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• VCSSU058

  Different living things have different life cycles and depend on each other and the environment to survive

  Elaborations

  • making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs and flowering plants
  • recognising that environmental factors can affect life cycles, for example, fire and seed germination
  • investigating the roles of living things in a habitat, for example, producers, consumers or decomposers
  • predicting the effects when living things in feeding relationships are removed or die out in an area

  VCSSU058 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VCDTCD024

  Develop simple solutions as visual programs

  Elaborations

  • designing and developing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
  • exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
  • developing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
  • creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow to allow users to make choices

  VCDTCD024 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VC2M6P02

  conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials

  Elaborations

  • using digital tools to simulate multiple tosses of a coin or dice and comparing the relative frequency of an outcome as the number of trials increases; and identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials
  • using online simulations of repeated random events to recognise emerging patterns, discussing and comparing expected results to the actual results
  • investigating the relative frequencies of all outcomes for a chance experiment and verifying that their sum equals one
  • systematically recording the outcome of large numbers of spins on a spinner and analysing the relative frequencies of outcomes, representing these as percentages

  VC2M6P02 | Mathematics | Mathematics Version 2.0 | Level 6 | Probability

• VC2M8SP01

  identify the conditions for congruence and similarity of triangles and explain the conditions for other sets of common shapes to be congruent or similar, including those formed by transformations

  Elaborations

  • developing an understanding of what it means for shapes to be congruent or similar
  • using the enlargement transformation and digital tools to develop sets of similar shapes
  • investigating sufficient conditions to establish that 2 triangles are congruent
  • applying logical reasoning and tests for congruence and similarity, to problems and proofs involving plane shapes
  • comparing angle and side measurements of shapes under transformation to answer questions such as ‘What changes?’ and ‘What stays the same?’
  • establishing that 2 shapes are congruent if one lies exactly on top of the other after one or more transformations, including translations, reflections and rotations, and recognising that the matching sides and the matching angles are equal

  VC2M8SP01 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VC2M7SP01

  represent three-dimensional objects in 2 dimensions; discuss and reason about the advantages and disadvantages of different representations

  Elaborations

  • deconstructing packaging to identify shapes and nets
  • using different nets to construct prisms and determining which nets will make a cube, rectangular prism, triangular prism or pyramid
  • using aerial views of buildings and other three-dimensional structures to visualise the footprint made by the building or structure, identifying prisms that could approximate the structure
  • building objects by interpreting isometric and perspective drawings
  • using isometric and square grid paper to draw views of front, back, side, top and bottom of objects
  • exploring different two-dimensional representations of objects in Aboriginal and/or Torres Strait Islander artworks or cultural maps of Country/Place

  VC2M7SP01 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCEALA702

  Understand the relationship between text structures and social purposes of text types studied in class

  Elaborations

  • understanding a range of school texts, such as a practical report, a review, a research project
  • discussing the purpose of individual features of a text, for example headings in a pamphlet or images on a website
  • using modelled metalanguage to name and describe features of texts

  VCEALA702 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL734

  Create, edit and navigate simple digital texts

  Elaborations

  • creating a small range of digital texts, including documents, slides, tables and simple graphs
  • formatting texts simply, for example using font styles, text alignment, dot points
  • reading menus or links in order to navigate a website

  VCEALL734 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL451

  Create, edit and navigate a simple digital text, including visual, multimodal and interactive texts

  Elaborations

  • editing texts in simple ways, including deleting or inserting letters, words, punctuation and symbols
  • recognising icons used for common functions, such as search, download or print
  • reading menus or links in order to navigate a website

  VCEALL451 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features

• VCELY412

  Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

  Elaborations

  • reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
  • determining and applying criteria for evaluating the credibility of a website
  • explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

  VCELY412 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCELY480

  Review, edit and refine own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects

  Elaborations

  • reflecting on, critiquing and refining own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation

  VCELY480 | Curriculum content | English | Level 10 | Writing | Literacy

• VCDEC161

  Interpret and/or translate for friends or visitors terms associated with German or own culture

  Elaborations

  • translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
  • translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
  • comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
  • explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools

  VCDEC161 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC122

  Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning

  Elaborations

  • asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Wie spät ist es? Bist du fertig?
  • apologising, making polite requests (including attracting attention), and asking for assistance and permission, for example, Tut mir Leid! Entschuldigung, Frau Lenz! Hilfe, bitte!; Darf ich bitte auf dieToilette gehen?
  • commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!

  VCDEC122 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDEC121

  Participate collaboratively in shared class experiences and transactions

  Elaborations

  • creating a shared digital photo story after a class activity or event such as a visit to a German restaurant
  • following procedures and instructions with peers, for example, how to create a Hampelmann or Lebkuchenhaus
  • preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play
  • conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?

  VCDEC121 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDEU152

  Understand why language is important and recognise that languages and cultures change over time and influence one another

  Elaborations

  • exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
  • discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness

  VCDEU152 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCDEC019

  Interact with others to make decisions and solve problems to complete tasks such as obtaining goods or services, and negotiate with peers to take individual and/or collective action

  Elaborations

  • sharing suggestions with peers to organise class displays and events such as a German Kabarett or Karneval (Wer organisiert die Musik?; Wir können Poster machen), and agreeing or disagreeing with a suggestion, for example, Gute Idee!; Das ist/wäre super/blöd!
  • participating in scenarios related to travelling or living in a German-speaking country, for example, staying with a host family or using transport
  • completing tasks involving authentic or simulated transactions, such as shopping for clothes or comparing similar offers for goods in online catalogues on German-language internet sites, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38?; 30 Euro? Das ist sehr preiswert.
  • completing an application form for services such as online memberships or for opportunities such as student exchange programs or scholarships, and explaining reasons for applying
  • discussing and negotiating a resolution to a problem, such as a disagreement with a parent, sibling or classmate about having to share a room or computer (Was soll ich tun? Ich kann es nicht haben, wenn … .), or making a complaint about unsatisfactory goods or services (Ich habe eine vegetarische Pizza bestellt, aber … .; Die Hose ist die falsche Gröβe. Ich möchte mein Geld zurück.

  VCDEC019 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC025

  Translate and interpret aspects of informative and imaginative texts, identifying and explaining some of the challenges involved and adjustments required when transferring meaning between languages and cultures

  Elaborations

  • comparing, analysing and explaining some common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’), Ohrwurm (‘A tune you can't get out of your head’)
  • translating into English a public notice or advertisement for an event in a German-speaking country, for example, Basler Fasnacht or Salzburger Jugendtag, Kerwoche, then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • finding and comparing equivalent similes and metaphors in German and English, and suggesting possible reasons for differences, for example, Ich verstehe nur Bahnof (‘I can't understand anything’), einen Bärenhunger haben (‘I'm so hungry I could eat a horse’)
  • explaining terms for common features of schooling in German-speaking countries, such as those related to curriculum or assessment and reporting (die erste/zweite Fremdsprache, Pflichtfächer, AGs, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben), and comparing them with similar terms used in Australian schools
  • discussing issues associated with using online translators by comparing different versions of a translated text and suggesting reasons for differences and mistranslations

  VCDEC025 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC044

  Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments

  Elaborations

  • comparing the impact of gestures across cultures (for example, beckoning by pointing with index finger or with palm down, touching top of head, or laughing loudly) and noticing own comfort with these
  • describing ways of showing politeness, for example, giving an answer that may be incorrect as a way of saving face, or using body language such as smiling often
  • recognising and exploring aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores; celebrations and events such as school camp, Easter and Anzac Day; and expressions such as ‘g’day’, ‘howzat’ and ‘morning tea’
  • noticing the impact of own assumptions about Indonesian people and culture when engaging with texts (such as being surprised if dogs are kept as pets, or assuming that all Indonesians live a subsistence lifestyle), and considering what assumptions Indonesians might hold about Australian people and culture

  VCIDC044 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VC2MFSP02

  describe the position and location of themselves and objects in relation to other people and objects within a familiar space

  Elaborations

  • describing the position of an item in relation to other items in the space using language like ‘inside’, ‘underneath’ and ‘on top of’; for example, when asked ‘Where are the scissors kept?’, responding with ‘They are in a box, on the bottom shelf at the back of the classroom’
  • describing where they have moved themselves and items in relation to other items within a space, using familiar terms; for example, playing a hiding game and when asked ‘Where did you hide the ball?’, responding, ‘I hid it behind the garbage bin over there near the bench’
  • exploring Aboriginal and/or Torres Strait Islander instructive games, for example, Thapumpan from the Wik-Mungkan Peoples of Cape Bedford in northern Queensland, describing position and movement of self in relation to other participants, objects or locations

  VC2MFSP02 | Mathematics | Mathematics Version 2.0 | Foundation Level | Space

• VC2M1M02

  measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end

  Elaborations

  • using 2 different units (for example, icy pole sticks and pencils) to measure the length of an object (for example, a desk), and explaining why the number of units used may be different
  • comparing the length of 2 objects, such as a desk and a bookshelf, by laying multiple copies of a unit and counting to say which is longer and how much longer; and explaining why they should not have gaps or overlaps between the units, as this will change the length of the unit
  • measuring the distance between 2 locations using footsteps, comparing the results and explaining why there may be different results, for example, referring to the different lengths of footsteps as using different units
  • measuring and comparing the length of objects using blocks; for example, comparing the height of 2 toys by stacking blocks one on top of the other and counting how many it takes to reach the height of each object to decide which is taller

  VC2M1M02 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement