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• VCEALC568

  Extract specific information from simple charts, tables or maps

  Elaborations

  • locating city or country names on a map
  • identifying information in a cell of a table, using row and column headings
  • pointing to and reading out the names of features on a labelled diagram

  VCEALC568 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Communication

• VCEALL179

  Respond to key words in a range of familiar and common spoken instructions

  Elaborations

  • carrying out simple instructions, such as ‘Shut the door’
  • clarifying instructions before acting, for example by repeating key words (‘The door?’) or pointing

  VCEALL179 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Linguistic Structures and Features

• VCELT297

  Create literary texts by developing storylines, characters and settings

  Elaborations

  • collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

  VCELT297 | Curriculum content | English | Level 4 | Writing | Literature

• VC2M10AA09

  solve linear and non-linear simultaneous equations using graphing or systematic guess-check-and-refine with digital tools

  Elaborations

  • using graphs to determine a convergent set of intervals that contain a point of intersection of the graphs of 2 functions
  • using a cobweb diagram to solve simultaneous equations numerically

  VC2M10AA09 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• VCMNA364

  Solve simultaneous equations using systematic guess-check-and-refine with digital technology

  Elaborations

  • using graphs to determine a convergent set of intervals which contain a point of intersection of the graphs of two functions
  • using cobweb diagram to solve simultaneous equations numerically

  VCMNA364 | Mathematics | Level 10A | Number and Algebra | Linear and non-linear relationships

• Capabilities | Critical and Creative Thinking: Rationale and Aims

  Rationale

  Responding effectively to environmental, social and economic challenges requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. Explicit attention to and application of...

  Overview material | Critical and Creative Thinking

• Capabilities | Intercultural Capability: Structure

  Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.

  Strands	Cultural Practices	Cultural Diversity
  	This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those...

  Overview material | Intercultural Capability

• Digital Technologies: Levels 9 and 10 description

  In Levels 9 and 10, students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data...

  Level description | Technologies | Digital Technologies

• Digital Technologies: Levels 5 and 6 description

  In Levels 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems...

  Level description | Technologies | Digital Technologies

• Hindi - F–10 Sequence: Foundation to Level 2 description

  Students' familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing, and are introduced to the Devanagari script, recognising and reproducing written forms of the 13 sounds classified as vowels and...

  Level description | Languages | Hindi | F–10 Sequence

• Non-Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• The Arts | Dance: Structure

  The Dance curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strands

  Strand	Explore and Express Ideas	Dance Practices	Present and Perform	Respond and Interpret
  	Focuses on exploring and shaping ideas to express and communicate intentions. Students...

  Overview material | Dance

• The Arts | Drama: Structure

  Strands

  The curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Drama Practices	Present and Perform	Respond and Interpret
  	Focuses on imagining and creating characters, roles and situations. Students...

  Overview material | Drama

• The Arts | Media Arts: Structure

  The curriculum is structured around four strands, each of which involves making and responding.

  Strand	Explore and Represent Ideas	Media Arts Practices	Present and Perform	Respond and Interpret
  	Exploring and experimenting with ideas and representations using images, sound and text. Manipulating...

  Overview material | Media Arts

• The Arts | Visual Arts: Structure

  Strands

  The curriculum is structured around four strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Visual Arts Practices	Present and Perform	Respond and Interpret
  	Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations...

  Overview material | Visual Arts

• The Humanities | Geography: Structure

  Geography is organised by two strands: Geographical Concepts and Skills and Geographical Knowledge.

  Strand: Geographical Concepts and Skills

  Sub-strands
  Place, space and interconnection
  Data and information

  Strand: Geographical Knowledge

  Level	Sub-strands
  Levels A – D Foundation – Level 2	Places a...

  Overview material | Geography

• VCHPEM116

  Design and perform a variety of movement sequences

  Elaborations

  • composing movement sequences including balances to travel from point to point
  • performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
  • experimenting with different music genres such as Indian Bhangra music when performing creative dances
  • designing a sequence of passes between team-mates to maintain possession or move a piece of equipment from one point to another
  • designing and participating in a simple fitness circuit involving activities that require different types of movement

  VCHPEM116 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCADAD030

  Develop technical and expressive skills in fundamental movements and body actions and use choreographic devices to create dance sequences

  Elaborations

  • participating in structured improvisations designed to build technical skill in body control, accuracy, alignment, strength, balance and coordination
  • making and recording decisions about selected movement such as what to keep, what to discard or how to extend an idea
  • rehearsing a combination of fundamental movements using different dynamics and levels, for example, faster and slower
  • preparing and presenting a work in progress, developing and asking questions to check whether intended ideas have been perceived by the audience and make refinements to the dance in response to feedback
  • using questions to develop understanding of forms and elements, for example, the clues in a dance re where it was made, by whom and why, or dances they are familiar with, or the styles of dance found in their community, or how they would represent their neighbourhood in a dance

  VCADAD030 | The Arts | Dance | Levels 5 and 6 | Dance Practices

• VCAMUM036

  Structure compositions by combining and manipulating the elements of music and using notation

  Elaborations

  • combining and manipulating the elements of music to imitate a range of styles, for example world music styles, street music styles, jazz styles, minimalism, K-Pop, a capella, dance styles
  • exploring ways to combine and extend music ideas within specific forms such as song form, ABA, or improvising motifs and combining them with a chord progression to create music for a film-score segment to create solo (unaccompanied) work or an ensemble work
  • arranging a familiar melody, for example, writing counter-melody, bass line and variations or reworking the rhythm/feel to fit a particular music style and create a score using notation (by hand or with technology)
  • exploring technologies as tools for creating, notating, recording, sharing and discussing music ideas, for example, how effectively are the expressive techniques indicated in the notation of the composition? What are the strengths of this performance or composition?

  VCAMUM036 | The Arts | Music | Levels 7 and 8 | Music Practices

• VCAMUM030

  Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing

  Elaborations

  • practising interpreting and applying more extended or complex rhythm patterns and overlaying patterns
  • making choices about how to interpret graphic and conventional forms of notation
  • exploring rhythm, pitch, texture and expressive elements, for example, dynamics, tone colour or articulation to create contrast, repetition and balance in improvisations, arrangements and compositions
  • using technology to monitor progress in learning and rehearsing music they have composed, for example, using a mobile device to record a work or using a checklist to evaluate how well the music is achieving intended effects
  • using listening responses to guide development of compositions and performances, for example, what evidence supports your decisions about the way dynamics should be used in this performance?, how can dynamics be indicated in this score?

  VCAMUM030 | The Arts | Music | Levels 5 and 6 | Music Practices