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• Languages | Vietnamese: Structure

  Sequences of learning

  The Vietnamese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Vietnamese

• Mathematics | Mathematics: Structure

  The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Each strand is organised by sub-­strands. Sub-strands group content descriptions under an appropriate concept, to provide both a focus and a clear sequence for the...

  Overview material | Mathematics

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

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - 7–10 Sequence: Levels 9 and 10 description

  Students understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey (Abi)/Abla, Hoca/Öğretmen...

  Level description | Languages | Turkish | 7–10 Sequence

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• VCADAP023

  Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience

  Elaborations

  • rehearsing learned dance sequences in the performance space, discussing feedback and making changes to enhance communication with the audience
  • combining movement and the use of props such as scarves when presenting dance
  • performing a dance they have created to the class focusing on using appropriate facial expressions and maintaining safe dance practices
  • using questions to interpret dance they view, for example, what did this dance make them think about and why?, what shapes can they see in the dance?, how are the movements combined?

  VCADAP023 | The Arts | Dance | Levels 1 and 2 | Present and Perform

• VCAMAE033

  Experiment with the organisation of ideas to structure stories through settings, genre conventions and viewpoints, in images, sounds and text

  Elaborations

  • creating multiple representations of the same person, place or concept, using different media, to create different viewpoints.in media artworks
  • experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
  • combining established genre conventions such as framing in still and moving image, sound in radio plays or audio-visual artworks, and font size, shape and colour in print

  VCAMAE033 | The Arts | Media Arts | Levels 7 and 8 | Explore and Represent Ideas

• VCAMUR038

  Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music

  Elaborations

  • identifying the elements of music aurally and then discussing how these elements, performance techniques and composition devices are used and manipulated, for example, discussing the shape of a melody in a particular part and how that part relates to the rest of the musical texture
  • identifying how the elements of music and instruments have been used in the piece, and compare them to the compositional devices used in their piece
  • researching performances through real or virtual sources to analyse and compare performers’ interpretations and discuss how each communicates the composer’s intentions

  VCAMUR038 | The Arts | Music | Levels 7 and 8 | Respond and Interpret

• VCAVAP003

  Experience the display of artworks

  Elaborations

  • creating visual art works and using art materials such as paint and paper, using any part of the body
  • reacting when their art is presented
  • exposed to various artworks related to a theme, technique or with similar characteristics, for example figures/shapes
  • indicating a choice about what and where their artwork is displayed through facial expression, body movement, sound or image

  VCAVAP003 | The Arts | Visual Arts | Level A | Present and Perform

• VCAVAP011

  Create artworks to communicate ideas or observation

  Elaborations

  • making and sharing visual art works that show emerging art knowledge and ability to create art works that communicate ideas, concepts, observations, feelings and/or experiences
  • communicating about aspects of their own art works such as pointing to and or naming some of the basic features of their own art work to others
  • exploring what figures/shapes they can see in artwork and the idea or meaning of the work in class discussions
  • making a decision about when their artwork is finished and how to display their artwork

  VCAVAP011 | The Arts | Visual Arts | Level C | Present and Perform

• VCAVAR020

  Respond to visual artworks and consider where and why people make visual artworks

  Elaborations

  • identifying the subject matter of a series of artworks based on the same theme
  • identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artworks of others
  • identifying and describing the expression of ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks from Aboriginal and Torres Strait Islander artists
  • discussing the role of artist and audience when expressing ideas in artworks

  VCAVAR020 | The Arts | Visual Arts | Foundation Level | Respond and Interpret

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

• VCCCTQ044

  Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

  Elaborations

  • comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
  • exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
  • using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena

  VCCCTQ044 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCDTDI011

  Collect, sort, and recognise, with assistance, different types of patterns in data, and use digital systems to represent data as pictures, symbols and diagrams

  Elaborations

  • collecting, sorting and displaying data in a personally meaningful way, for example collecting leaves, sorting them into groups based on size, shape or colour and using a drawing program to represent the findings
  • sorting like objects based on a given classification, for example group shoes based on colour or size and presenting the findings
  • examining and continuing a simple repeated pattern with given objects, movement or sounds
  • using common software to present ideas creatively, for example creating a slideshow, poster, drawing or image about a wishful holiday destination

  VCDTDI011 | Technologies | Digital Technologies | Level D | Data and Information

• VCDTDS010

  Carry out some key functions on digital systems (hardware and software components) to meet a purpose

  Elaborations

  • identifying and using different techniques to carry out an instruction, for example a control key or mouse to close a file, or a mouse or hand movement to resize an image, or a stylus or selecting an existing object to create a shape
  • using some features of a computer to carry out a number of functions, for example saving work, moving the cursor and scrolling within a file
  • using icons to operate familiar software such as Save, Favourites, Home

  VCDTDS010 | Technologies | Digital Technologies | Level D | Digital Systems

• VCIDC041

  Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a poster for an imagined event
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport (Tim saya hebat!)
  • performing or presenting own texts, for example, a photo story, advertisement or rap

  VCIDC041 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCKOC159

  Compose and perform a variety of creative texts based on a stimulus concept or theme, sharing them face-to-face and online to present to different audiences

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others face-to-face or online, for example, a commercial for a new product, a short film, video clip or rap, or a poster for an imagined event
  • creating and performing alternative versions of known songs or raps by creating lyrics with support of language model or scaffolding
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape poem, an acrostic poem or 삼행시

  VCKOC159 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• 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

• VC2M10N01

  recognise the effect of using approximations of real numbers in repeated calculations and compare the results when using exact representations

  Elaborations

  • comparing and contrasting the effect of truncation or rounding on the final result of calculations when using approximations of real numbers rather than exact representations
  • investigating the impact of approximation on multiple calculations in contexts that involve the area of compound shapes involving circles, the surface area and volume of compound objects, and repeated calculations of simple interest where the solutions are not exact cents

  VC2M10N01 | Mathematics | Mathematics Version 2.0 | Level 10 | Number