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• VCHPEM159

  Transfer understanding from previous movement experiences to create solutions to movement challenges

  Elaborations

  • drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
  • speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
  • reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
  • demonstrating motivation, persistence, confidence and commitment when faced with difficult or unfamiliar movement tasks

  VCHPEM159 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Learning through movement

• VCIDC075

  Create a variety of imaginative texts to express ideas, attitudes and values, for a range of audiences

  Elaborations

  • creating texts such as a photo story, play, cartoon or movie with voiceovers or subtitles to entertain peers, including experimenting with humour
  • creating and performing texts such as songs and raps, including in multimedia form, to express emotions and attitudes towards a particular social issue or event
  • writing and performing a script or dramatic episode such as a detective story, mystery or adventure

  VCIDC075 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCIDC077

  Create parallel texts in Indonesian and in English for a range of purposes and audiences, for the wider community

  Elaborations

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany Indonesian texts such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both Indonesian and English, for the school and wider community, and reflecting on the process of working in both languages

  VCIDC077 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCIDC024

  Create texts such as dialogues and stories, using formulaic expressions and modelled language

  Elaborations

  • creating texts with others for public display, such as participating in a mock talent show, performing a wayang scene or a rap, using both rehearsed and spontaneous language
  • creating texts to share with younger learners, such as big books, role-plays or comics, including digital texts such as vokis, DVDs and slideshows, for example, Harimau menangis; Kodok cari teman
  • producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express own ideas and imagination

  VCIDC024 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCITC065

  Create texts for particular audiences that depict experiences or topics of interest

  Elaborations

  • creating cartoons, picture stories, plays or big books for younger audiences
  • creating and performing own texts which reflect Italian cultural behaviours, attitudes and social conventions (for example, writing the script and creating a video recording to introduce aspects of family life, school life, local community life or virtual life), and comparing own texts to others’
  • creating a short film with subtitles depicting an aspect of contemporary teenage life from an Italian, Australian or diasporic perspective

  VCITC065 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC103

  Create imaginative texts that present events, characters and emotions from their own experiences

  Elaborations

  • creating texts such as raps, poems, lyrics, photo stories, cartoons and short stories based on personal experiences
  • producing and presenting digital stories for younger learners, for example, using characters such as Pulcino Pio
  • creating additional characters and storylines or alternative endings for familiar stories

  VCITC103 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCITC048

  Create simple bilingual texts and discuss what translates easily or not

  Elaborations

  • creating bilingual texts such as invitations to class or school events, posters to advertise an upcoming event, charts and lists to inform a range of audiences

  VCITC048 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCJAC151

  Create and present or perform imaginative texts for a variety of purposes and audiences

  Elaborations

  • creating and performing a presentation for a particular audience, for example, a puppet show or play for a buddy class or a performance for the school or community
  • designing and presenting a commercial for a new or existing product likely to appeal to consumers in their age group
  • creating a rap or song that involves experimentation with rhyme and rhythm
  • teaching younger children songs that involve repetitive phrases and actions, for example, songs from popular anime films
  • using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ　は　たからじま　です。大きい　とりい　と、小(ちい)さい　とりい　が 　あります。じてんしゃ　で、大きい　とりい　に　いきます。大きい　とりい　の 下(した)　にはこ　が　あります。はこ　の　中(なか)　に 金(きん)　が　あります。
  • producing and presenting picture books/Big Books/mini books or short scripted scenarios for younger students, incorporating elements of Japanese language and culture that are likely to be unfamiliar, engaging or challenging

  VCJAC151 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCMMG173

  Create symmetrical patterns, pictures and shapes with and without digital technologies

  Elaborations

  • using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and symmetry in Yolngu or Central and Western Desert art

  VCMMG173 | Mathematics | Level 4 | Measurement and Geometry | Location and transformation

• VCMMG143

  Create and interpret simple grid maps to show position and pathways

  Elaborations

  • creating a map of the classroom or playground

  VCMMG143 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• VCMNA138

  Describe, continue, and create number patterns resulting from performing addition or subtraction

  Elaborations

  • identifying and writing the rules for number patterns
  • describing a rule for a number pattern, then creating the pattern

  VCMNA138 | Mathematics | Level 3 | Number and Algebra | Patterns and algebra

• VCMNA252

  Create algebraic expressions and evaluate them by substituting a given value for each variable

  Elaborations

  • using authentic formulas to perform substitutions

  VCMNA252 | Mathematics | Level 7 | Number and Algebra | Patterns and algebra

• VCMSP128

  Create displays of data using lists, table and picture graphs and interpret them

  Elaborations

  • creating picture graphs to represent data using one-to-one correspondence
  • comparing the usefulness of different data displays

  VCMSP128 | Mathematics | Level 2 | Statistics and Probability | Data representation and interpretation

• VCNRU098

  Recognise and use vocabulary and grammatical elements to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order
  • indicating quantity using plural forms
  • using negative expressions
  • using the present tense
  • using common verbs to describe simple actions
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCNRU098 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCRAC024

  Create texts such as dialogues and stories, using formulaic expressions and modelled language

  Elaborations

  • creating texts with others for public display, such as participating in a mock talent show, performing a scene from a story or a rap, using both rehearsed and spontaneous language
  • creating texts to share with younger learners, such as big books, role-plays or comics
  • producing individual imaginative texts such as comics, diary entries and stories using modelled language, to express the students' own ideas and imagination

  VCRAC024 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCRAC077

  Create parallel texts in the language and in English for a range of purposes and audiences, for the wider community

  Elaborations

  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup
  • providing captions or commentaries to accompany texts in the language such as song lyrics, video clips and film extracts, for parents and members of the school community
  • producing public texts such as signs, notices and posters in both the language and English, for the school and wider community, and reflecting on the process of working in both languages

  VCRAC077 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCRAC075

  Create a variety of imaginative texts to express ideas, attitudes and values, for a range of audiences

  Elaborations

  • creating texts such as a photo story, play, cartoon or movie with voiceovers or subtitles to entertain peers, including experimenting with humour
  • creating and performing texts such as songs and raps, including in multimedia form, to express emotions and attitudes towards a particular social issue or event
  • writing and performing a script or dramatic episode such as a detective story, mystery or adventure

  VCRAC075 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC006

  Create short imaginative written texts using images and copied characters

  Elaborations

  • creating storyboards for well-known Chinese stories such as Mulan or Pangu (盘古)
  • captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters
  • participating in the shared reading of books, making predictions about characters and events from the cover and illustrations
  • listening to Chinese idiom stories and retelling these stories using illustrations

  VCZHC006 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC054

  Create written imaginative texts to describe experiences involving imagined people and places

  Elaborations

  • collaboratively creating stories with imagined characters and settings, capturing the characters’ experiences in different cultures, for example, 《James在上海》
  • writing a creative account of an imagined experience with Chinese visitors in the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
  • writing a recount of an adventure, for example, 《xxx历险记》
  • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
  • exploring how alternative words can be used to convey varying attitudes and degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!

  VCZHC054 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC022

  Create short written imaginative texts using simple characters and short sentences

  Elaborations

  • comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂，嗡嗡嗡，飞到东，飞到西； 小白兔，白又白， 两只耳朵竖起来；小燕子，穿花衣， 年年春天来这里), for example, noting the frequent appearance of particular animals in童谣 and recognising how this relates to traditional agricultural life
  • creating a storyboard to describe characters and key events in planning a story
  • creating plot diagrams using characters provided by teacher to annotate diagram
  • using pictographs such as 马, 田，山 to create cartoons to illustrate a story
  • designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories

  VCZHC022 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating