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• VCHHK148

  Effects of World War II, with a particular emphasis on the changes and continuities brought to the Australian home front and society

  Elaborations

  • categorising and organizes the effects of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls such as conscription, manpower controls, rationing and censorship
  • investigating the effects of World War II at a local and national level, for example, significant events such as the bombing of Darwin, the Japanese submarine attack on Sydney, the sinking of ships off the Australian coast, the ‘Battle of Brisbane’, the Cowra breakout and the Brisbane Line

  VCHHK148 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCHPEM137

  Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance

  Elaborations

  • performing a range of movements and analysing technique related to take-off, body position and landing
  • demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
  • creating, performing and appraising movement sequences that demonstrate variations in flow and levels
  • designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space

  VCHPEM137 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM050

  Practise simple gross motor and fine motor skills in a range of environments showing increasing control

  Elaborations

  • beginning to anticipate the next step in familiar physical routines
  • performing a range of water confidence skills including learning in aquatic sessions to perform a safe entry into the pool and blowing bubbles with face in water
  • riding a bicycle in structured environments
  • performing various locomotor skills once modelled
  • sending and receiving objects at different levels and in different ways

  VCHPEM050 | Health and Physical Education | Level D | Movement and Physical Activity | Moving the body

• VCHPEP091

  Identify and practise strategies to promote health, safety and wellbeing

  Elaborations

  • identifying how medications and other substances can be stored safely in the home and at school
  • examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices
  • proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
  • explore and practise strategies that could be used to make the home and school environment safer
  • identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

  VCHPEP091 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP093

  Investigate how emotional responses vary in family situations and in friendship groups

  Elaborations

  • recognising own emotional responses and levels of their response in different situations, including home and at school
  • understanding that emotional responses vary across cultures and differ between people and different situations
  • analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
  • describing strategies they can use to identify and manage their emotions before making a decision to act

  VCHPEP093 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP108

  Plan and practise strategies to promote health, safety and wellbeing

  Elaborations

  • scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
  • comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
  • proposing and implementing opportunities to increase their physical activity levels at school and at home
  • selecting and practising appropriate responses to promote safety in different situations, including the home, water- and traffic-related situations

  VCHPEP108 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• VCLVU189

  Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships

  Elaborations

  • understanding how elements of communication in Aboriginal languages languages, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
  • analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations
  • explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

  VCLVU189 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VC2M4M04

  estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

  Elaborations

  • classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
  • identifying angles within the environment and estimating whether they are acute, obtuse, right or reflex
  • creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
  • using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)

  VC2M4M04 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VCNRU099

  Recognise and understand characteristic features of common types of text, comparing them with equivalent texts in English

  Elaborations

  • comparing texts in the language with English versions and identifying similarities and differences, for example, postcards, diary entries, emails or a note to a friend
  • identifying characteristic features of familiar text types such as signs, instructions, songs, advertisements and invitations, and noting differences in expression and levels of formality, for example, a wedding invitation or a clothing sale at a store
  • transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English

  VCNRU099 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCRAU117

  Develop awareness of register, comparing language choices and considering how and why language varies in formality

  Elaborations

  • identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when talking to people in authority to show respect, the use of informal language in commercials to create a sense of familiarity
  • examining variations in language used in face-to-face and written/online communication, particularly noticing colloquial language and how it differs from standard forms
  • making connections between aspects of language use and the identity of participants

  VCRAU117 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAU066

  Recognise formal and informal forms and that their style and use depend on the context, purpose and audience

  Elaborations

  • examining differences in language use according to mode, for example, poetry/song lyrics or abbreviations used in text messages
  • recognising that the use of different terms of address reflects varying levels of politeness and familiarity
  • comparing language structures in the language and English and how these are used to create intimacy or distance, for example, the use of colloquial language
  • using intonation to shift meaning, for example, to show surprise, to downplay or to exaggerate

  VCRAU066 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Civics and Citizenship: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain features of Australia’s system of government, and the purpose of the Constitution in Australia’s representative democracy. They analyse features of Australian democracy, and explain features that enable active participation. They explain how...

  Level description | The Humanities | Civics and Citizenship | Levels 7 and 8

• Critical and Creative Thinking: Level B achievement standards

  By the end of Level B, students use their senses and cause and effect to explore and understand the world around them. Students generate ideas based on their experiences and make choices in structured situations.

  Students begin to become aware of their own point of view through their emotions...

  Level description | Capabilities | Critical and Creative Thinking | Level B

• Critical and Creative Thinking: Level C achievement standards

  By the end of Level C, students answer simple questions about familiar events and topics. They identify a familiar idea or experience with support and make choices from a range of options.

  Students can identify their own point of view. They use personal experience and examples to explain reasons...

  Level description | Capabilities | Critical and Creative Thinking | Level C

• Critical and Creative Thinking: Level D achievement standards

  By the end of Level D, students answer simple questions related to their own investigation, their feelings or concept. They identify and describe an event or scientific experiment. They generate ideas based on past experience and make choices based on their personal preferences.

  Students can...

  Level description | Capabilities | Critical and Creative Thinking | Level D

• Critical and Creative Thinking: Levels 9 and 10 achievement standards

  By the end of Level 10, students construct and evaluate questions, including their own, for their effectiveness. They demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions.

  Students structure complex valid arguments. They explain...

  Level description | Capabilities | Critical and Creative Thinking | Levels 9 and 10

• Dance: Level C description

  In Level C, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

  Students become aware of their bodies and learn about the body bases, parts...

  Level description | The Arts | Dance

• Dance: Levels 5 and 6 achievement standards

  By the end of Level 6, students structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions. They perform dances for audiences, demonstrating technical and expressive skills and safe dance practice.

  Students explain...

  Level description | The Arts | Dance | Levels 5 and 6

• Dance: Levels 7 and 8 achievement standards

  By the end of Level 8 students choreograph and perform dances to communicate ideas and intentions. They improvise movement and select and organise the elements of dance, choreographic devices and form to communicate choreographic intent. Students learn, rehearse and perform dances, demonstrating...

  Level description | The Arts | Dance | Levels 7 and 8

• Dance: Levels 9 and 10 achievement standards

  By the end of Level 10, students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating safe dance practice and technical...

  Level description | The Arts | Dance | Levels 9 and 10