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• VCSSU101

  Water is an important resource that cycles through the environment

  Elaborations

  • considering the water cycle in terms of changes of state of water
  • investigating factors that influence the water cycle in nature
  • exploring how human management of water impacts on the water cycle

  VCSSU101 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCASFU140

  Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than in English
  • distinguishing between clauses that are statements and those that are questions

  VCASFU140 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEU033

  Understand that language has power and changes over time as a result of contact with other languages and with influences such as globalisation and new technologies and knowledge

  Elaborations

  • considering how language marks values and attitudes such as respect and equality, and includes and excludes, for example, the use of titles or first names (Herr Doktor Schmidt, Herr Schmidt, Georg), different words for the same entity (foreigner/immigrant/refugee), the gendered nature of professional titles (der Lehrer, die Lehrerin; das Kindermädchen), and access to community information fornon-English speakers
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
  • investigating and reporting on evidence of current and historical influences of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (cafés, restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • considering the concept of ‘ecology’ in relation to German and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, and language shifts and exchange

  VCDEU033 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC049

  Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants

  Elaborations

  • participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
  • comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视，不是吗？) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错
  • negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明，明天去动物园要穿校服吗？
  • visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？
  • participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好，考拉拼图怎么样？

  VCZHC049 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITC029

  Create simple bilingual texts

  Elaborations

  • creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
  • exploring meanings between Italian and English using picture dictionaries created for self or younger learners

  VCITC029 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCEBW016

  Consider the ways in which work can contribute to individual and societal wellbeing

  Elaborations

  • exploring ways that work can affect an individual’s self-esteem, material and non-material living standards and happiness
  • investigating the ways work affects the economy such as avoiding poverty (relative and absolute), productivity, and generating income

  VCEBW016 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCELA270

  Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

  Elaborations

  • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

  VCELA270 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCASFC028

  Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity

  Elaborations

  • creating individual family trees and identifying deaf and hearing family members
  • interacting with Deaf elders to discuss visual ways of being, interacting and behaving associated with identity
  • designing visual representations such as concept maps, posters or captioned slide presentations to show individual and group connections within the Deaf community such as friendship, family or sporting groups, or state and national Deaf community associations, discussing how these contribute to a sense of identity
  • exploring the concept of ‘family’ as it relates to the Deaf community, considering how it extends beyond the traditional concept to include broader social networks
  • explaining how deaf families play a key role in language maintenance and shared sense of identity across generations
  • exploring how name signs are created and form part of an individual identity, for example by providing contemporary examples such as signs for their peers, teachers and Deaf elders
  • using a vlog journal entry to discuss how having peers who share the same language develops social bonds, personal confidence and a sense of shared identity
  • responding to presentations by Deaf visitors to the classroom who share their experiences of education, family life, social networks, community and sense of identity, for example by discussing similarities and differences to their own lives
  • sharing views on why certain places have special significance to the Deaf community, evoking a sense of belonging and pride and representing particular bonds between people, place and experience, for example, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying how deaf people share modifications to space to maximise visual attention, such as adjusting seating or removing visual obstacles

  VCASFC028 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCHIC096

  Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects

  Elaborations

  • interacting with different types of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme are used to create mood and effect, and experimenting with expressive language to create their own texts
  • comparing their life experiences with those of characters in traditional folktales such as एकता में बल है, identifying elements of universal human experience such as loss, love or loyalty
  • comparing story lines and characterisation in popular Hindi- and English-language TV series, identifying themes or issues that seem to be differently responded to in one cultural context than in the other
  • identifying how cultural traditions and beliefs are communicated through visual and performing arts, and comparing different living traditions present in Australia, including artistic expression associated with Aboriginal and Torres Strait Islander people.
  • comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language musicals, TV programs such as अशोक सम्राट and Australian programs popular with a similar age-group
  • discussing characters from favourite stories, comics or cartoons, such as चाचा चौधरी; बहादुर नागराज, identifying elements of their personalities that they most admire, enjoy or identify with
  • considering how humour is expressed and shared in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Hindi with humorous texts in English
  • analysing the structure of traditional or contemporary Hindi poetry, for example, by identifying the use of rhythm, rhyme and repetition, or comparing examples of lyrical or poetic expression, बुन्देले हरबोलों के मुख हमने सुनी कहानी थी खूब लड़ी मर्दानी वो तो झांसी वाली रानी थी

  VCHIC096 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC126

  Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence

  Elaborations

  • recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences (Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni)
  • reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s identities, values and beliefs (including their own) are maintained and/or change over time
  • comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private
  • engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image (for example, È permesso parlare di politca/religione? Con chi? Perché no?); surveying class-/schoolmates, relatives, neighbours and friends to examine how identities may vary
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

  VCITC126 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC212

  Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance

  Elaborations

  • identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to a native Chinese speaker; the different perspectives of a city resident versus a rural resident
  • developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
  • creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…
  • accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, for example, 有人认为愚公很傻， 尤其是生活在现代的人
  • presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective
  • engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
  • presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女
  • collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas readers
  • collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people

  VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC101

  Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes

  Elaborations

  • sharing opinions on language used in contemporary media for young people, including music videos and TV series, for example, 我很喜欢学这首歌，它的歌词很美
  • explaining meaning of scripts and lyrics, and recognising how feelings/emotions are expressed in ‘subtle’ ways through the use of stylistic devices or symbolism, for example, 月亮代表我的心
  • comparing how the theme of love is represented across different imaginative texts in both Chinese and English, and discussing personal responses, for example, 我觉得这个故事很像…。我不喜欢…因为他…,如果他像…一样，那么…
  • identifying how media convey a sense of ‘right’ and purpose in the lives of young people and expressing own opinion (for example, 我觉得他是好人，因为他帮助老人) and reactions to the situations and contexts represented, for example, 如果我是她; 我觉得他最好…
  • portraying a scene from a familiar narrative (for example, creating a skit or short play recounting an event from a well-known novel) and considering how the main characters represent their experiences and express their emotions through their interactions
  • creating a Chinese voiceover for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment
  • collaborating to create short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • collaborating to develop an imaginative promotional video to post on a website to sell an innovative product or service, such as a Chinese-speaking toy panda or a peer tutoring service

  VCZHC101 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCMSP268

  Identify and investigate issues involving numerical data collected from primary and secondary sources

  Elaborations

  • obtaining secondary data from newspapers, the Internet and the Australian Bureau of Statistics
  • investigating secondary data relating to the distribution and use of non-renewable resources around the world

  VCMSP268 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• VCDEU149

  Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences

  Elaborations

  • referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
  • noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
  • understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCAMAR028

  Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
  • comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
  • comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
  • writing about and discussing with others the meaning of their own media artworks using appropriate language

  VCAMAR028 | The Arts | Media Arts | Levels 3 and 4 | Respond and Interpret

• VCESU031

  Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional...

  Elaborations

  • understanding and using definite and indefinite articles, including omission and gender-change cases, for example, me gusta mucho el cuadro del salón, me gusta mucho un cuadro del salón, ¿tienen cuadros de paisajes?, el agua está fría
  • understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos nada
  • using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa
  • noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre
  • expressing comparisons using comparatives and superlatives, including some irregular forms, for example, mejor que ..., peor que ..., el mayor, el menor, más ... que, menos ... que, el más ..., ...ísimo/a, tan ... como
  • understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)
  • understanding the form and function of personal object pronouns, and differentiating between direct and indirect objects in the third person, for example, me, te, lo, la/le, nos, os, los, las/les
  • understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
  • understanding and using the different past tense forms for regular and irregular verbs (pretérito perfecto, pretérito indefinido and pretérito imperfecto), and comparing the uses with English past tense forms, for example, hemos estudiado los tiempos pasados, Marcos nació en Filipinas, ayer mi amigo estaba contento
  • using appropriate temporal markers, for example, hace ..., desde hace ..., durante ..., en 2011 ..., esta mañana ..., cuando era pequeño ..., desde ... hasta..., ayer ...
  • understanding and using the future and conditional tenses of regular and irregular verbs, for example, mañana iremos de excursión al zoo, me gustaría visitar México, saldría con vosotros pero tengo tarea
  • using some set expressions that require the use of the present subjunctive, for example, ¡que aproveche! ¡que te mejores! espero que estés bien
  • expressing agreement, disagreement and opinions using adverbs and expressions such as Yo también ...., yo tampoco ..., a mí sí ..., a mí no ...
  • indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, repita más despacio
  • understanding the function of impersonal expressions such as se necesita ..., se habla ..., se dice ..., se puede ...
  • using cohesive devices to link elements of complex sentences, for example, por lo tanto, además, sin embargo, al contrario de, de la misma manera
  • expanding the use of prepositions such as por, para, con, sin, contra, hacia to provide more detail or information
  • understanding how to form adverbs from adjectives, for example, normalmente, seguramente, probablemente
  • understanding and using an increasing range of prefixes and suffixes (anónimo, antibiótico, despeinado, supermercado, claustrofobia, lavadora, navideño, hermanito) and building lexical families (árbol, arbolito, arboleda, arbusto, arborícola, arbóreo, arboricultura, enarbolar)
  • developing awareness of the presence of ‘false friends’ in Spanish and English, for example, actualmente / currently, realizar / carry out, embarazada / pregnant, constipado / a cold
  • developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)

  VCESU031 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGGC089

  Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial...

  Elaborations

  • summarising the points of view on an issue, for example in a planning or environmental dispute
  • developing a diagram to show the similarities and differences in official languages and religions across a number of countries
  • creating maps such as flow and choropleth maps, or plans for specific purposes. For example, a flow map to show the connections Australia has with other countries, or a bushfire management plan mapping geographical data using spatial technologies, the location of recent bushfires in Australia, or information they have collected through fieldwork
  • annotating a map to show places and their features in Australia and in selected countries of North America and Europe
  • creating small-scale maps to show connections between places

  VCGGC089 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• VC2M8A03

  use mathematical modelling to solve applied problems involving linear relations, including financial contexts involving profit and loss; formulate problems with linear functions, and choose a representation; interpret and communicate solutions in terms of the context, and review the appropriateness...

  Elaborations

  • modelling situations involving linear functions, including practical contexts such as taxi fares involving flag fall fees, motion in a straight line at a constant speed, trade quotes involving call-out fees, cooking that includes resting or cooling times, or water leakage from water tanks, interpreting the constant rate of change and initial value in context, and identifying when values of a model lie within a given range
  • modelling problems in practical situations and interpreting solutions within the context of the problem, including giving attention to all units of measure and whether results are suitable; for example, once a water tank is empty no more water can flow from it
  • modelling financial problems involving pay rates, using a table of values to represent the pay amounts and hours worked using an hourly rate of pay, and graphing the relationship to make inferences
  • modelling patterns on Country/Place and exploring their connections and meaning to linear equations, using the model as a predictive tool and critiquing results by connecting back to Country/Place

  VC2M8A03 | Mathematics | Mathematics Version 2.0 | Level 8 | Algebra