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• 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

• VC2M4A02

  recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator

  Elaborations

  • using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts
  • using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …
  • using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’
  • using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42

  VC2M4A02 | Mathematics | Mathematics Version 2.0 | Level 4 | Algebra

• 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

• VCASFC128

  Participate in guided group activities such as signing games and simple tasks using repeated language structures, facial expressions and gestures

  Elaborations

  • participating in games or songs that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market and I bought … The wheels on the bus …
  • following instructions by locating or moving classroom objects in activities, for example, hiding a marker pen somewhere in the classroom, describing where and then signing from mild to exaggerated ‘cold to hot’ as the student tries to find it
  • using appropriate signs and NMFs when taking turns in games such as 'Go Fish'
  • participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number
  • using question signs and affirmative and negative answers when swapping or ‘buying’ objects

  VCASFC128 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCEALL102

  Apply some grammatical rules but may overgeneralise for irregular forms

  Elaborations

  • expressing simple questions mostly accurately, including ‘wh–’ questions such as ‘Where did you live before?’ or yes/no questions such as ‘Is that my book?’
  • expressing statements and commands mostly accurately, such as ‘She went home’, ‘Please give it to me’
  • using correct verb and noun endings with some consistency, such as ‘–ing’, ‘–ed’, ‘–s’
  • overgeneralising some rules, such as formation of plurals (for example ‘mouses’) and past tenses (for example ‘swimmed’, ‘buyed’)
  • understanding some common phrases or clauses in both their full and contracted forms, such as ‘I’m’ and ‘I am’; ‘you’re’ and ‘you are’

  VCEALL102 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCELC121

  Participate collaboratively in shared class experiences which involve planning and simple transactional exchanges, such as cooking or craft activities, creating a display or taking part in a role-play

  Elaborations

  • preparing, rehearsing and performing an item for an audience, such as a school assembly, another class or parents
  • collaborating with peers οn tasks, such as designing a poster for a significant event, for example, 25^η Μαρτίου, Aπόκριες
  • following simple procedures and using modelled language for shared activities, such as making a simple dish from a recipe (κουλουράκια, λουκουμάδες, φρουτοσαλάτα) and naming ingredients, or following instructions in a craft activity
  • participating in a role-play, for example, buying goods from a shop, using props (Καραγκιόζη, Τάκη the bear) to engage in conversation

  VCELC121 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VC2M3N07

  recognise the relationships between dollars and cents and represent money values in different ways

  Elaborations

  • investigating the relationship between dollars and cents, using physical or virtual materials to make different combinations of the same amount of money
  • representing money amounts in different ways using knowledge of part-part-whole relationships; for example, knowing that $1 is equal to 100 cents, representing $1.85 as $1 + 50c + 20c + 10c + 5c or 50c + 50c + 50c + 10c + 10c + 10c + 5c; or when calculating change from buying an item for $1.30 from $2, starting from $1.30 and adding 20c and 50c, which gives $2

  VC2M3N07 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCRAC036

  Collaborate with peers to plan and conduct a shared event or activity

  Elaborations

  • engaging in shared tasks which involve planning, collaborating and evaluating, for example, performing an item in the language at assembly or creating a stall for a school open day
  • organising and taking on roles with others, for example, preparing for a Language Day, writing a newsletter item, reading with another student
  • making invitations and arrangements for a shared event or experience, for example, a class party, working with another class, a visitor who speaks the language or for a film afternoon
  • participating in role-plays of purchasing goods and services, such as bargaining scenarios, buying souvenirs, or ordering food
  • exchanging currencies, noticing the respective values of each

  VCRAC036 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCADRR016

  Respond to drama and describe some of the characteristics they observe

  Elaborations

  • responding to who, what, where questions in relation to Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples
  • participate in teacher directed class discussions about likes, dislikes, opinion about a play
  • guided to explore the basic features of their own and others performance such as what features they like best, characters, special effects
  • identifying drama to places and spaces at school and in the community

  VCADRR016 | The Arts | Drama | Level D | Respond and Interpret

• VCAMAR016

  Respond to media artworks and describe some of the characteristics they observe

  Elaborations

  • demonstrating acceptable audience behaviour when attending school functions
  • discussing and expressing an opinion about the way artwork was created including expressing what features they like best in others’ arts work
  • discussing basic features of their own and others’ arts work such as identifying main materials used, characteristics of the art work and what the piece is about
  • investigating where the class experience media artworks in their lives and communities and exploring the purpose of the pieces, for example, what is media artworks are used to communicate cultural knowledge

  VCAMAR016 | The Arts | Media Arts | Level D | Respond and Interpret

• VCAMUP019

  Rehearse and perform songs and short instrumental pieces which they have learnt and composed

  Elaborations

  • practising achieving accuracy of vocal pitch by learning how to place the voice
  • developing an understanding of the difference between beat and rhythm when singing, playing and responding to music
  • experimenting with different dynamics and tempi to make decisions about which best communicates an intended mood or feeling
  • using movement and body percussion accompaniment to enhance performance of a song
  • use questions when rehearsing to make expressive choices that will communicate intended aims, for example ‘what do you want your audience to think about as you perform?’

  VCAMUP019 | The Arts | Music | Foundation Level | Present and Perform

• VCAVAP015

  Create and display artworks to communicate an idea, concept or observation

  Elaborations

  • participating in classroom conversations about aspects of performing and visual arts works they have made and experienced
  • discussing basic features of their own and others’ arts work using a few short sentences, for example expressing what features they like best in their own arts work, identifying the main materials used in visual art works or describing some of the characteristics of their arts works.
  • talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
  • making a decision about what and how to display their artwork

  VCAVAP015 | The Arts | Visual Arts | Level D | Present and Perform

• VCDSCD063

  Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability

  Elaborations

  • using specific criteria for success for evaluating designed solutions
  • evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
  • evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
  • evaluating projects for their long-term application, functionality and impact
  • reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects

  VCDSCD063 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Evaluating