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• VCVIC162

  Respond to different types of imaginative texts by explaining themes, messages and plot, and commenting on characters and events

  Elaborations

  • listening to, viewing and reading a range of narratives, including multimodal and digital narratives, such as cartoons, films, comics, stories, poems and songs, and identifying and analysing themes, messages and plot
  • comparing different expressive forms of the same story, event, character or place, to consider how form affects meaning and creates effects, for example, comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
  • reflecting on the ways in which people, places and experiences are described in Vietnamese imaginative texts, and comparing representations with those expressed across cultures, for example, comparing Vietnamese and Australian folk songs (hò leo núi/kéo gỗ/cấy lúa and ‘Waltzing Matilda’) or Vietnamese and Western folk tales (Tấm Cám and Cinderella), and discussing the reasons for similar or different values, practices and beliefs
  • comparing key messages and beliefs from Vietnamese stories (Sự Tích Trái Dưa Hấu, Sơn Tinh Thủy Tinh) and imaginative texts in the Australian context, including Aboriginal and Torres Strait Islander texts such as ‘The Rainbow Serpent’
  • responding to different expressions of humour in Vietnamese comedies and comparing them with Australian/Western expressions of humour, for example, comparing comedies by Thúy Nga, Asia with Anh Do/Mr Bean
  • commenting on and stating personal preferences relating to characters, actions and events in texts, using descriptive and evaluative language, including antonyms such as hiền lành/hung dữ, thành thật/gian xảo, rộng rãi/keo kiệt, thiện/ác, and relevant idioms or proverbs such as ở hiền gặp lành, gieo gió gặt bão, có chí thì nên, ăn quả nhớ kẻ trồng cây
  • comparing contemporary music popular among Vietnamese and Australian teenagers by listening to radio music stations and albums and viewing video clips, identifying similarities and differences in themes, messages, expression, styles of performance and singers’ fashion

  VCVIC162 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCAMAR045

  Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts

  Elaborations

  • explaining how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
  • reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
  • comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
  • deconstructing a film or television work that includes representation of Aboriginal and Torres Strait Islander peoples to analyse and evaluate the representation of traditional beliefs and values within contemporary cultures

  VCAMAR045 | The Arts | Media Arts | Levels 9 and 10 | Respond and Interpret

• VCARC129

  Reflect on their experiences when interacting in English and Arabic, observing differences in language use and behaviours

  Elaborations

  • comparing their interactions in Arabic and English, noticing different behaviours and language used, for example, adding the words عمو؛ خالة before the names of older family members and other adults to show respect, compared with addressing friends in English by their first name
  • describing elements of Arabic language that are different from English, including gestures such as patting the heart a few times to indicate ‘That’s enough, thank you…’
  • developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,

    أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربي

    وأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم بالإنجليزية أكثر لأنها اسهل

  VCARC129 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCARU184

  Understand the relationship between purpose, audience, context, linguistic features, and the textual and cultural elements associated with different types of texts, such as persuasive, argumentative and expository texts

  Elaborations

  • analysing how language choices help achieve particular purposes and effects in particular types of texts, such as descriptive language in documentaries; reflective language in personal blogs, diary or journal entries, including digital diaries; and persuasive language in advertisements and speeches
  • analysing a range of expository texts such as news reports and feature articles, identifying language features and any elements of bias or objectivity
  • discussing and evaluating how language is used to express ideas and justify opinions in texts such as debates or segments of a talk show on topical issues of interest to teenagers
  • identifying and discussing the use of diacritics in texts for decorative purposes such as book titles, letter heads and nameplates
  • examining a range of spoken and written texts, discussing similarities and differences in and connections between context, purpose and audience, and what the texts reveal about social relationships and processes, for example, reflections of status, authority, or concepts of respect and politeness

  VCARU184 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCASFC167

  Convey information in different formats to suit different audiences and contexts

  Elaborations

  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • creating a rehearsed digital report/reflection in Auslan for a school website on the experience of interacting with Deaf visitors
  • presenting information for Deaf visitors at a school open day about significant school or community events, such as festivals or sports carnivals
  • presenting information using visual support to engage the interest of the wider school community in a selected Deaf organisation or community activity
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations
  • planning, rehearsing and delivering short presentations about their use of Auslan in different contexts, taking into account context, purpose and audience
  • explaining a procedural text to the class, such as a recipe

  VCASFC167 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCAVAE005

  Explore materials to create visual artworks

  Elaborations

  • exploring their environment including images, textures and space and responding through creating visual artworks and design
  • creating artworks such as a painting or collage by identifying the colours and materials they want through simple choices making such as pointing, reaching or communicating what they want to use, for example the colour from a field of two or three choices and adding them with assistance to their artwork
  • making artworks in response to their environment or specific stimuli such as music, an object or event
  • exploring the use of colour and materials before and during creation of visual artworks or design
  • creating artworks in structured activities which related to self, others and personal environments in different forms, for example, painting, sculpture, photography of self
  • exploring different art, craft and design styles from other cultures

  VCAVAE005 | The Arts | Visual Arts | Level B | Explore and Express Ideas

• VCCCTQ045

  Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions

  Elaborations

  • investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
  • discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
  • investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
  • exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

  VCCCTQ045 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC142

  Share and compare responses to characters, events and ideas in imaginative texts, making connections with own experience and feelings

  Elaborations

  • producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the main character links with other characters
  • responding to a text such as a poem by selecting an appropriate image to illustrate an aspect (message, mood) and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne scheint im Sommer. Ich bin glücklich, wenn die Sonne scheint.
  • using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text, such as the beginning, ending, plot and characters
  • creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, using a digital cartoon tool

  VCDEC142 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCDEC125

  Respond to imaginative print and digital texts in a variety of ways such as by acting out events, identifying favourite elements and making simple statements about characters

  Elaborations

  • using modelled structures and picture prompts to retell the basic plot of a narrative, or making simple summary statements, for example, Shrek und Fiona sind im Schloss.
  • creating a profile of a favourite character from a text, including features such as Name, Alter, mag/mag … nicht, Aussehen and Bild
  • creating a timeline of the main events of a story using pictures, words and/or simple sentences
  • using a thinking tool to respond to an imaginative text in various ways, such as describing what emotions they feel listening to the story, for example, Das macht mich glücklich/traurig/nervös
  • acting out a text with a repetitive plot and/or dialogue, for example, Das Rübenziehen

  VCDEC125 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCDEC003

  Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests

  Elaborations

  • responding with actions/gestures to questions such as Wo ist … ? and instructions such as Steht auf! Alle zusammen! Mach die Tür bitte zu!
  • using repair strategies such as asking for repetition or details of tasks and expressing lack of knowledge, for example, Wie bitte?; Welche Seite?; Wie sagt man das auf Deutsch?; Ich verstehe das nicht .
  • apologising, for example, Entschuldigung!, Es tut mir leid
  • making polite requests, including for assistance and permission, for example, Ich möchte … , bitte; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?

  VCDEC003 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDSTC045

  Analyse how motion, force and energy are used to manipulate and control electromechanical systems when creating simple, engineered solutions

  Elaborations

  • investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
  • experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
  • calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
  • producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
  • using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm
  • investigating components, tools and equipment for example testing the durability of batteries, determining the effective range of wireless devices

  VCDSTC045 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Engineering principles and systems

• VCDSTC058

  Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating

  Elaborations

  • experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
  • conducting sensory evaluations of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of grains, comparing home-produced foods to commercial foods
  • determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items, for example developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger zone temperatures for a food product or service
  • preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example, creating a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign

  VCDSTC058 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies Contexts | Food specialisations

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCEBE028

  Generate a range of viable options, taking into account multiple perspectives, use simple cost-benefit analysis to recommend and justify a course of action, and predict the intended and unintended consequences of economic and business decisions

  Elaborations

  • examining the trade-offs businesses may need to consider, including social consequences, when determining methods to improve their productivity, for example, when employing more staff compared with up-skilling existing staff or replacing staff with technology or outsourcing work to overseas countries
  • evaluating the costs and benefits of different alternatives
  • using a range of criteria (social, economic, environmental) to select and justify a preferred option
  • using a range of strategies to help decide on a potential major purchase, for example, a car, by investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt
  • discussing the outcomes of a decision, identifying those that were intended and unintended, and reflecting on strategies that may address the unintended consequences

  VCEBE028 | The Humanities | Economics and Business | Levels 9 and 10 | Economic and Business Reasoning and Interpretation

• VCELA263

  Understand how to use letter–sound relationships and less common letter combinations to spell words

  Elaborations

  • using spelling strategies such as: phonological knowledge (for example diphthongs and other ambiguous vowel sounds in more complex words); three-letter clusters (for example 'thr', 'shr', 'squ'); visual knowledge (for example more complex single-syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single-syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es'); and using knowledge of how different letters and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing

  VCELA263 | Curriculum content | English | Level 3 | Writing | Language

• VCELC129

  Share own experiences of communicating in Greek, recognising how it involves behaviours as well as words

  Elaborations

  • identifying elements of Greek language and culture that feel different to own language and culture, including pronunciation of some sounds, gestures and facial expressions, for example, έτσι κι έτσι, μπα
  • discussing ways of communicating and their appropriateness in Greek and non-Greek contexts, for example, polite and impolite ways of indicating ‘yes’ or ‘no’ to an adult, the acceptable practice of using teachers’ first names, κυρία Άννα, κύριε Δημήτρη
  • describing to peers what they are confident about when using Greek, what they feel unsure of and what they most enjoy
  • experimenting with respectful gestures and titles, such as using titles κυρία, κύριε
  • discussing how Australian terms and expressions might be understood from a Greek perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCELC129 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCELC025

  Translate and interpret a range of community and social media texts such as posters, advertisements and blogs, identifying and explaining words or expressions of specific cultural significance

  Elaborations

  • examining and interpreting idiomatic expressions, such as Πέρα βρέχει, including expressions which cannot be translated literally, for example, Tα έκανα θάλασσα
  • examining culturally specific terms, such as το παλικάρι, η λεβεντιά, το φιλότιμο, and developing appropriate explanations for them and discussing possible equivalent terms in English
  • discussing colloquial language use in Australia and comparing with Greek expressions, for example, Τα’κανα σαλάτα, and discussing what they say about Australian and Greek culture
  • translating public signs, notices and slogans, for example, «Απαγορεύεται το κάπνισμα» or «Μην πετάτε σκουπίδια», comparing each other’s versions and considering reasons for any similarities or differences

  VCELC025 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating