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• VCASFC205

  Creating a variety of imaginative and expressive texts that draw from elements of their own life experience or of their experience as Auslan learners

  Elaborations

  • creating a piece of art such as a sculpture, collage or film clip that reflects their experience of moving between Deaf and hearing worlds
  • creating a website to showcase performances that incorporate elements such as comedy, satire or drama
  • creating a short film in Auslan using and explaining video techniques that are particularly appropriate for a Deaf audience
  • creating a signed interpretation of a wordless animation
  • selecting a signed narrative text that has an extended metaphor and reworking it to take the story in a different direction
  • creating a signed poem that reflects elements of their own emotional response to particular personal experience

  VCASFC205 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCDTCD009

  Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • re-sequencing a known everyday activity using visual images or verbal cues
  • experimenting with very simple, visual step-by-step procedures to explore using a device or completing a task, for example printing a picture or starting a game
  • identifying sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for making a sandwich
  • following two to three-step series of instructions to use a piece of hardware or software, for example locating a website by keying in its URL or inserting an image in a file

  VCDTCD009 | Technologies | Digital Technologies | Level C | Creating Digital Solutions

• VCEALA718

  Understand how the purpose and audience of a text can influence content and form

  Elaborations

  • designing layout and visual features to suit purpose and audience, for example using bright colours in an illustrated story for children
  • transforming texts to suit a different purpose or audience, for example converting a road safety website for learner drivers to a pamphlet for older drivers
  • discussing language choices with regard to purpose and audience, for example reflecting on word choices in a persuasive text

  VCEALA718 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALL476

  Format texts appropriately for the purpose

  Elaborations

  • following a logical or conventional text structure, for example including a headline, byline, photograph and caption in a news story
  • adapting the basic structure of a text type to a range of media, for example formatting an information report as a document, poster or simple website
  • using a range of tools in a software application to format and lay out a digital text, for example using text boxes, font styles and image formatting

  VCEALL476 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCIDC042

  Translate texts from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning

  Elaborations

  • comparing translations of written texts from English into Indonesian and from Indonesian into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in Indonesian texts by ‘reading’ the context, for example, the phrase Ayo cepat! may be encouraging or scolding depending on who uses it and why

  VCIDC042 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC042

  Translate texts from the language to English and vice versa, selecting from possible choices to create appropriate meanings

  Elaborations

  • comparing translations of written texts from English into the language and from the language into English, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
  • interpreting meanings in texts by ‘reading’ the context

  VCRAC042 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCRAC058

  Create individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for fiction texts in the language such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products

  VCRAC058 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU102

  Understand the relationship between the sounds of spoken Hindi and elements of the Devanagari script, such as the writing of conjunct characters and the combinations of consonants and matras

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी
  • identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ
  • imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।
  • understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं
  • learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese
  • understanding conventions by which new loan words are written in Hindi, for example, the way in which English ‘t’ and ‘d’ sounds are represented normally as ट and ड, the replacement of English ‘th’ sounds by थ and the ways in which English vowels such as short ‘a’ sounds are replaced by Hindi vowel sounds such as in डॉलर versus डालर

  VCHIU102 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M4N01

  recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

  Elaborations

  • using a bar to represent the whole, dividing it into 10 equal pieces with each piece representing 0.1 or one-tenth of the whole length and understanding that 2 pieces are 0.2 or two-tenths of the whole
  • using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of 10 straws to represent the whole, one straw as the tenth, and cutting the tenth into 10 parts to show the hundredths; or using deci-pipes to represent tenths
  • recognising that one is the same as ten-tenths and one-tenth is the same as ten-hundredths and using this relationship to rename decimals; for example, renaming 0.25 as two-tenths and five-hundredths or twenty-five-hundredths
  • making models of measurement attributes to show the relationship between the base unit and parts of the unit, for example, 1.5 metres is one metre and five-tenths of the next metre; 1.75 units is one unit and seventy-five-hundredths of the next unit
  • counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
  • comparing the way money and measures are read and said, and explaining how they are the same and different; for example, explaining that $2.75 is said ‘two dollars seventy-five’ and 2.75 metres is said ‘two point seven five metres’, and recognising that the 7 means seven-tenths and the 5 means five-hundredths in both

  VC2M4N01 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M5P01

  list the possible outcomes of chance experiments involving equally likely outcomes and compare to those that are not equally likely

  Elaborations

  • discussing what it means for outcomes to be equally likely and comparing the number of possible and equally likely outcomes of chance events; for example, when drawing a card from a standard deck of cards there are 4 possible outcomes if you are interested in the suit, 2 possible outcomes if you are interested in the colour or 52 outcomes if you are interested in the exact card
  • discussing how chance experiments that have equally likely outcomes can be referred to as random chance events; for example, if all the names of students in a class are placed in a hat and one is drawn at random, each person has an equally likely chance of being drawn
  • commenting on the chance of winning games by considering the number of possible outcomes and the consequent chance of winning
  • investigating why some games are fair and others are not; for example, drawing a track game to resemble a running race and taking it in turns to roll 2 dice, where the first runner moves a square if the difference between the 2 dice is zero, one or 2 and the second runner moves a square if the difference is 3, 4 or 5, and responding to the questions ‘Is this game fair?’, ‘Are some differences more likely to come up than others?’ and ‘How can you work that out?’
  • comparing the chance of a head or a tail when a coin is tossed, whether some numbers on a dice are more likely to be facing up when the dice is rolled, or the chance of getting a 1, 2 or 3 on a spinner with uneven regions for the numbers
  • discussing supermarket promotions such as collecting stickers or objects and whether there is an equal chance of getting each of them

  VC2M5P01 | Mathematics | Mathematics Version 2.0 | Level 5 | Probability

• VC2M4P01

  describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events

  Elaborations

  • using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur; and considering and discussing why the order of some events might be different for different students
  • predicting the outcome of a coin toss after 5 heads have been tossed in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; and discussing with reasons why this assertion is correct or incorrect
  • predicting how likely it is – from least likely to most likely – that they would select a red ball from a bag containing 10 red balls and 5 white balls, from a bag containing 20 of each, or from a bag that has 25 red balls and 20 white balls, justifying their decision
  • identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
  • listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time, or selecting a card from a deck and discussing if it is red it cannot be a spade or a club
  • identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)

  VC2M4P01 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• VC2M5P02

  conduct repeated chance experiments, including those with and without equally likely outcomes, and observe and record the results; use frequency to compare outcomes and estimate their likelihoods

  Elaborations

  • discussing and listing all the possible outcomes of an activity and conducting experiments to estimate the probabilities (for example, using coloured cards in a card game and experimenting with shuffling the deck and turning over one card at a time) and recording and discussing the results
  • conducting experiments, recording the outcomes and the number of times the outcomes occur, and describing the relative frequency of each outcome; for example, using ‘I threw the coin 10 times, and the results were 3 times for a head, so that is 3 out of 10, and 7 times for a tail, so that is 7 out of 10’
  • experimenting with and comparing the outcomes of spinners with equal coloured regions compared to unequal coloured regions; and responding to questions such as ‘How does this spinner differ to one where each of the colours has an equal chance of occurring?’, giving reasons
  • comparing the results of experiments using a fair dice and one that has numbers represented on faces more than once, explaining how this affects the likelihood of outcomes
  • using spreadsheets to record the outcomes of an activity and calculate the total frequencies of different outcomes, representing these as a fraction; for example, using coloured balls in a bag, drawing one out at a time and recording the colour, and replacing them in the bag after each draw
  • investigating Aboriginal and/or Torres Strait Islander children’s instructive games (for example, Diyari koolchee from the Diyari Peoples near Lake Eyre in South Australia), to conduct repeated trials and explore predictable patterns, using digital tools where appropriate

  VC2M5P02 | Mathematics | Mathematics Version 2.0 | Level 5 | Probability

• VCTRC006

  Listen to, view and participate in readings of stories, rhymes or action songs, and respond through singing, drawing, gesture and action

  Elaborations

  • participating in shared readings of Turkish versions of familiar stories, such as Kırmızı Başlıklı Kız (Little Red Riding Hood) or Aç Tırtıl (The Very Hungry Caterpillar), Çirkin Ördek Yavrusu (The Ugly Duckling), Kül Kedisi (Cinderella) Pinokyo (Pinocchio), comparing with English versions and re-enacting favourite elements with puppets, props or actions
  • responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions
  • viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
  • performing rhymes, tongue twisters, poems and songs that use repetition, gestures, mime and finger puppet play to support language development, for example, Ben bir küçük insanım, Hem aklım var hem canım … Portakalı Soydum, O piti piti karamela sepeti!
  • building vocabulary skills and developing appreciation of language by participating in shared readings of simple stories that use repetition and recycling of phrases or actions, such as Cin Ali, Keloğlan
  • performing marching songs, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
  • viewing children’s TV programs, such as Sevimli Dostlar, Pepe, Biz İkimiz, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments

  VCTRC006 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHU139

  Identify the form, composition and spacing within characters, relating components and their positions to their meaning and sound

  Elaborations

  • developing fine motor skills appropriate to Chinese writing conventions (方块字), and learning about Chinese writing conventions, including direction of text and punctuation
  • applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士
  • developing skills in identifying the structure and components of a compound character, for example, 学 has two components and they are of top-and-bottom structure
  • categorising characters with common components (such as 花、草、菜), and making connections between meanings and sounds of components and meanings and sounds of characters, for example, 目 (eye) in 看 (to look at)
  • recognising the use of traditional and simplified characters in the local community (for example, 《大洋时报》 uses traditional characters), exploring texts in both forms of characters and analysing differences in orthography, for example, 门 and 門
  • identifying personal connections with one or both forms of characters, for example, 我妈妈教我写简体字，因为妈妈是从北京来的
  • inferring meaning of unfamiliar words from known morphemes, for example, 学生、学校、小学
  • understanding that a character might have multiple meanings, for example, that 冷 means ‘cold’ in 冷水 and ‘quiet’ in 冷清

  VCZHU139 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC023

  Conveying information about aspects of school, culture and community, using knowledge of the intended audience to modify content

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students using Auslan and visuals, including a signed glossary of the most relevant signs
  • conveying information about cultural events, for example a digital report about a Deaf visitor for a school newsletter or a class website
  • presenting factual information related to cultural activities and significant events such as Deaf festivals or sporting events, using visual supports such as a timeline
  • explaining a favourite computer game, sport or playground game to a younger audience, highlighting key terms and supporting the information with pictures, gestures and demonstrated actions
  • planning, rehearsing and delivering short presentations on chosen topics that take into account the particular purpose and intended audience
  • relaying messages between different members of groups/teams during different stages of a group activity such as a cross-country or relay event, noting any changes in meaning or content at the end of the process
  • signing a weekly informative text such as announcements, news updates or weather forecasts for the school website

  VCASFC023 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEC141

  Convey information and opinions in different formats to suit specific audiences and purposes, selecting appropriate print and multimodal elements

  Elaborations

  • analysing and presenting the results of a class survey, for example, by creating a poster or digital presentation using graphs showing what foods students buy and/or would like to be able to buy at the school canteen (27 Schüler kaufen Süßigkeiten. 34 Schüler wollen andere Getränke.)
  • writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
  • creating a website for a contact group of German-speaking students, posting information on own interests and experiences, for example, Ferien, Freunde, Freizeit, Schule, Medien, and highlighting elements which may be unfamiliar to the intended audience using sound, visuals or graphics
  • creating a factual self-profile using Voki or VoiceThread for a group of young German speakers
  • recording, comparing and representing statistics related to German-speaking countries and Australia, for example, population and physical size, daily temperatures, number and type of dwellings, pet ownership, most popular leisure activities

  VCDEC141 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCHIC040

  Collect, classify and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • collecting facts, figures and vocabulary from resources such as posters, books and websites, and using them to prepare for in-class discussions about topics such as healthy eating or animal protection
  • collecting information from each other and from family members to create an overview of selected trends or social behaviours, for example, preferred modes of communication, फ़ोन; ईमेल; आमने सामने बातचीत; टेक्स्टिंग
  • interviewing older members of their families or communities about different cultural traditions, comparing what they say with their own thoughts on similar issues, for example, जब आप छोटे थे तब लोग कैसे कपड़े पहनते थे? आपके और हमारे स्कूल में क्या अंतर है? कम्प्यूटर के बिना आप अपने दोस्तों से कैसे बात करते थे?
  • comparing information accessed via videos, books and websites produced in different cultural contexts on topics such as family life, housing or schooling
  • viewing documentaries that reflect lifestyles in Hindi-speaking communities in different regions of the world, for example, Fiji, Mauritius or Trinidad, recording key facts and noting unfamiliar vocabulary or expressions
  • researching media texts produced for teen markets in Hindi- and English-speaking communities, comparing representations of young people’s values and lifestyles in different contexts

  VCHIC040 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing