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• VC2M7ST02

  create different types of displays of numerical data, including dot plots and stem-and-leaf plots, using software where appropriate; describe and compare the distribution of data, commenting on the shape, centre and spread including outliers and determining the range, median, mean and mode

  Elaborations

  • using ordered stem-and-leaf plots to record and display numerical data collected in a class investigation, such as constructing a class plot of height in centimetres on a shared stem-and-leaf plot for which the stems 12, 13, 14, 15, 16 and 17 have been produced
  • comparing variation in attributes by category using split stem-and-leaf plots or dot plots; interpreting the shape of the distribution using qualitative terms to describe ‘symmetry’, ‘skewness’ and ‘average’ in terms of the mean, median and mode, and the amount of variation based on qualitative descriptions of the spread of the data
  • connecting features of the data display (for example, highest frequency, clusters, gaps, symmetry or skewness) to the mode, range and median, and the question in context; describing the shape of distributions using terms such as ‘positive skew’, ‘negative skew’, ‘symmetric’ and ‘bi-modal’ and discussing the location of the median and mean on these distributions
  • using mean and median to compare data sets, identifying possible outliers and explaining how these may affect the comparison; recognising how different displays make specific information about data more evident, including proportions, and measures of mean, mode or median, spread and extreme values; understanding that the median and the mean will be the same or similar for symmetric distributions but different for distributions that are skewed
  • comparing the mean and median of data with and without extremes; for example, estimation of standard measures for length or mass, informally considering for a given set of data what might constitute an unexpected, unusual or extreme data value

  VC2M7ST02 | Mathematics | Mathematics Version 2.0 | Level 7 | Statistics

• VCAVAE013

  Explore ideas, experiences and observations to create visual artworks

  Elaborations

  • experiencing a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • creating arts works that have a social purpose, e.g. Easter egg, birthday card
  • using a variety of basic tools and materials safely to create visual art works including constructions and sculptures
  • participating in teacher directed class discussions which enable students to learn, discuss and express opinions about the available ways to create and make art works
  • using colour and/ or shape to communicate moods or feelings in their artworks
  • practicing drawing images and making objects related to self and personal environments in different forms, for example, painting, sculpture, photography
  • using visual conventions in their artworks after exploring different art, craft and design styles and techniques from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE013 | The Arts | Visual Arts | Level D | Explore and Express Ideas

• VCHIC043

  Compose and perform expressive and imaginative texts such as stories, songs, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • adapting a familiar story, cartoon or poem to include a new character, event or change of mood, for example, an Australian partner for चाचा चौधरी; a lullaby that is exciting rather than soothing
  • developing storylines, characters and settings that explore themes or concepts that are relevant to their own social worlds, for example, मित्रता; परिवार; दया
  • creating and performing expressive texts that incorporate features such as mime, music, video clips and evocative language to convey concepts such as दोस्ती; प्रेम; अहिंसा; अतिथि-सत्कार; अनेकता में एकता
  • adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of audience
  • experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

  VCHIC043 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCIDU085

  Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility; norms such as showing deference and saving face; and values such as patience, humility and selflessness, for example, setahu saya, kalau saya tidak salah, numpang tanya, permisi dulu
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, such as the origins of Bahasa Indonesia, and its historical and contemporary uses
  • developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCIDU085 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCJAC185

  Present different types of information for specific purposes and contexts using appropriate formats and styles of presentation

  Elaborations

  • creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。 一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります 。
  • creating informative or promotional texts such as posters, leaflets or web pages targeted at their own age group, for example, promotional materials for recreational activities, advice on healthy eating or environmental sustainability, reviews of new music releases
  • researching and reporting on community attitudes towards and challenges in relation to issues such as recycling, using presentation techniques such as Venn diagrams, digital displays, flow charts or captioned photographic displays
  • composing individual and group contributions to different forms of social media, such as tweets, memes, blogs, shared websites or student newsletters on issues related to their own social worlds

  VCJAC185 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCARC107

  Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning

  Elaborations

  • creating short texts to label and describe personal possessions and objects in the classroom using simple sentences, for example,

    حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد يجلس معي

  • reporting information gathered from peers about their families, using modelled language such as

    وليد لا يحب الحساب ولا القراءة؛ فادية عندها أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات

  • contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photos

    هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني يحب الكرة؛ هذه أنا أكتب الحروف؛ هذا شادي يلون صورة؛ هذه عبير ترسم شجرة

  • sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary, appropriate gestures and concrete materials such as toys, for example,

    هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها "ميلاني"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري

    هذا الديناصور أسمه "ريكس"؛ أبي اشتراه لي في العطلة؛ ريكس صديقي؛ ألعب معه في البيت

  VCARC107 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCARU031

  Analyse different texts in a variety of forms, including digital, , considering the relationship between audience, purpose and context, and the use of textual conventions, features and cohesive devices

  Elaborations

  • applying knowledge of particular types of texts and their purpose to identify the gist and predict the meaning of unfamiliar vocabulary and phrases encountered in texts
  • analysing different samples of a particular type of text, such as online diary entries, to analyse ideas and reflections through the language features used, for example,

    ضمير المتكلم: أشعر بسعادة كبيرة؛ هذا عملي وأنا مسؤول عنه

    التعبير عن التعجب والدهشة: يا إلهي!؛ مستحيل! يا للكارثة!

    الصور البلاغية: كنت كالفراشة أطير من فرحتي؛ كلامه كالخنجر في صدري

  • exploring a range of imaginative texts to compare the use of language features such as imagery and exaggeration, and discussing how these are used to convey meaning to and entertain the audience
  • examining a variety of informative texts, such as reports and articles, identifying how the structure and features of each text reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives
  • experimenting with language appropriate to particular types of texts, for example, descriptive language in documentaries, reflective language in blogs, diary or journal entries, and persuasive language in advertisements and speeches
  • analysing a range of expository texts, such as feature articles, identifying possible elements of bias and objectivity
  • discussing and evaluating how language is used to express ideas and justify opinions on topical issues of interest to teenagers in debates or on a talk show
  • identifying and discussing the level of formality in spoken and written texts, considering what these texts reveal about social relationships and processes, for example, reflections of status, authority, concepts of respect and politeness

  VCARU031 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU012

  Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts

  Elaborations

  • exploring the Arabic alphabet and script, noticing that sounds differ in both systems, for example, خ؛ ح؛ ط؛ ظ؛ ع؛ غ؛ ص؛ ض؛ ق, and that letters are joined in different ways to make words, for example,

    باب؛خال ؛ حال ؛ هذا؛ هي؛

  • discriminating between simple vowels, for example, تَ؛ تِ؛ تُ , long vowels such as تا؛ تي؛ تو, and consonant letters in a syllable block
  • recognising that letters change form depending on their place in the word, for example,

    ح: حصان؛ محب؛ سامح؛ ي: يد؛ لين؛ سامي

  • inferring from familiar sounds and contexts how to spell new words, for example, predicting how to spell هادي؛ وادي؛ شادي having learnt how to spell فادي
  • noticing that vocalisation such asَ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب
  • comparing the different ways to write the letter (أ), for example, ى؛ ؤ؛ئ أ, أ؛إ؛آ
  • pronouncing words following basic pronunciation rules
  • recognising the different ways of sounding the long vowel (ا), for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the ء, for example, شيء؛ قراءة؛ مسؤول recognising variations in forms of spoken Arabic associated with particular regions, such as the pronunciation of رِز and سِكر in the Levant compared with سُكر and رُز in other Arabic-speaking regions

  VCARU012 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU192

  Identify different types of non-manual features and characteristics of signs, including iconicity, and explore the use of software to transcribe and annotate signed texts

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, and describing their function
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • recognising that signed languages involve more iconicity because they are visual not auditory, with most referents having visual features
  • identify and classify examples of spatial modifications of nouns and verbs in a video text using video annotation software, for example, ELAN
  • ‘reading’ and transcribing glossed texts, including interpreting the markings that show how a sign is modified in space, NMFs, DSs and examples of CA

  VCASFU192 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

• VCAVAR028

  Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describe subject matter and identify in artworks from different social, cultural or historical contexts
  • discussing how artworks are made as expressions of a particular culture or identity, for example, a style of artwork that expresses the identity of their community
  • comparing artworks made for different reasons, using appropriate visual conventions, and identifying different interpretations by different viewers in a range of locations; for example, comparing artworks by Aboriginal and Torres Strait Islander artists with artworks made by other Australian artists
  • examining public art in their community and comparing it to other artworks commemorating different people, events, times and cultures
  • discussing with others the meaning of their own artworks
  • evaluate artworks from different cultures and histories using inquiry, for example, explain which artworks they like the most and why

  VCAVAR028 | The Arts | Visual Arts | Levels 3 and 4 | Respond and Interpret

• VCCCC025

  Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’

  Elaborations

  • identifying values shared by Australians and deciding which ones could also be considered universal values
  • identifying how human rights values are consistent with Australian values

  VCCCC025 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCCCG019

  Discuss the freedoms that enable active participation in Australia's democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement

  Elaborations

  • explaining how each freedom supports active participation in Australia's democracy and discussing how and why the 'bounds of law' can limit these freedoms
  • considering the circumstances that can lead to dissent in a democracy

  VCCCG019 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy

• VCCCTM019

  Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal

  Elaborations

  • discussing different uses of visualisation as a learning strategy, for example to improve learning of a process or technique, to clarify a goal or to improve concentration
  • experimenting with allowing different times between practising spelling lists and reflecting on what was more effective

  VCCCTM019 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition

• VCDSTS054

  Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved

  Elaborations

  • evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
  • recognising the impact of past designed solutions and possible future decisions in relation to creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
  • considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China
  • explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
  • critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product

  VCDSTS054 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies and Society

• VCELA202

  Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

  Elaborations

  • learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

  VCELA202 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA246

  Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences

  Elaborations

  • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions

  VCELA246 | Curriculum content | English | Level 3 | Reading and Viewing | Language