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• VCHIC024

  Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions

  Elaborations

  • reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events
  • viewing excerpts from traditional texts such as जातक कथाएँ, explaining key elements, for example, नमस्ते / नमस्कार; चरण स्पर्श, आशीर्वाद
  • adopting and adapting styles and ideas from writers or artists that they enjoy to create their own imaginative texts, for example, a skit based on a scene from a favourite story
  • demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline
  • describing favourite animal characters in Panchatantra Stories, comparing with the role of animals in stories from other world cultures
  • discussing favourite characters or events in familiar traditional texts such as दादी माँ की कहानियाँ
  • exploring rhythms, sound patterns and alliteration of Hindi, for example, by creating their own tongue twisters similar to कच्चा पापड़ पक्का पापड़

  VCHIC024 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• Dance: Level B achievement standards

  By the end of Level B, students follow safe practice when moving body parts and performing dance sequences.

  Students communicate responses to dances they make, perform and view.

  Level description | The Arts | Dance | Level B

• Dance: Levels 1 and 2 achievement standards

  By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.

  Students communicate about dances they make, perform and view, and discuss where and why people dance.

  Level description | The Arts | Dance | Levels 1 and 2

• Drama: Level B achievement standards

  By the end Level B, students make and share drama through dramatic play and improvisation.

  Students communicate likes and dislikes in response to elements of drama they make, perform and view.

  Level description | The Arts | Drama | Level B

• Drama: Level D achievement standards

  By the end of Level D, students make and share drama that communicates major elements of stories or experiences.

  Students provide a simple explanation about the characteristics of drama they make, perform and view.

  Level description | The Arts | Drama | Level D

• Drama: Levels 1 and 2 achievement standards

  By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

  Students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.

  Level description | The Arts | Drama | Levels 1 and 2

• Media Arts: Level B achievement standards

  By the end of Level B, students indicate what they like and dislike about media artworks they make and view.

  Students assist to make and share media artworks using technologies and by selecting images and sounds to represent an idea or familiar story.

  Level description | The Arts | Media Arts | Level B

• Media Arts: Level C achievement standards

  By the end of Level C, students communicate about media artworks they make and view, and why media artworks are made.

  Students make media artworks that communicate a word or concept.

  Level description | The Arts | Media Arts | Level C

• Media Arts: Level D achievement standards

  By the end of Level D, students describe the characteristics of media artworks they make and view.

  Students make and share media artworks representing a significant idea, event or story.

  Level description | The Arts | Media Arts | Level D

• Media Arts: Levels 1 and 2 achievement standards

  By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.

  Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.

  Level description | The Arts | Media Arts | Levels 1 and 2

• VCAMAR028

  Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples

  Elaborations

  • describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
  • comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
  • comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
  • writing about and discussing with others the meaning of their own media artworks using appropriate language

  VCAMAR028 | The Arts | Media Arts | Levels 3 and 4 | Respond and Interpret

• VCELY485

  Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage audiences, using organisation patterns, voice and language conventions to present a coherent point...

  Elaborations

  • identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
  • selecting subject matter and language to position readers to accept representations of people, events, ideas and information

  VCELY485 | Curriculum content | English | Level 10 | Speaking and Listening | Literacy

• Visual Arts: Foundation Level achievement standards

  By the end of Foundation, students make artworks using different materials and techniques that express their ideas, observations and imagination.

  Students identify and describe the subject matter and ideas in artworks they make and view.

  Level description | The Arts | Visual Arts | Foundation Level

• Visual Arts: Level A achievement standards

  By the end of Level A, students communicate about artworks they make and view by reacting to sensory elements within artwork.

  Students assist in the making of artworks in different forms using different techniques.

  Level description | The Arts | Visual Arts | Level A

• Visual Arts: Level B achievement standards

  By the end of Level B, students indicate what they like about artworks they make and view.

  Students make artworks using different techniques and processes and make simple choices on the use of materials.

  Level description | The Arts | Visual Arts | Level B

• Visual Arts: Level C achievement standards

  By the end of Level C, students communicate about artworks they make and view.

  Students make artworks in different forms to express their ideas and observations, using different techniques and processes.

  Level description | The Arts | Visual Arts | Level C

• Visual Arts: Level D achievement standards

  By the end of Level D, students describe artworks they make and view.

  Students make artworks in different forms to express their ideas, observations and imagination, using different materials, techniques and processes.

  Level description | The Arts | Visual Arts | Level D

• VCAMAM002

  Experience media technologies to capture images and sounds for a story

  Elaborations

  • supported through a variety of learning experience that encourage them to explore different ways of using media artworks, for example taking samples of images, sounds they react to, integrating sounds and images of significant objects to represent their likes, reactions to the world around them
  • exposed to the use of a digital camera to capture still or moving images, for example, using switch, clapping to activate and deactivate a camera, assisting to capture, viewing and reacting to images created using the effects of a camera application such as photo booth
  • experiencing computer software being used to create a photo story about them

  VCAMAM002 | The Arts | Media Arts | Level A | Media Arts Practices

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCZHC100

  Locate and organise information on topics of interest from a range of written sources to develop a position, and convey this position to a familiar audience in a range of texts

  Elaborations

  • reading tourist brochures and websites detailing lifestyles in diverse locations in the Sinophone world, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness and significance
  • developing an information kit, supported by visuals, about their local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment, and cultural activities
  • composing short texts to report on topics of interest (for example, 中国的茶-澳洲咖啡 ), providing a range of alternative views on the subject, for example, 有人说…也有人说…他们都不知道...所以…

  VCZHC100 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing