Search results

Result list

• VCMNA036

  Know and match number name, numerals and quantities to three

  Elaborations

  • developing one-to-one matching of number word or its representation through sign or alternative and augmentative communication (AAC) to objects initially up to three
  • recognising that numerals look different from non-numeral shapes
  • using structured situations to count and match groups of objects to a numeral, initially up to 3

  VCMNA036 | Mathematics | Level C | Number and Algebra | Number and place value

• VCMNA042

  Pair identical objects from a small collection, and recognise simple repeated patterns

  Elaborations

  • copying a simple repeated pattern using one-to-one correspondence with objects
  • copying a pattern associated with a familiar activity, for example repeating movement pattern
  • using a single given attribute (for example, size, colour, texture, shape) to group objects
  • matching, sorting and organising objects in practical situations

  VCMNA042 | Mathematics | Level C | Number and Algebra | Patterns and algebra

• VC2M3SP01

  make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses

  Elaborations

  • classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices
  • making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases
  • making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations
  • using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs
  • identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres
  • investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions

  VC2M3SP01 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VC2M7SP03

  describe the effect of transformations of a set of points using coordinates in the Cartesian plane, including translations, reflections in an axis, and rotations about the origin

  Elaborations

  • using digital tools to transform shapes in the Cartesian plane, describing and recording the transformations
  • describing patterns and investigating different ways to produce the same transformation, such as using 2 successive reflections to provide the same result as a translation
  • experimenting with, creating and re-creating patterns using combinations of translations, reflections and rotations, using digital tools

  VC2M7SP03 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCMSP325

  Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’

  Elaborations

  • using stem-and-leaf plots to compare two like sets of data such as the heights of girls and the heights of boys in a class
  • describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’ and 'symmetric' and 'bi-modal'

  VCMSP325 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

• VCSIS017

  Explore using their senses

  Elaborations

  • beginning to use their senses, with teacher guidance, to explore and describe the world around them by tasting, smelling, seeing, touching and hearing
  • interacting with living things and objects, with teacher guidance, for example, comparing the textures of different animal coats, listening to different bird calls, comparing shapes and sizes of different containers

  VCSIS017 | Science | Level B | Science Inquiry Skills | Planning and conducting

• VCSSU015

  Objects can be changed and manipulated

  Elaborations

  • exploring the effects that simple physical actions have on everyday objects, for example, pushing a toy car to make it move, letting go of an inflated balloon, dropping a ball
  • investigating how objects can change shape, for example, by squeezing, tearing, twisting, pulling, dropping

  VCSSU015 | Science | Level B | Science Understanding | Physical sciences

• VCHIC065

  Discuss the nature of identity and of cultural experience, considering the dynamic and responsive relationship between the two

  Elaborations

  • comparing views about the nature of identity, for example, by discussing elements that they believe shape and reflect their personal sense of identity, such as community, ethnicity, personality, languages, tastes and interests
  • considering how identity changes over time, taking into account ways of thinking, behaving and communicating, and influences such as education, intercultural experience, digital worlds and popular culture
  • sharing views about the nature of culture, referencing their own relationship with different elements of Indian and Australian cultural experience
  • exploring how individual ways of thinking and communicating both shape and reflect cultural identity
  • considering whether their sense of cultural identity varies according to place, time and situation

  VCHIC065 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VC2M2N03

  recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving

  Elaborations

  • creating halves of a range of collections sets by sharing collections into 2 equal groups; for example, comparing half of a set of 12 washers with half of a set of 8 bolts to identify how they both represent one-half of their respective set
  • creating halves using measurement attributes – for example, explaining that ‘a half is one part out of 2 equal parts of a whole’; equally folding a strip of paper, dividing a lump of playdough or separating a cup of water into 2 equal parts, and then selecting one of the parts and naming it ‘one-half’; or comparing half of a collection of 10 counters with half of a shape or object and explaining how each shows one-half of the respective whole
  • using repeated halving to subdivide shapes and objects in different ways to make corresponding halves, quarters and eighths; naming the parts and comparing the size of them to notice that they are all the same size; and demonstrating that a quarter is a half of a half and that an eighth is a half of a quarter
  • dividing a shape into equal parts and relating the number of parts to the unit fraction; for example, if there are 4 equal parts then each part is one-quarter and if there are 8 equal parts then each is one-eighth

  VC2M2N03 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC190

  Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people

  Elaborations

  • exploring how their own biography shapes their sense of identity and ways of communicating, for example by considering elements such as family origins, traditions, beliefs, practices, interests and experiences
  • noticing and comparing how they use signs or expressions when communicating in English or Auslan and considering which feel closest to their sense of identity
  • comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages and cultures
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • discussing the impact of language and culture on the shaping of identity and the sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people, for example by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC190 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCESU194

  Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics

  Elaborations

  • analysing different types of texts, such as television dramas or news bulletins, to demonstrate how language is used to create particular effects such as emotional impact or interest
  • noticing the different conventions that shape texts, for example, the use of descriptive language in travel brochures, emotive language in advertisements, or argument in debates
  • identifying textual conventions associated with types of texts in different cultural contexts, for example, the salutation in an email ("Hola Luis"), informal language in blogs, or rhetorical language in political pamphlets
  • creating sample texts for a resource bank, identifying key features and functions that characterise particular types of texts such as voicemail, slogans, informative articles or short stories
  • comparing spoken and written texts, such as spoken and print advertisements, face-to-face conversations and emails, to understand how their mode shapes their structure and helps the text to achieve its purpose

  VCESU194 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCAMAE033

  Experiment with the organisation of ideas to structure stories through settings, genre conventions and viewpoints, in images, sounds and text

  Elaborations

  • creating multiple representations of the same person, place or concept, using different media, to create different viewpoints.in media artworks
  • experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
  • combining established genre conventions such as framing in still and moving image, sound in radio plays or audio-visual artworks, and font size, shape and colour in print

  VCAMAE033 | The Arts | Media Arts | Levels 7 and 8 | Explore and Represent Ideas

• VCAMUR038

  Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music

  Elaborations

  • identifying the elements of music aurally and then discussing how these elements, performance techniques and composition devices are used and manipulated, for example, discussing the shape of a melody in a particular part and how that part relates to the rest of the musical texture
  • identifying how the elements of music and instruments have been used in the piece, and compare them to the compositional devices used in their piece
  • researching performances through real or virtual sources to analyse and compare performers’ interpretations and discuss how each communicates the composer’s intentions

  VCAMUR038 | The Arts | Music | Levels 7 and 8 | Respond and Interpret

• VCAVAP003

  Experience the display of artworks

  Elaborations

  • creating visual art works and using art materials such as paint and paper, using any part of the body
  • reacting when their art is presented
  • exposed to various artworks related to a theme, technique or with similar characteristics, for example figures/shapes
  • indicating a choice about what and where their artwork is displayed through facial expression, body movement, sound or image

  VCAVAP003 | The Arts | Visual Arts | Level A | Present and Perform

• VCAVAP011

  Create artworks to communicate ideas or observation

  Elaborations

  • making and sharing visual art works that show emerging art knowledge and ability to create art works that communicate ideas, concepts, observations, feelings and/or experiences
  • communicating about aspects of their own art works such as pointing to and or naming some of the basic features of their own art work to others
  • exploring what figures/shapes they can see in artwork and the idea or meaning of the work in class discussions
  • making a decision about when their artwork is finished and how to display their artwork

  VCAVAP011 | The Arts | Visual Arts | Level C | Present and Perform

• VCAVAR020

  Respond to visual artworks and consider where and why people make visual artworks

  Elaborations

  • identifying the subject matter of a series of artworks based on the same theme
  • identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artworks of others
  • identifying and describing the expression of ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks from Aboriginal and Torres Strait Islander artists
  • discussing the role of artist and audience when expressing ideas in artworks

  VCAVAR020 | The Arts | Visual Arts | Foundation Level | Respond and Interpret

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret