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• VCMSP176

  Identify everyday events where one cannot happen if the other happens

  Elaborations

  • using examples such as weather, which cannot be dry and wet at the same time

  VCMSP176 | Mathematics | Level 4 | Statistics and Probability | Chance

• VCSSU119

  The transmission of heritable characteristics from one generation to the next involves DNA and genes

  Elaborations

  • using models and diagrams to represent the relationship between DNA, genes and chromosomes
  • describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations
  • recognising that genetic information passed on to offspring is from both parents and involves the processes of fertilisation and meiosis
  • representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family

  VCSSU119 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCARU017

  Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making

  Elaborations

  • exploring the meaning of ‘culture’, and understanding that it involves visible elements, such as ways of eating and behaving, and invisible aspects, such as how people live, what they value and how they think of themselves and others
  • noticing similarities and differences between naming systems across languages represented in the classroom, and noticing that Arabic-speaking students may have names from other cultures and languages
  • understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles
  • recognising and explaining to others the significance of some common Arabic cultural practices and events, such as offering visitors food and drink, for example,

    تفضل صحة وهنا؛ بالهناء والشفاء

  • exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and emotions, for example,

    الدبكة الفلسطنية والعراقية؛ والرقص الفلكلوري

  • exploring words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Arabic speakers, for example, ‘mate’, ‘fair dinkum’

  VCARU017 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCECD012

  Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends

  Elaborations

  • investigating a choice such as posting an image of a friend and justifying why someone should or should not post the image, in terms of means and ends
  • responding to a range of ethical dilemmas and comparing responses that focus on means (where the most important consideration is the action itself, such as being honest regardless of the consequences) and responses that focus on ends (where the most important consideration is the likely outcome, such as making someone happy even if it means lying to them)
  • analysing the position 'the end justifies the means' and the tension between means and ends in different contexts, for example, experimentation on people or other animals, the collection and use of data, making consumer decisions, selecting/training teams in sport or making civic decisions such as removing homeless people from areas during an event

  VCECD012 | Capabilities | Ethical Capability | Levels 5 and 6 | Decision Making and Actions

• VC2M1N02

  partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

  Elaborations

  • building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
  • using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognising 35 as 3 tens and 5 ones or as 2 tens and 15 ones
  • using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24

  VC2M1N02 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCMSP324

  Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources

  Elaborations

  • comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia

  VCMSP324 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VC2M1ST02

  represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings

  Elaborations

  • creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories; and then reflecting on the chosen categories and deciding whether they were helpful
  • translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category; and explaining how the tally chart answers the question
  • recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and you may use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
  • representing data with objects and drawings where one object or drawing represents one data value, and describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, and representing and discussing the results

  VC2M1ST02 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• VC2M9ST01

  analyse reports of surveys in digital media and elsewhere for information on how data was obtained around everyday questions and issues involving at least one numerical and at least one categorical variable, to estimate population means and medians

  Elaborations

  • investigating and evaluating statistical reports in the media and other places by linking claims to displays, statistics and representative data
  • investigating the use of statistics in reports regarding the growth of Australia’s trade with other countries of the Asia region
  • investigating a range of data and its sources, for example, the age of residents in Australia, Cambodia and Tonga, or the number of subjects studied at school in a year by 14-year-old students in Australia, Singapore, Japan, South Korea and Timor-Leste
  • analysing reports of public opinion surveys on environmental issues, such as land clearing, wind farms or single-use plastics, discussing methods of data collection and the reasonableness of any inferences made
  • comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia

  VC2M9ST01 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• VCELU135

  Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages

  Elaborations

  • recognising that the language used by the Ancient Greeks has developed into the Modern Greek language and that the Greek language has influenced many languages including English
  • understanding that there is the standard language called ‘Modern Greek’ as well as a number of different dialects spoken throughout Greece and the Greek diaspora
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)
  • viewing inscriptions on Ancient Greek tombstones (for example, from Vergina), coins (for example, from from Alexander the Great or King Philip’s reign) and vases (for example, from the Hellenistic era)
  • recognising that some words in Greek are borrowed from other languages, for example, πάρτυ, χόμπυ, μπάσκετ, κομπιούτερ
  • examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred

  VCELU135 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VC2MFN05

  represent practical situations, including simple financial situations, involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies

  Elaborations

  • using role-play and materials to represent mathematical relationships in stories; for example, role-playing ‘Eight kangaroos were drinking at the river and 3 hopped away’, drawing a picture and using materials to represent the situation, discussing, and recording the result of the action with a numeral
  • role-playing or actively engaging in situations that involve quantifying or comparing collections of items or simple money transactions; for example, engaging with the question ‘Do we have enough scissors for our group so that each person has their own pair?’, or role-playing using $1 coins to pay for items in a shop where items are priced in whole dollars
  • representing situations expressed in Aboriginal and/or Torres Strait Islander stories, such as ‘Tiddalick, the greedy frog’, that describe additive situations and their connections to Country/Place
  • representing addition and subtraction situations found in leaf games involving sets of objects used to tell stories, such as games from the Warlpiri Peoples of Yuendumu in the Northern Territory

  VC2MFN05 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VC2M8P02

  determine all possible outcome combinations for 2 events, using two-way tables, tree diagrams and Venn diagrams, and use these to determine probabilities of specific events in practical situations

  Elaborations

  • describing events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’
  • using the relation Pr(A and B) + Pr(A and not B) + Pr(not A and B) + Pr(not A and not B) = 1 to calculate probabilities, including the special case of mutually exclusive events where Pr(A and B) = 0
  • using Venn diagrams or two-way tables to demonstrate the difference between events that are mutually exclusive, such as whether a coin toss will land on a head or a tail, and those that are not mutually exclusive, such as people who have blonde hair and people who have blue eyes
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Battendi from the Ngarrindjeri Peoples of Lake Murray and Lake Albert in southern Australia, applying possible combinations and relationships and calculating probabilities using two-way tables and Venn diagrams

  VC2M8P02 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VCARU118

  Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another

  Elaborations

  • understanding that the world contains many different languages and that many people around the world speak more than one language
  • recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCARU118 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFU143

  Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world

  Elaborations

  • identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map
  • exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language
  • recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages
  • exploring why and how some people are deaf, and identifying different ways that they access language; and investigating the use of hearing aids, FM systems or cochlear implants

  VCASFU143 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language awareness

• VCASFU017

  Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world

  Elaborations

  • identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map
  • exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language
  • recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages

  VCASFU017 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language awareness

• VCCCG029

  Explain the values and key features of Australia’s system of government compared with at least one other system of government in the Asia region

  Elaborations

  • categorising the key features of Australia’s system of government, for example democratic elections and the separation of powers, and comparing and contrasting these to the key features found in another country in the Asia region, such as Japan, India or Indonesia
  • interviewing people with connections to a country in the Asia region to compare the values they associate with the system of government in that country, with those of Australia

  VCCCG029 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• 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