Search results

Result list

• VC2M3N09

  follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns

  Elaborations

  • following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist, where appropriate, and identifying and describing emerging patterns
  • following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns
  • creating an algorithm as a set of instructions that a classmate can follow to generate multiples of 3 using the rule ‘To multiply by 3 you double the number and add on one more of the number’ (for example, for 3 threes, you double 3 and add on 3 to get 9; for 3 fours you double 4 and add one more 4 to get 12 …)
  • creating a sorting algorithm that will sort a collection of 5-cent and 10-cent coins and providing the total value of the collection by applying knowledge of multiples of 5 and 10

  VC2M3N09 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• Classical Greek: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry...

  Level description | Languages | Classical Greek | Levels 9 and 10

• VC2M6A01

  recognise and use rules that generate visually growing patterns and number patterns involving rational numbers

  Elaborations

  • investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern, looking for patterns in the way the numbers increase or decrease
  • using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, 1 ÷ 9, 2 ÷ 9, 3 ÷ 9 …, 210 × 11, 211 × 11, 212 × 11 …, 111 × 11, 222 × 11, 333 × 11 …, or 100 ÷ 99, 101 ÷ 99, 102 ÷ 99 …
  • creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $2.50 for an incursion as 2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50 …
  • investigating the number of regions created by successive folds of a sheet of paper (one fold, 2 regions; 2 folds, 4 regions; 3 folds, 8 regions) and describing the pattern using everyday language
  • creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using 3 for one triangle, 5 for 2 triangles and 7 for 3 triangles and describing the pattern as ‘Multiply the number of triangles by 2 and then add one for the extra toothpick in the first triangle’

  VC2M6A01 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra

• VC2M3N02

  recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

  Elaborations

  • moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)
  • using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000
  • predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each
  • comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、万
  • comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation

  VC2M3N02 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VCKOC001

  Interact with peers and teachers, using appropriate language and gestures to exchange greetings, wishes, and information about self, family and friends, routines, events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting and farewelling others, introducing themselves, expressing states of wellbeing, appreciation and wishes, using informal polite language appropriate for familiar interlocutors, for example, 안녕하세요?; 저는 …예요/이에요; 만나서 반가워요;12살이에요; 7학년이에요; 안녕히 가세요/계세요
  • describing friends, family members or pets, for example, 동생이 귀여워요, 눈이 커요, 앵무새가예뻐요, 날개가 빨간색이에요
  • describing routines, likes/dislikes, events and leisure activities, for example, 6시에 일어나요; 주말에 뭐해요?바비큐를 해요; 무슨 운동/음식을 좋아해요? 크리켓을/불고기를 좋아해요

  VCKOC001 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M7A03

  solve one-variable linear equations of increasing complexity with natural number solutions; verify equation solutions by substitution

  Elaborations

  • recognising that solving an equation is a process of determining a value that makes the equation true; and using substitution to determine whether a given number is a solution to an equation or not
  • solving equations using concrete materials, the balance model and backtracking, explaining the process
  • solving linear equations such as 3x+7=19 algebraically, and verifying the solution by substitution

  VC2M7A03 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2M7A02

  apply the associative, commutative and distributive laws to aid mental and written computation, and formulate algebraic expressions using constants, variables, operations and brackets

  Elaborations

  • simplifying calculations
  • forming simple estimates for calculations involving multiple and/or combined operations
  • generalising arithmetic expressions to algebraic expressions involving constants, variables, operations and brackets; for example, 7+7+7=3×7, x+x+x=3×x noting that 3x includes implied multiplication and recognising the difference between 3x+4 and 3x+4
  • formulating algebraic expressions that represent mathematical relationships; for example, translating from words to symbols in ‘think of a number’ type activities
  • recognising and applying the concept of variable as something that can change in value, investigating the relationships between variables, and the application to processes on Country/Place, including how cultural expressions of Aboriginal and Torres Strait Islander Peoples, such as storytelling, communicate mathematical relationships that can be represented as mathematical expressions

  VC2M7A02 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2M8M06

  use Pythagoras’ theorem to solve problems involving the side lengths of right-angled triangles

  Elaborations

  • discussing and comparing different applications, demonstrations and proofs of Pythagoras’ theorem, from Egypt and Mesopotamia, Greece, India and China, with other historical and contemporary applications and proofs
  • using Pythagoras’ theorem to determine unknown lengths of sides in right-angled triangles and finding lengths of sides of right-angled triangles in practical applications
  • recognising the relationship between the squares of lengths of sides for different types of triangles: right-angled, acute or obtuse
  • identifying Pythagorean triples, such as (3, 4, 5), (5, 12, 13), (7, 24, 25) and (8, 15, 17)

  VC2M8M06 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VCESU193

  Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

  Elaborations

  • extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
  • using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
  • expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
  • using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
  • describing events across time (past, present and future), choosing appropriate tenses
  • developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
  • describing people and things using:
    • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
    • acronyms, for example, MERCOSUR, EEUU, UE, ONU
    • diminutives, for example, gatito, mesita, negrito
  • persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
  • exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
  • using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
  • using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

  VCESU193 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU052

  Use grammatical knowledge, to interpret and create meaning in Italian

  Elaborations

  • using both regular and irregular plural nouns, for example, un ginocchio/due ginocchia
  • using suffixes to modify Italian nouns and adjectives, for example, treno — trenino; casa — casetta; parola — parolaccia; bravo — bravissimo; fratello — fratellino; povero —poverino
  • recognising the imperative as a formulaic expression, for example, Dammi!
  • noticing adjective–noun agreement, for example, I bambini piccoli; Anna è alta ma Mario è basso
  • expressing positive and negative preferences using adverbs to intensify the meaning, for example, Mi piace molto la cioccolata; Non mi piace tanto ballare
  • expressing negation, for example, Non sono italiano. Non mi piace l’ insalata
  • formulating questions and requests, for example, Che ora è? Pronto, chi parla? Quando comincia la scuola? Dove andiamo stasera?
  • using ordinal numbers to sequence, for example, la seconda classe, la quinta, la terza aula
  • recognising the position of adverbs in sentences, for example, Non vado mai al cinema; Cammino lentamente
  • using present tense of regular, some irregular verbs, and immediate future tense to present situations and events for example, using avere, essere, stare, giocare, dormire, fare, leggere, scrivere, andare in sentences such as: Andrea va a casa alle sei. Anna ha due fratelli. Vado al cinema domani
  • using reflexive verbs and simple past tense as formulaic expressions, for example, Mi alzo alle sette. Sono andato/a al cinema
  • developing metalanguage to describe patterns, grammatical rules and variations in language structures

  VCITU052 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCDEC156

  Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions

  Elaborations

  • initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
  • stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
  • discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
  • participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt.; Sie hat Recht.; Ich bin anderer Meinung.

  VCDEC156 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC173

  Extend language to describe and reflect on the experience of learning and using German

  Elaborations

  • expressing individual learning goals (Lernziele) in relation to skills and understanding for learning German, for example, Ich möchte unbedingt Deutsch besser sprechen., and monitoring progress towards achieving these goals, for example, Heute habe ich gelernt, dass …
  • interacting with peers to compare experiences and challenges and identify successful learning strategies, for example, Am schwierigsten finde ich die deutsche Grammatik. Und du?; Ich sehe deutsche Filme, um meine Aussprache zu verbessern
  • reviewing others’ work, providing and justifying comments on general and specific points, for example, Ich finde deinen Artikel sehr informativ und überzeugend. Zum Beispiel hast du viele Unterschiede und Ähnlichkeiten erwähnt

  VCDEC173 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEU132

  Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts

  Elaborations

  • recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er
  • using the nominative and accusative indefinite articles to denote an unspecified person or object, for example, Rotkäppchen hatte einen Korb.
  • comparing pluralisation of nouns in German and English, and using die for plural nouns in German, for example, der Apfel/die Äpfel
  • describing a relationship using a possessive adjective, for example, mein/e, dein/e, sein/e, ihr/e
  • understanding and using pronouns to refer to people, for example, ich, du, er, sie (singular); wir, ihr, sie (plural); Sie heißt Anna. Sie heißen Ben und Sarah.
  • using the correct verb form associated with a noun or pronoun or combination thereof, for example, Die Lehrerin singt ein Lied; Herr Schwarz trinkt Kaffee; Sie spielt Tennis; Mein Freund und ich sprechen Englisch.
  • using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’
  • describing capabilities and preferences using limited forms of the modal verbs können and mögen, for example, Ich kann gut schwimmen. Er mag Cricket. Wir möchten eine Party machen.
  • understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken
  • understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte
  • joining words, phrases and sentences using und, oder and aber
  • understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst
  • understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
  • understanding and using a range of question words and the intended/related answer, for example, woher, welcher and wie viel
  • locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.
  • describing location formulaically using prepositional phrases such as im Wasser, in der Luft, auf dem Land, neben dem Tisch or auf der linken Seite
  • using ordinal numbers to give the date, for example, Heute ist der dritte Juli. Er hat am siebten August Geburtstag.
  • referring to quantities of people and things (including money) using cardinal numbers up to 100

  VCDEU132 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCITC116

  Participate in individual and collective action by deciding, explaining and justifying

  Elaborations

  • participating in planning and decision making with others, for example, arranging an event, class debate, performance, excursion or guest speaker, or organising a petition or a letter to the principal/local council (Devo/Dobbiamo organizzare … Cosa dobbiamo fare? Chi invitiamo? Bisogna [+ infinitive]. Vuoi venire al dibattito con me? Come possiamo convincere il comune a … ? Scriviamo una lettera per convincere il preside a … )
  • expressing, contrasting and comparing views on particular expectations and issues such as the use of social media at school, by writing blogs, emails and letters, for example, sono d’accordo, non sono d’accordo; vorrei dare la mia opinione

  VCITC116 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC085

  Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts

  Elaborations

  • analysing texts such as signs and considering the lack of equivalence in translation, for example, le maschere della Commedia dell’Arte, l’abito bianco nel matrimonio, il vestito nero, i riti del funerale, la visita domenicale al cimitero, I “fiori dei morti”
  • reading and listening to multiple interpretations of the same text and to different perspectives within texts in Italian (for example, reading messages on a particular theme on social media sites, emails, blogs and wikis), and sharing understanding of cultural meanings and opinions
  • reflecting on their own experiences of the process of translating
  • using strategies to maintain the integrity of meaning of original texts when translating and interpreting for different audiences, for example, considering the use of register, colloquialisms and idioms, and explaining culture-specific concepts such as ‘the outback’ or ‘slip, slop, slap’

  VCITC085 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCEALA117

  Understand that the purpose of a text is reflected in its form

  Elaborations

  • identifying texts as factual or fictional, and comparing features such as content, layout, images
  • suggesting the purpose and audience of a range of common text types, such as picture book, supermarket catalogue, website, timetable
  • answering simple questions about the text, such as ‘Would this text be more useful for a parent or a child?’

  VCEALA117 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALL042

  Recognise and explore different types of texts

  Elaborations

  • identifying and engaging with print and visual texts
  • exploring a small range of simple text types such as recounts, narratives, information reports
  • navigating different types of texts, for example turning the pages of a book, clicking links on a website, finding points of interest on a map

  VCEALL042 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Linguistic Structures and Features

• VCEALL795

  Use a wide range of punctuation marks to add impact to writing

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using software application functions to add, format and edit images and tables, with guidance

  VCEALL795 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features