the purpose and characteristic features of different types of texts, for example, stories are usually about journeys across Country and convey explanations about why features of Country exist and are important
  • understanding that for many Aboriginal languages conventions of written text are in the process of being developed
  • recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tenses in stories
  • linking ideas using appropriate grammatical forms and processes, for example, connectives, serialisation, embedding
  • recognising the role played by different elements in texts to contribute to meaning-making, for example, the layout, title, illustration and use of punctuation in a picture book or the use of speech bubbles in a cartoon
  • investigating the purpose and use of sign language in various Aboriginal languages, for example, for hunting, for recent bereavement, for communicating at a distance, for restricting who can understand the message

  VCLVU165 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language

• VC2M10A09

  solve simultaneous linear equations, using algebraic and graphical techniques including using digital tools

  Elaborations

  • investigating situations involving simultaneous linear equations in context (such as multiple quotes for a job, or profit and loss) and solving the equations graphically, giving solutions in everyday language (such as ‘break-even point’ or ‘point to change providers’ for the job)
  • describing the solution of simultaneous equations within the context of the situation
  • using the algebraic methods of substitution and elimination, with and without the use of digital tools, and identifying which technique is the most efficient for a given pair of equations
  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs
  • investigating the strategies inherent in Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Weme from the Warlpiri Peoples of central Australia, and their connection to strategies to solve simultaneous linear equations in 2 variables

  VC2M10A09 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M2A03

  recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving

  Elaborations

  • recognising and relating terms such as ‘double’, ‘twice’ and ‘multiply by 2’, and ‘halve’ and ‘divide by 2’ using physical and virtual materials; for example, colouring numbers on a hundreds chart to represent doubles and using it to recognise halves or recognising the doubling pattern and applying the pattern to find related facts such as ‘For 8 twos, think 2 eights’
  • doubling and halving collections to practise and develop fluency with multiplication and division facts for twos, leading to recall of these facts
  • establishing an understanding of doubles and near doubles using physical or virtual manipulatives; for example, using manipulatives to establish that doubling 5 gives you 10, then extending this doubling fact to respond to the question ‘How can you use this fact to double 6 or double 4?’
  • developing fluency with doubling and halving numbers within 20 using physical or virtual materials and playing doubling and halving games; for example, using a physical or virtual dice and choosing whether to double or halve to reach a target number 

  VC2M2A03 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M3M03

  recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events

  Elaborations

  • estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time
  • planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take
  • reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time, or setting the time on a digital clock
  • using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, 3 minutes and 5 minutes
  • exploring how cultural accounts of Aboriginal and Torres Strait Islander Peoples explain cycles of time that involve the sun, moon and stars

  VC2M3M03 | Mathematics | Mathematics Version 2.0 | Level 3 | Measurement

• VC2M6N04

  apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers

  Elaborations

  • applying estimation strategies to addition and subtraction of decimals to at least thousandths before calculating answers or when a situation requires just an estimation
  • applying whole-number strategies; for example, using basic facts, place value, partitioning and the inverse relationship between addition and subtraction, and properties of operations to develop meaningful mental strategies for addition and subtraction of decimal numbers to at least hundredths
  • working additively with linear measurements expressed as decimals up to 2 and 3 decimal places; for example, calculating how far off the world record the athletes were at the last Olympic Games in the women’s long jump or shot-put and comparing school records to the Olympic records
  • deciding to use a calculator as a calculation strategy for solving additive problems involving decimals that vary in their number of decimal places beyond hundredths; for example, 1.0 − 0.0035 or 2.345 + 1.4999

  VC2M6N04 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VC2M9P01

  list all outcomes for two-step chance experiments both with and without replacement, using lists, tree diagrams, tables or arrays; assign probabilities to outcomes and events

  Elaborations

  • discussing two-step chance experiments, such as the game of heads and tails, describing the different outcomes and their related probabilities 
  • using systematic methods such as lists or arrays to record outcomes and assign probabilities, such as drawing the names of students from a bag to appoint 2 team leaders
  • using a tree diagram to represent a three-stage event and assigning probabilities to these events; for example, selecting 3 cards from a deck, assigning the probability of drawing an ace, then a king, then a queen of the same suit, with and without replacing the cards after every draw
  • assigning probabilities to compound events involving the random selection of people from a given population; for example, selecting 2 names at random from all of the students at a high school and assigning the probability that they are both in Year 9

  VC2M9P01 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VC2M6P01

  describe probabilities using fractions, decimals and percentages; recognise that probabilities lie on numerical scales of 0–‍1 or 0%–100%; use estimation to assign probabilities that events occur in a given context, using common fractions, percentages and decimals

  Elaborations

  • recognising that the probability of an event occurring can be represented numerically as either a number ranging from zero to one or a percentage from 0% to 100% where zero or 0% means it will not happen and one or 100% means it is certain to happen
  • using a scale of zero to one or 0% to 100% to estimate chances of events
  • listing the different possible outcomes for rolling a dice and using a scale to locate the relative probability by considering the chance of more than or less than for each possible event, for example, the probability of getting a number greater than 4
  • recognising the language used to describe situations involving uncertainty, such as what it means to be ‘lucky’, a ‘75% chance’ of rain or a ‘1-in-100 years’ flood
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, such as Weme from the Warlpiri Peoples of Central Australia, to investigate and assign probabilities that events will occur, indicating their estimated likelihood

  VC2M6P01 | Mathematics | Mathematics Version 2.0 | Level 6 | Probability

• VC2M8SP03

  describe in different ways the position and location of three-dimensional objects in 3 dimensions, including using a three-dimensional Cartesian coordinate system with the use of dynamic geometry software or other digital tools

  Elaborations

  • locating aircraft or drones using latitude, longitude and altitude as a three-dimensional coordinate system
  • constructing three-dimensional objects using 3D printers or designing software that uses a three-dimensional coordinate system
  • comparing and contrasting two-dimensional and three-dimensional coordinate systems by highlighting what is the same and what is different, including virtual maps versus street views
  • using dynamic geometry software to construct shapes and objects within the first quadrant of a three-dimensional coordinate system
  • interpreting three-dimensional coordinate locations for objects in multistorey car parks, or playing games based on three-dimensional coordinate systems such as three-dimensional noughts-and-crosses
  • exploring position and transformation through geospatial technologies used by Aboriginal and/or Torres Strait Islander communities

  VC2M8SP03 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VC2M1SP01

  make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them

  Elaborations

  • classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group
  • selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice
  • comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them
  • exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place

  VC2M1SP01 | Mathematics | Mathematics Version 2.0 | Level 1 | Space