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• VCHHK077

  Significance of celebrations and commemorations in other places around the world

  Elaborations

  • exploring for example, Bastille Day in France, Independence Day in the USA, Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan
  • comparing the significance of national days in different countries, looking at why they developed and elements they have in common
  • viewing on the internet videos of celebrations of significant days, such as Independence Day in Greece
  • investigating the origins and significance of international celebrations or commemorations, for example, the International Day of Peace, and of celebrations significant to particular cultural groups in Australia and in other countries

  VCHHK077 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCELT306

  Discuss literary experiences with others, sharing responses and expressing a point of view

  Elaborations

  • sharing and discussing own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
  • drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'

  VCELT306 | Curriculum content | English | Level 4 | Speaking and Listening | Literature

• 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

• VCGGK083

  Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places

  Elaborations

  • reading and viewing poems, songs, paintings and stories concerning people’s feelings about places as part of an exploration of the factors that influence views on the protection of places
  • discussing why it is important to protect places that have special significance for people. For example, a wetland, a site sacred to Aboriginal and/or Torres Strait Islander peoples , a national park or a World Heritage site
  • designing actions that people could take to protect and improve places in the local area that people perceive as important and discussing the likely reactions of different groups of people to these ideas

  VCGGK083 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCDEC123

  Obtain and process information from peers and texts related to personal, social and natural worlds

  Elaborations

  • gathering information about a fellow student or German speaker relating to family, home, interests and abilities, and compiling the information in a modelled format, such as Steckbrief
  • obtaining information about lifestyles in German-speaking countries (homes, schools, climate, pets, geography) from shared and independent reading of simple digital texts
  • collecting information about different animal species (Haustiere, Wildtiere, Waldtiere, australische Tiere), and creating a display with names and appropriate adjectives, for example, Der Löwe ist mutig und stark.
  • identifying points of information in short spoken texts with some unfamiliar language, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCDEC123 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESC130

  Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests

  Elaborations

  • surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
  • collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blanca… La moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
  • comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
  • working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

  VCESC130 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCRAU033

  Recognise the areas of the world where the language is spoken

  Elaborations

  • identifying which world communities use the language and that the language studied borrows from other languages
  • identifying examples of how the language has influenced Australian English showing awareness of the language as a 'real' language in use in the world and one of multiple languages in the Australian community

  VCRAU033 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR014

  Distinguish between main and peripheral ideas in own and others information and points of view

  Elaborations

  • annotating an argument with different colours or using a concept map to show the most important and less important information and explaining their annotations to others
  • experimenting with arguments by changing the order of ideas and discussing effectiveness
  • creating a bumper sticker or headline to show the main idea in a point of view
  • comparing different responses to identify main ideas and information, for example on why people participate in community activities

  VCCCTR014 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• VCGGK081

  Main climates of the world and the similarities and differences between the climates of different places

  Elaborations

  • discussing how weather contributes to a climate type and identifying the difference between climate and weather
  • identifying and locating the broad climatic zones of the world: hot, temperate and polar
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean
  • investigating and comparing what it would be like to live in a place with a climate different to their own place

  VCGGK081 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCRAC018

  Share with peers and teacher information about aspects of the students' personal world

  Elaborations

  • sharing information about self related to daily routine, family and friends, favourite objects, pastimes and aspects of school and home
  • describing items and experiences of personal significance such as birthdays
  • interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing
  • recounting events and sharing feelings with others, using modelled language

  VCRAC018 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• Design and Technologies: Levels 3 and 4 description

  In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do...

  Level description | Technologies | Design and Technologies

• VCGGK082

  Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably

  Elaborations

  • exploring how vegetation produces the oxygen all land animals (including people) breathe, protects land from erosion by water or wind, retains rainfall, provides habitat for animals, shelters crops and livestock, provides shade for people, cools urban places, produces medicines, wood and fibre, and can make places appear more attractive
  • explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
  • describing how natural processes can break down and recycle some wastes safely. For example, through composting or purifying water as it moves through the environment
  • investigating where a particular renewable natural resource comes from and how it is used, what sustainable use of this resource might mean and comparing a strategy to reduce the use of the resource (for example, recycling paper) with a strategy to increase the output of this resource (for example, planting more trees)
  • visiting a national park and discussing different views on development in the park

  VCGGK082 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCCCTR013

  Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

  Elaborations

  • drawing the structure of a basic argument using digital and non-digital technologies
  • dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
  • providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”

  VCCCTR013 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCESC132

  Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions

  Elaborations

  • reading, viewing and listening to a range of print, digital and oral texts through shared and guided participation, for example, by responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts
  • expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; Ellas son muy graciosas/divertidas
  • commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance, or values associated with children or older people
  • experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, for example, assuming a character from a text and participating in a dialogue

  VCESC132 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCIDC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading, and responding to questions about characters, ideas and events, including by illustrating and captioning aspects of texts
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCIDC023 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCITC026

  Listen to, view and read a range of imaginative texts for children, and discuss messages and impressions

  Elaborations

  • experiencing different types of children’s texts (for example, Lo Zecchino d’Oro, video clips on Suonolandia and RAI Junior); appreciating elements of humour and drama, use of sound effects, and facial expressions; and responding to the characters and events depicted in the texts, for example, È strano, È buffo. La storia parla di …, La canzone parla di
  • presenting the Pinocchio and La Pimpa stories and commenting on the characters, discussing reasons and consequences (for example, è disobbediente); writing messages to their favourite character in a story or children’s television program, for example, Mi piace/non mi piace la canzone/il quadro. Il documentario è interessante.
  • sharing feelings and ideas about texts (for example, La storia/canzone parla di …e di … Non mi piace …) and making connections between their own experiences and those of characters and places encountered in creative stories or images
  • experimenting with voice to animate characters and using movement/drama to give expression to events in texts, for example, acting out scenes from a story, taking the role of a character

  VCITC026 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating