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• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA131

  Use different ways to express needs, likes and dislikes

  Elaborations

  • using communication systems to express preferences and make requests and comments
  • recognising that symbols and signs can be used in conjunction with spoken language to communicate ideas
  • using words, signs or images to express needs and feelings

  VCELA131 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELT044

  Attend to features of literary texts such as images, rhyme and refrains

  Elaborations

  • listening and responding to repeated chants, rhymes and refrains in familiar literary texts, for example clapping along with the beat
  • exploring words and sentence starters in different literature during shared reading experiences, for example ‘Once upon a time …’

  VCELT044 | Curriculum content | English | Level B | Reading and Viewing | Literature

• VCELT068

  Assist to modify a text by producing a sound, noise or using an object

  Elaborations

  • producing noises, sound or words to be added to a familiar text during shared text modification
  • assisting in the modifying of a familiar text by selecting an object to be added to the story or object to be changed in a story

  VCELT068 | Curriculum content | English | Level B | Speaking and Listening | Literature

• VCELY021

  Respond to group text and personalised text being edited

  Elaborations

  • experiencing people editing and changing a text, for example change music, photo, written word or image
  • experiencing people editing by review and changing photos and images in multimodal texts
  • reacting to some of the changes occurring to digital multimodal texts

  VCELY021 | Curriculum content | English | Level A | Writing | Literacy

• VCELY267

  Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

  Elaborations

  • using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign

  VCELY267 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELY411

  Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

  Elaborations

  • identifying the meaning of a wide range of words, including technical and literary language in various contexts
  • using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

  VCELY411 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCGGK054

  The major features of a place and their location

  Elaborations

  • participating in structured discussions about a place, exploring the major features and locations of familiar places
  • comparing characteristics of familiar places
  • answering questions about a place using a single word or short simple sentence

  VCGGK054 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCHIU120

  Recognise regularities and irregularities of spoken Hindi and conventions of the written script, and apply these to their own language production in increasingly complex ways

  Elaborations

  • recognising and practising the spelling of words that involve combinations of pronouns and postpositions that lose the inherent ‘a’ inside a word in the representation in Devanagari script, such as in उसका, and understanding how the loss of the inherent ‘a’ at the end of a verb stem is not represented in Devanagari, for example, सुनना/सुनता
  • explaining and applying basic rules of Hindi pronunciation, spelling, punctuation and intonation
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words
  • recognising how words can be formed from base words and understanding how prefixes and suffixes change the meaning of words, for example, जीव, सजीव, जीवंत and the impact this has on pronunciation
  • recognising and understanding the impact on Hindi pronunciation and spelling in Devanagari of elements of direct forms of Sanskrit words (तत्सम words) and of derived forms (तद्भव words), understanding that both forms can be used in different contexts, for example, क्षेत्र for field in an abstract sense and खेत for a field for farming
  • increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expressions on pronunciation and their impact on spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi
  • recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as ताई to women’s names by Marathi speakers and देवी to married women’s names by Biharis
  • recognising and responding to challenges associated with clarity and pace in audio texts, such as station or airport announcements or recorded phone messages

  VCHIU120 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHPEM081

  Construct and perform imaginative and original movement sequences in response to stimuli

  Elaborations

  • demonstrating changes in speed, direction and level of movement in response to changes in music tempo
  • creating, following, repeating and altering movement sequences in response to rhythm, music or words
  • selecting and implementing different movement skills to be successful in a game

  VCHPEM081 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM068

  Cooperate with others when participating in physical activities

  Elaborations

  • working with a partner or small group to complete a movement task or challenge
  • mirroring a partner while moving to music
  • using words and body language to communicate intentions clearly when playing minor games

  VCHPEM068 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Learning through movement

• VCHPEM082

  Create and participate in games

  Elaborations

  • inventing games with rules using one or two pieces of equipment
  • participating in games that use a number of different fundamental movement skills
  • using stimuli such as equipment, rhythm, music and words to create games

  VCHPEM082 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCITU127

  Understand and use the features of Italian sound and written systems, including pronunciation, stress and intonation in increasingly complex structures and texts

  Elaborations

  • recognising some common interjections, for example, oh!, e?, cioè, ahimè, ohimè, uffa!
  • recognising the differences in pronunciation of words with similar spelling, for example, sùbito, subito
  • comparing and contrasting the pronunciation of similar-sounding words using text-to-speech software or the audio option of word-processing programs
  • recognising common cognate words in speech, for example, organizzazione, programmare, arrivare
  • identifying and interpreting sounds and textual features and devices such as onomatopoeia, repetition, simile and metaphor, and understanding how they are used to express emotion and convey attitudes
  • analysing personal interactions and audiovisual texts such as films to understand how tone, gesture and body language support meaning
  • recognising the difference between anglicised and Italian pronunciation

  VCITU127 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC135

  Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories

  Elaborations

  • including some Japanese words, exclamations or phrases when interacting in English in simple games or exchanges that involve feelings or reactions, for example, いたい, あぶない, oh that was fun, でも　まけた。 Anne さん, that was すごい！
  • performing bilingual versions of familiar songs such as ‘If You’re Happy and You Know It …’, alternating between the two languages and switching key words in repeated phrases
  • creating personal print or digital bilingual dictionaries that include visual cues and representations
  • creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

  VCJAC135 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCKOC179

  Compare own translation of texts with others, discussing differences and possible reasons and alternatives, and reflecting on how to make connections between meanings in different languages

  Elaborations

  • translating existing texts or texts produced by self and others into Korean and English, experimenting with unknown words or expressions, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • translating texts, identifying culture-specific vocabulary (for example, 세배하다, 성묘하다, 추석) and expressions (for example, 새해 복 많이 받으세요, 그림의 떡), discussing the translation process (such as possible reasons for equivalence/non-equivalence), choosing ‘best fit’ words or omitting words
  • paraphrasing or annotating words or expressions where equivalence is not possible, discussing their original meanings and how to convey them (for example, 정들었어요, ‘mufti day’)
  • comparing different versions of translations, reflecting on the differences in translation of the same text and identifying possible reasons for such differences

  VCKOC179 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VC2M10A12

  solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or 2 simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VC2M10A12 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMMG095

  Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units

  Elaborations

  • understanding that in order to compare objects, the unit of measurement must be the same size
  • lifting to compare the mass of objects using words, for example, heavier, lighter, same
  • measuring the capacity of containers using uniform material, for example cups or buckets

  VCMMG095 | Mathematics | Level 1 | Measurement and Geometry | Using units of measurement

• VCMNA340

  Solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VCMNA340 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCMNA253

  Extend and apply the laws and properties of arithmetic to algebraic terms and expressions

  Elaborations

  • identifying order of operations in contextualised problems, preserving the order by inserting brackets in numerical expressions, then recognising how order is preserved by convention
  • moving fluently between algebraic and word representations as descriptions of the same situation

  VCMNA253 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• VCMNA139

  Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes

  Elaborations

  • finding and describing simple rules in words to solve problems
  • using simple function machines to represent and apply a process or the inverse process, such as increase or decrease the value of a number by a specified amount

  VCMNA139 | Mathematics | Level 3 | Number and Algebra | Patterns and algebra