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• VCASFC099

  Create different types of bilingual texts to support their classroom learning

  Elaborations

  • using images of Auslan signs and equivalent words in English to name and label familiar objects, classroom items or school resources, using posters and digital glossaries with captions
  • developing a handshape dictionary using palm cards or digital means, including equivalent English terms
  • using photos of family members to create a family tree or chart, captioning and labelling in English each family member with corresponding images of Auslan signs
  • creating bilingual texts for younger children, such as a mini Auslan–English dictionary of school-specific signs
  • making their own bilingual dictionaries with English labels, Auslan sign images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC099 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFC207

  Create glossaries and classifications in English to interpret cultural aspects of Auslan texts

  Elaborations

  • collecting and explaining to non-Auslan users expressions and culturally specific terms encountered in Auslan texts, for example, ‘hearing’, ‘residential school’
  • creating collaborative translations of Auslan texts in spoken English or captions of selected signed texts and vice versa
  • collecting and recording various Auslan phrases and expressions used by native Deaf signers, attaching English captions with appropriate translations, for example, pah! = finally, talk = communicate in speech or Auslan, chat = talk in Auslan
  • creating a bilingual virtual tour of the school for use on a school website
  • developing a signed and captioned film presentation about the role of interpreters in school

  VCASFC207 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC243

  Create, develop and resource bilingual texts for use in the wider school community

  Elaborations

  • creating bilingual texts for the school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in two languages for different audiences
  • developing collaborative translations of selected signed texts into spoken English or caption form
  • collecting and recording various Auslan phrases and expressions used by native Deaf signers, attaching English captions with appropriate translations, for example, PAH! = finally, TALK = communicate in speech or Auslan, CHAT = talk in Auslan
  • creating Auslan clips with English captions for the school website of items of interest to the school community
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements

  VCASFC243 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCASFC117

  Create bilingual texts such as notices, displays or newsletters for use in the wider school community

  Elaborations

  • creating captions for pre-recorded signed texts to be used in a variety of school contexts, for example, a translation of the Auslan version of the school song or a ‘welcome to the school’ video
  • creating bilingual texts for use in the school community, such as informative posters that include signed images or digital library displays about Auslan, considering how to represent meaning in the two languages for different audiences
  • composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements
  • using bilingual online dictionaries and electronic tools to compose bilingual texts such as an online Auslan–English version of a school newsletter
  • contributing items of signed news and information to a bilingual school website or web page associated with their class, school or local community

  VCASFC117 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCAVAE017

  Explore ideas, experiences, observations and imagination to create visual artworks

  Elaborations

  • viewing a range of artworks with a common theme or subject matter, and make their own interpretations based on their experiences, observations and/or imagination
  • observing and recording their daily experiences in a range of visual forms
  • drawing, photographing and making images and objects related to self, others and personal environments in different art forms
  • identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, and styles from Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE017 | The Arts | Visual Arts | Foundation Level | Explore and Express Ideas

• VCAVAP031

  Create and display artwork considering how ideas can be expressed to an audience

  Elaborations

  • identifying a range of audience interpretations of the same artwork
  • analysing and interpreting an exhibition of artworks, investigating the intentions of the artist, for example, what did the artist want the audience to see and understand?
  • recognising and evaluating how culture, gender, age, time and place impact on how an audience reads an artwork.
  • reflecting on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
  • presenting their artworks using digital technologies, for example, creating an online exhibition of their class art works

  VCAVAP031 | The Arts | Visual Arts | Levels 5 and 6 | Present and Perform

• 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

• VCAVCDV002

  Use manual and digital drawing methods and conventions to create a range of visual communications

  Elaborations

  • using observational drawing to represent form, materials and surface textures
  • using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design
  • discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?
  • using paraline and orthogonal drawing systems to illustrate simple packaging forms
  • demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

  VCAVCDV002 | The Arts | Visual Communication Design | Levels 7 and 8 | Visual Communication Design Practices

• VCDEC024

  Create a variety of imaginative texts to entertain, convey ideas and express emotions

  Elaborations

  • describing an imagined experience using a familiar text type, for example, a diary entry describing the first day as an exchange student in a German school, or a ‘recipe’ for a great birthday party
  • composing and performing short songs with particular themes or for imagined occasions, for example, Liebe, Ferien, Austausch
  • dramatising a text, for example, performing a poem using a given format, such as Elfchen, a string poem or Konkrete Poesie, or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
  • creating an imaginative text to entertain a younger audience, such as a picture storybook, puppet play or short film
  • creating a digital persona or avatar in a German-speaking fantasy world, incorporating communicative styles and social behaviours observed in German texts

  VCDEC024 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDSCD003

  React to a designed solution that has been created and produced safely to meet their needs

  Elaborations

  • communicating simple choices through accept or reject actions as they experience making, doing and drawing
  • learning to indicate what they like when prompted
  • experiencing the production of a designed solution, for example, tasting fruit salad
  • experiencing being part of a group design process

  VCDSCD003 | Technologies | Design and Technologies | Level A | Creating Designed Solutions

• VCDSCD009

  Examine and indicate how designed solutions are created and produced safely to meet needs

  Elaborations

  • describing opportunities for creating designed solutions, for example, ways to re-use materials
  • communicating why a material was selected or rejected, for example, it was too big and would not fit
  • sharing ideas, with teacher guidance, about a designed solution, for example, expressing likes and dislikes about a design idea
  • using images and objects to indicate tools and equipment, materials and key steps of a process, for example, growing a food product or designing a birthday card

  VCDSCD009 | Technologies | Design and Technologies | Level C | Creating Designed Solutions

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCDSTC014

  Explore how technologies use forces to create movement in designed solutions

  Elaborations

  • exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
  • identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
  • selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
  • exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that movement can be created by combining materials with forces
  • combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
  • exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves

  VCDSTC014 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Engineering principles and systems

• VCDSTS001

  Experience how people create familiar designed solutions to meet their needs

  Elaborations

  • experiencing designed solutions such as harvesting products from the school garden
  • being exposed to people making design decisions based on personal needs. For example, the types of tools and equipment used in the school garden
  • experiencing the use and impact of technologies in their life such as types of outdoor play equipment

  VCDSTS001 | Technologies | Design and Technologies | Level A | Technologies and Society

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALC527

  Combine writing and drawing to create a short, simple text about a familiar topic

  Elaborations

  • drawing pictures with some detail of the participants, location and actions of an event
  • writing a short, simple text, such as a recount of a personal experience

  VCEALC527 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Communication

• VCEALL672

  Develop a small range of skills to create and navigate simple digital texts

  Elaborations

  • typing short original texts using letters, common punctuation and symbols
  • editing texts in simple ways, including deleting or inserting words
  • using functions such as zoom or search to read text on a screen
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL672 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL400

  Use a small range of software functions to create simple digital texts

  Elaborations

  • using a keyboard to type capital and lower-case letters, numbers, basic punctuation marks and symbols
  • typing letters and words, copying from a print text or typing short original texts
  • using a range of editing and formatting functions, such as inserting or deleting text, using font styles and alignment
  • inserting images and tables

  VCEALL400 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL733

  Use punctuation marks to create effects in writing, such as pauses and emphasis

  Elaborations

  • using a range of punctuation consistently, such as full stops, commas, colons, exclamation marks, question marks, apostrophes
  • using commas to indicate pauses and separate clauses
  • using punctuation to create effects in writing, such as commas or ellipses to indicate pauses, exclamation marks to emphasise a point
  • using correct punctuation for direct speech and quotations most of the time

  VCEALL733 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features