Search results

Result list

• VCADRP027

  Shape and perform dramatic action using narrative structures and tension in devised and scripted drama

  Elaborations

  • considering ideas from drama they watch such as contemporary drama written/performed by an Aboriginal or Torres Strait Islander drama practitioner when shaping own drama, for example, which characters they identify with, and what relationships and situations do they recognise?
  • applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension, for example, exploring local Aboriginal stories and how they are dramatically portrayed as a reference for shaping their own drama
  • performing their improvised sections of process drama and play-building
  • planning and rehearsing their drama for a live or virtual performance, for example, a short scripted drama with a sense of role, situation and dramatic tension
  • evaluating drama they perform, for example, ‘How well did they collaborate to make drama? What worked best in the drama?’

  VCADRP027 | The Arts | Drama | Levels 3 and 4 | Present and Perform

• VCASFU162

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan

  Elaborations

  • exploring culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and to identity
  • understanding that culture is more than the visible aspects of people’s lives, that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments, and how this understanding applies to themselves as users of their first language and as learners of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • recognising that language reflects values and beliefs, for example in expressions of personal identity or in the recognition of others (sameness and difference), for example by identifying deaf family members as part of introductions, and by relaying cultural information about background and context and shared knowledge when interacting with others

  VCASFU162 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCPSCSO020

  Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion

  Elaborations

  • surveying the class and use data to present a diagram to explore similarities and differences, such as the cultural background of students
  • describing the person beside you and identifying one thing which is the same and one thing that is different
  • describing the similarities and differences between people of different ages, such as babies, teenagers, parents and grandparents

  VCPSCSO020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Social Awareness and Management | Relationships and diversity

• VCJAU140

  Understand and identify elements of basic grammar and sentence structure and interaction patterns

  Elaborations

  • developing metalanguage for communicating about language, using concepts such as parts of speech, for example, ‘noun’, ‘verb’ and ‘adjective’
  • understanding the rules of Japanese word order (subject + object + verb), the use of associated particles は、を、と、も、に, and the use of が in formulaic expressions, for example, noun　が　すき　です。
  • describing actions using verb ます form, for example, すし　を　たべます。
  • understanding the rules for conjugating verbs, such as ～ます、～>ましょう、～ました、～ません
  • understanding that Japanese uses name + suffix instead of pronouns when referring to other people, for example, Johnくん、はなさん、Grant せんせい
  • indicating time and frequency using expressions such as まいにち、ときどき
  • describing people, animals, places and things using adjective–noun phrases, for example, 大きい　目、おいしい　もも
  • understanding time words associated with days of the week, months of the year and seasons
  • building vocabulary that relates to familiar environments in daily life and personal worlds and that can be used for cross-curricular content learning
  • beginning to use counters in Japanese, for example, ～人、～さい、～月
  • telling time using ～じ/ ～じはん　です。なんじ　です　か。
  • seeking information using question words such as なに、なん、いつ、どこ and だれ and the sentence-ending particle か, for example, なに　が　すき　です　 か。なんさい　です　 か。なんにん　です　 か。いつ　です　か。

  VCJAU140 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCAVAR028

  Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • describe subject matter and identify in artworks from different social, cultural or historical contexts
  • discussing how artworks are made as expressions of a particular culture or identity, for example, a style of artwork that expresses the identity of their community
  • comparing artworks made for different reasons, using appropriate visual conventions, and identifying different interpretations by different viewers in a range of locations; for example, comparing artworks by Aboriginal and Torres Strait Islander artists with artworks made by other Australian artists
  • examining public art in their community and comparing it to other artworks commemorating different people, events, times and cultures
  • discussing with others the meaning of their own artworks
  • evaluate artworks from different cultures and histories using inquiry, for example, explain which artworks they like the most and why

  VCAVAR028 | The Arts | Visual Arts | Levels 3 and 4 | Respond and Interpret

• VCCCTM019

  Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal

  Elaborations

  • discussing different uses of visualisation as a learning strategy, for example to improve learning of a process or technique, to clarify a goal or to improve concentration
  • experimenting with allowing different times between practising spelling lists and reflecting on what was more effective

  VCCCTM019 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition

• VCELY302

  Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

  Elaborations

  • identifying, selecting and using appropriate software programs for constructing text

  VCELY302 | Curriculum content | English | Level 4 | Writing | Literacy

• VCELY308

  Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements

  Elaborations

  • reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims

  VCELY308 | Curriculum content | English | Level 4 | Speaking and Listening | Literacy

• VCITU033

  Use key grammatical structures to form simple sentences, including the use of possessive pronouns, prepositions, definite and indefinite articles, and gender and singular/plural forms

  Elaborations

  • identifying gender, singular and plural in the regular form
  • observing gender in patterns of naming, for example, Paolo/Paola and Alessandro/Alessandra, but that Luca, Andrea and Simone are all male names in Italian
  • using singular and plural, recognising that some singular nouns do not follow the regular masculine/feminine pattern, for example, la mano, il papà
  • using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia
  • using personal pronouns in context, for example, Chi ha finito? Io!
  • learning to conjugate common regular verbs in the present tense, for example, gioco-gioca, mangio-mangiamo
  • expressing negation, for example, voglio/non voglio
  • expressing preferences and reasons for preferences, for example, mi piace ... perché
  • using cardinal numbers to tell the time and for dates and ages; using ordinal numbers such as primo, secondo, etc.
  • using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,
  • using prepositions to indicate location or direction, for example, a casa, a Roma, in città, a sinistra, sopra il tavolo, sotto il banco
  • using possessive adjectives to express ownership, for example, la mia casa, la tua famiglia, il tuo cappello, mia nonna
  • using suffixes to add nuance, for example, -ino (fratellino, piccolino) or -etto (poveretto, casetta)
  • creating simple sentences in the subject–verb–object pattern, and linking ideas using conjunctions such as e and ma

  VCITU033 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVC161

  Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures

  Elaborations

  • creating a class wall chart or family tree, labelling with appropriate kinship terms (Aboriginal and Torres Strait Islander students may be able to source information about their totems/moieties and other affiliations from home, family and community sources)
  • investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity
  • working with respected community members to map community-wide links between families according to known kin links
  • designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means to their sense of identity
  • creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions
  • considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities
  • talking about ways local Aboriginal communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community events and profiling of identities from their community
  • noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity
  • monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals
  • identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender
  • exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community

  VCLVC161 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Identity

• VC2M4M04

  estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

  Elaborations

  • classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
  • identifying angles within the environment and estimating whether they are acute, obtuse, right or reflex
  • creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
  • using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)

  VC2M4M04 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• Auslan - First Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students use oral language to build their capacity to describe and explore topics and concepts in Chinese. Students use Chinese to share everyday experiences with each other. They develop literacy skills through a range of reading and writing activities. Pinyin is used as a tool to develop students...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• VCCCTR017

  Explore distinctions when organising and sorting information and ideas from a range of sources

  Elaborations

  • discussing what things have in common and what is different and identifying the differences as distinctions, for example comparing music instruments from different cultures
  • using a graphic organiser to identify the category that things have in common and the differences within the category and reporting on the distinctions, for example categorising materials as solid or liquid and identifying differences within each category
  • discussing why distinctions may need to be made when developing a packaging design solution, for example to find the material that is the strongest or most durable; most environmental friendly; cheapest

  VCCCTR017 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCTRC018

  Participate in conversations about themselves and others, everyday routines and events at school and in their local communities

  Elaborations

  • sharing information about themselves, such as details of their daily routines, family, friends and things they like to do, for example, Şarkı söylemeyi severim, Akşam kitap okurum, Sabah erken kalkarım, Bazen kardeşim ile oyun oynarım, Hafta sonunda futbol oynarım. Uyumadan önce dişlerimi fırçalarım. Uyandıktan sonra kahvaltı yaparım
  • asking and responding to questions about themselves and others, such as Kendini tanıtır mısın? Nerelisin? Ailen Avustralya’ya nereden geldi? Ben Türküm ve Avustralyalıyım. Ailem Avustralya’ya İzmir’den geldi
  • identifying wishes associated with key events in their community, such as Bayramınız kutlu olsun! Mutluluklar dilerim. Kınan kutlu olsun! Elinize sağlık! Çok yaşa! and responding appropriately to expressions of wishes such as Bayramınız kutlu olsun! – Sizin de, Mutluluklar dilerim! / Kınan kutlu olsun! – Teşekkür ederim, Elinize sağlık! – Afiyet olsun, Çok yaşa! – Sen de gör!
  • asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? Adresim...
  • exchanging simple written forms of correspondence, such as invitations, messages for birthdays, Mother’s and Father’s Days, religious celebrations and national days, for example, Bayramınız mübarek olsun! 23 Nisan Ulusal Egemenlik ve Çocuk Bayramınız kutlu olsun! Anneler günün kutlu olsun!
  • comparing their preferences, for example, Futbol yerine tenis oynamak istiyorum, Benim en sevdiğim meyve muzdur. Ben kirazı muzdan daha çok severim.

  VCTRC018 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCADAR028

  Identify how the elements of dance and production elements are used to express ideas in dance they make, perform and view, including in dances from local Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of a dance they are making and how their dance has been influenced by dance they have viewed or performed
  • using questions to interpret dance from different times, places and locations, for example, what clues in the dance tell students where it was made, by whom and why, or can the students dance their journey from school to home?
  • comparing the expectations and requirements of performers and audience in different cultural settings, for example, viewing a dance performed at a Tanderrum and talking about the roles of the performers, other Aboriginal and Torres Strait Islander people taking part in the ceremony and the general audience
  • comparing dances in their local community to dances of other people, times and locations
  • using dance terminology to write about and discuss their intentions as dance-makers

  VCADAR028 | The Arts | Dance | Levels 3 and 4 | Respond and Interpret

• VCAMUR028

  Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology

  Elaborations

  • identifying the features of music used in different contexts, and, using music terminology describe the ways in which it fulfils specific purposes in its composition and presentation
  • discussing the planning, developing or refining of aspects of music they are composing or preparing to perform and how their music has been influenced by music they have listened to or previously performed
  • evaluating compositions, performances and creative processes, for example, ‘how successfully did the group collaborate to communicate the intended ideas in the composition?’
  • comparing the expectations and requirements of performers and audience in different cultural and social settings and apply this learning in their own performances, for example, viewing a performance at a Tanderrum and talking with a representative from the local Koorie community about how the performance space is organised and using ideas from this conversation to plan how the performance space will be organised for their next performance
  • comparing music in their community to music of other cultures, times and locations, for example, ‘what clues in the music tell us where it was made, who made it and why? Do you use similar ideas in your music?

  VCAMUR028 | The Arts | Music | Levels 3 and 4 | Respond and Interpret

• VCELY287

  Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing

  Elaborations

  • reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies, including rereading, self questioning and pausing, and self correction strategies such as confirming and cross-checking
  • reading aloud with fluency and expression
  • reading a wide range of different types of texts for pleasure

  VCELY287 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCGGC076

  Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance

  Elaborations

  • constructing tables or graphs to show the similarities and differences between places, and discussing possible reasons for them
  • discussing and comparing how Aboriginal and Torres Strait Islander peoples may represent places and their features visually, for example, in paintings and sand drawings, and identifying the symbols and patterns used.
  • comparing a range of thematic maps, for example, maps of relief, climate, vegetation, animals and bird life to find relationships
  • using geographical terms to explain relationships, for example between the environment and sustaining life
  • describing the relative location of different features in a place by distance and compass direction. For example, from their home to the local waste management site

  VCGGC076 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Data and information