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• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M4ST03

  conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

  Elaborations

  • creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations; and interpreting the results of the survey and reporting findings back to the class
  • conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

  VC2M4ST03 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VC2M7N02

  represent natural numbers in expanded notation using powers of 10, and as products of powers of prime numbers using exponent notation

  Elaborations

  • relating the sequences 10, 100, 1000, 10 000 … and 10¹, 10², 10³, 10⁴ …
  • applying and explaining the connections between place value and expanded notations, for example, 7000=7×103 and 3750=3×103+7×102+5×101
  • applying knowledge of factors to strategies for expressing natural numbers as products of powers of prime factors, such as repeated division by prime factors or creating factor trees, for example, 48=6×8=2×3×2×2×2=31×24=3×24
  • developing familiarity with the sequence 1, 2, 4, 8, 16, 32, 64, 128, 256, 512 and powers of 2; the sequence 1, 3, 9, 27, 81, 243, 729 and powers of 3; and the sequence 1, 5, 25, 125, 625 and powers of 5
  • solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of natural numbers by comparing their prime factorisation

  VC2M7N02 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCEALC113

  Understand information in texts read and viewed in class

  Elaborations

  • demonstrating understanding of simple factual or fictional texts by performing a task, such as following written instructions to plant a seed in a pot, dramatising or drawing parts of a story
  • answering simple questions, indicating true/false statements or sequencing information from a text
  • matching phrases and sentences from the text to images or diagrams showing the same ideas
  • obtaining information from simple diagrams or graphs
  • demonstrating understanding of new texts and responding to them, for example reading along with repetitive sections or predicting what comes next

  VCEALC113 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Communication

• VCGGC103

  Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating an annotated diagram to demonstrate how water flows through the environment and connects places, or the influence of environmental quality on the liveability of places
  • constructing tables and graphs of demographic or economic data for Australia or China
  • creating annotated diagrams to show a landscape and its landforms
  • creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
  • using a satellite image to construct a map to show the areas affected by a hydrological hazard, in Australia and another region of the world

  VCGGC103 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCMSP236

  Interpret secondary data presented in digital media and elsewhere

  Elaborations

  • investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
  • identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made

  VCMSP236 | Mathematics | Level 6 | Statistics and Probability | Data representation and interpretation

• VC2M4ST02

  analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data

  Elaborations

  • suggesting questions that can be answered by a given data display and using the display to answer these questions
  • interpreting data representations in the media and other forums where symbols represent one-to-many relationships and how this can be challenging when the representations use part-whole representations
  • comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data

  VC2M4ST02 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VCNRC021

  Locate key information about everyday contexts and routines from written, spoken and visual texts

  Elaborations

  • surveying classmates regarding their likes, interests, routines and activities, and tabulating the results, for example, in birthday charts or graphs
  • reading profiles and stories in print and digital form about people and animals, and creating a display with names and short descriptions
  • locating information relating to school activities in a country where the language is spoken for example, from a sister school, and comparing with own daily schedule/routine
  • identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

  VCNRC021 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Informing

• Chinese - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2

• Design and Technologies: Foundation to Level 2 description

  In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions...

  Level description | Technologies | Design and Technologies

• Health and Physical Education | Health and Physical Education: Rationale and Aims

  Rationale

  Health and Physical Education focuses on students enhancing their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. Research in fields such as sociology, physiology, nutrition, biomechanics and psychology informs...

  Overview material | Health and Physical Education

• Health and Physical Education: Levels 5 and 6 description

  The Levels 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the...

  Level description | Health and Physical Education

• Indonesian - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...

  Level description | Languages | Indonesian | F–10 Sequence | Foundation to Level 2

• Italian - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate without always comprehending. They respond to familiar games and routines such...

  Level description | Languages | Italian | F–10 Sequence | Foundation to Level 2

• Mathematics: Level 2 description

  In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.

  Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards...

  Level description | Mathematics

• Mathematics Version 2.0: Level 6 description

  In Level 6, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

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

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and their family and exchange greetings, farewells, and express thanks. They use simple repetitive language when participating in shared activities and simple exchanges...

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

• VCELT219

  Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

  Elaborations

  • describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
  • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
  • identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
  • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
  • comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

  VCELT219 | Curriculum content | English | Level 2 | Reading and Viewing | Literature

• VCGGC060

  Collect and record geographical data and information from the field and other sources

  Elaborations

  • asking questions about features they observe in the local area and collecting and recording information using all their senses
  • using geographical tools, such as photographs taken from the air or a digital application such as Google Earth, to identify places ranging from those with largely natural features to those with largely constructed features
  • interviewing their grandparents or significant Elders to find out the places they visited when they were young
  • recording what they have learned about the different weather and seasons of places in a picture diary or a series of paintings, and annotating them with changes that occur throughout a year
  • recording how frequently they visit places and for what purpose

  VCGGC060 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCICCB002

  Describe their experiences of intercultural encounters in which they have been involved

  Elaborations

  • exploring stories that describe experiences of intercultural encounters, for example, when students met someone who spoke a language different from their own
  • brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences, such as international travel, visiting their local library, attending Chinese New Year celebrations, or speaking to relatives overseas through video chat applications
  • creating posters to identify how students celebrate or commemorate a range of cultural events
  • using images of people in Australia and other countries to ask students a set of reflective questions about culture, such as whether they’re curious about their own culture or more curious about other cultures

  VCICCB002 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices