Search results

Result list

• VCHHK065

  The effect of changing technology on people’s lives and their perspectives on the significance of that change

  Elaborations

  • examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives, for example, changes to land, air and sea transport, the move from wood-fired stoves to gas/electrical appliances, the introduction of television, transistors, FM radio and digital technologies
  • identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today
  • examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn, for example, Arrernte children learn to play string games so they can remember stories they have been told
  • creating models of toys used by children who lived when electricity was not available

  VCHHK065 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCICCD015

  Identify the challenges and benefits of living and working in a culturally diverse society

  Elaborations

  • asking students to imagine themselves in the future or in another country and provide a range of prompts for them to address, such as ‘What does society look like?’, ‘How important is it that society is inclusive?’ or ‘If you could live in another country, where would you go and why?’ and ‘What skills might you need?’
  • identifying attributes that help people forge positive intercultural relationships, such as curiosity, sensitivity, empathy and kindness
  • holding a student-led discussion or role-play about the social challenges that arise from cultural diversity, for example, how people from different backgrounds with different levels of attainment in English experience contemporary Australian society, such as at the local supermarket, when applying for a job, or watching the news
  • creating a portfolio that identifies the characteristics of a ‘monocultural’ society and those of a ‘multicultural’ society , and using reflective prompts to challenge students assumptions, such as by identifying various sub-cultures within each type of society
  • prompting students to identify the criteria they would use to help decide where to live if they were migrating to another country, and extend advanced students by introducing challenges into the scenario, such as linguistic or economic restrictions

  VCICCD015 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• French - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student...

  Level description | Languages | French | F–10 Sequence | Levels 9 and 10

• VCELT242

  Compare opinions about characters, events and settings in and between texts

  Elaborations

  • discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own

  VCELT242 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCCCTM060

  Experience the world and react using emotions

  Elaborations

  • reacting to the sensory feedback of elements within the world
  • reacting to internal sensations they experience within their own body
  • beginning to link internal symptoms being addressed through a specific want or need, for example drink, food

  VCCCTM060 | Capabilities | Critical and Creative Thinking | Level A | Meta-Cognition

• VCSSU003

  Objects are part of the world around us

  Elaborations

  • experiencing everyday objects around them and their properties, for example, colour, size, texture, smell
  • identifying some familiar objects, for example, by seeking, reaching or directing attention towards a preferred object

  VCSSU003 | Science | Level A | Science Understanding | Chemical sciences

• Vietnamese - F–10 Sequence: Levels 7 and 8 description

  Students use appropriate pronunciation, accent and intonation patterns and spelling in a range of sentences, such as statements, questions and exclamations. By building their language knowledge, students are able to develop and express more complex concepts in Vietnamese. They use a range of grammatical...

  Level description | Languages | Vietnamese | F–10 Sequence

• VCELT435

  Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

  Elaborations

  • exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from their own
  • exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
  • reviewing historical fiction or nonfiction written by and about the peoples of Asia
  • analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues

  VCELT435 | Curriculum content | English | Level 9 | Reading and Viewing | Literature

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• VCCCTR048

  Investigate the nature and use of counter examples structured as arguments

  Elaborations

  • using a clearly absurd case to construct a counterexample that shows the faulty form of an argument, for example criticising an argument by showing that it is of a similar form to ‘if cats are amphibians, then cats are animals; cats are animals, therefore cats are amphibians.’
  • using ‘if…then’ reasoning to construct a counterexample, for example ‘But if this (other industry) tried this innovation strategy, it would be much more expensive and so not all industries could do it so easily’

  VCCCTR048 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCEBN009

  Investigate the nature and explain the importance of enterprising behaviours and capabilities

  Elaborations

  • investigating behaviours that are considered enterprising and why, for example, taking initiative in classroom activities to help propose actions to economics or business issues or events
  • brainstorming the reasons why enterprising behaviours and capabilities are important for individuals and businesses
  • using a mindmap to plan how they might use their enterprising behaviours and capabilities in classroom or school activities
  • developing an innovative response when faced with a challenge or problem
  • practising a range of enterprising behaviours in setting up a class activity, for example, the class running a lunchtime disco to raise money for their school

  VCEBN009 | The Humanities | Economics and Business | Levels 5 and 6 | Enterprising Behaviours and Capabilities

• VCEBW017

  Describe the nature and investigate the influences on the work environment

  Elaborations

  • investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes
  • identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development
  • predicting changes to work in the future and possible outcomes, for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’

  VCEBW017 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCHHK141

  Significant events, turning points of the war and the nature of warfare

  Elaborations

  • explaining the reasons for the failure of the Gallipoli campaign
  • investigating one major battle examining locations, techniques, warfare
  • using sources to examine the perspectives of those who fought on both sides
  • evaluating the significance of the Armistice of November 1918

  VCHHK141 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCHIC082

  Reflect on the nature of bilingual/multilingual communication and experience

  Elaborations

  • exploring the concept of translanguage in relation to mediating thought, action and communication in situations that involve two or more languages
  • reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others
  • considering whether thinking or communicating in one language rather than another affects the ways ideas or attitudes are understood or expressed
  • identifying benefits associated with bilingualism/multilingualism, drawing examples from their personal experience
  • comparing assumptions sometimes made when communicating with speakers of different languages, identifying instances when they consciously adjust how they communicate due to personal assumptions or attitudes
  • identifying cultural cues in intercultural interactions that signal variations in expectations, values or traditions that may complicate communication
  • monitoring their use of Hindi and English in different domains, for example, by keeping a record of when they use each language, for which language functions and in which contexts
  • considering how their language and interactional behaviour might be interpreted or responded to by people from different language backgrounds

  VCHIC082 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHPEP049

  Explore play in outdoor settings and the natural environment

  Elaborations

  • showing increasing control in using equipment for climbing, scrambling, sliding and swinging
  • using familiar equipment with competency
  • exploring with adult support a range of ways to play and be active in outdoor or natural settings
  • learning how to be safe in the outdoors through play in natural environments

  VCHPEP049 | Health and Physical Education | Level D | Personal, Social and Community Health | Contributing to healthy and active communities

• VCKOU017

  Understand the dynamic nature of Korean and other languages

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some lettersin the original are not used in modern Korean script, for example •, ᅙ, ᅀ
  • identifying loan words in Korean borrowed from other languages, for example, 텔레비전, 쇼핑, 컴퓨터
  • identifying hybrid –하다 verbs where a loan word (noun) and –하다 are conjoined to behave as a verb, for example, 쇼핑해요, 조깅해요
  • identifying words which have similar meanings and pronunciation across different languages, reflecting on the possible origins of such words and their associated cultures

  VCKOU017 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU051

  Recognise that language and culture are integral to the nature of identity and communication

  Elaborations

  • recognising that texts such as stories have a social and cultural purpose, and comparing values depicted in texts, for example, the moral of a story such as Cinderella as told in English compared with one from the language studied
  • recognising generalisations and stereotypes about cultural groups and noticing that the reality is more complex and varied
  • considering connections between language and culture in own experiences and perspective, such as how own language use reflects cultural practices, for example, participating in outdoor activities such as sports

  VCRAU051 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCAMUR016

  Respond to music and describe features they observe, including likes and dislikes

  Elaborations

  • exploring the basic features of their own and others’ music, through guided learning experiences to identifying the main elements, what features they like best
  • demonstrating acceptable audience behaviour when in the classroom and when attending school functions, for example watching for extended period of time and responding to performance and clapping at the conclusion
  • listening to and identifying simple musical patterns and changes to rhythm and tempo in music
  • contributing to classroom conversation about aspects of music have made or experienced
  • identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates a sense of identity and community
  • participating in discussion on social and cultural elements of music, for example Where is this music from? Why was it made? What is it about?
  • describing music using their own words and learnt music terminology, for example loud, soft, happy, sad
  • listening to and talking about music and musical instruments from different contexts and cultures

  VCAMUR016 | The Arts | Music | Level D | Respond and Interpret

• 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

• 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