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• Dance: Level D description

  In Level D, 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

• VCICCD012

  Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

  Elaborations

  • examining laws that help to ensure that cultural difference is not a barrier to inclusion in society, for example, the Racial Discrimination Act 1975
  • discussing ways in which the school incorporates multicultural, anti-racism, and human rights perspectives into school practices, for example through inclusive classroom practices
  • exploring ways that people can gain a deeper knowledge and understanding of other cultural customs, for example, through historical sources, language learning, travelling abroad, art works or music
  • using a peer-to-peer interview to explore student understandings about how cultural institutions, such as museums or galleries, present different cultural perspectives
  • providing opportunities for students to explore and reflect on their learning about different cultural groups through journal prompts, such as ‘One interesting thing I now know is that…’ and ‘I am still curious about…’ and ‘One way I could satisfy my curiosity would be to…’

  VCICCD012 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• VCIDU098

  Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, ber- and me- verbs, adjectives, prepositions and word order

  Elaborations

  • identifying people using, for example, terms of address (Ibu/Bapak), pronouns (saya, kamu/Anda, dia, mereka, family members) and some pe- nouns, for example, pemain, pedagang, penjual
  • identifying things and animals using concrete nouns, for example, school (ruang kelas, aula, tas sekolah), objects (tempat tidur, bak mandi, sepeda), places (taman, desa, hutan, pantai, mesjid) and animals (anjing, kucing, orang utan), and some nouns with
    -an suffix, for example, makanan, rambutan, lingkaran
  • describing the qualities of people, for example, adjectives of character and appearance (gemuk, tinggi, baik hati, lucu, sopan)
  • describing qualities, of objects and animals using adjectives (besar, kecil, panas, manis, hijau, kuning ,jinak, lucu, galak)
  • indicating quantity using plurals, for example, buku-buku, tiga buku, banyak
  • referring to numbers of things using cardinal numbers (puluh, belas, ratus, ribu, juta), and things in a sequence using ordinal numbers (pertama, ke-)
  • greeting and farewelling, for example, Selamat…, Sampai jumpa
  • telling others to do something using imperatives, for example, Duduklah, Diamlah, Ayo, Mulai
  • indicating possession, placing possessive pronouns (saya, Anda/kamu/-mu, dia/nya, mereka) after the noun, and using ber- and mempunyai
  • describing simple actions using base word (for example, tahu, suka naik, tidur), and ber- and me- verbs
  • negating using tidak, bukan and belum
  • specifying place and location, for example, di sini, di sana, di atas, di bawah
  • describing actor, action and object using subject-verb-object construction
  • referring to existence/presence, for example, ada, tidak ada
  • giving directions and information about place using prepositions (di/ke, dari), and about people using the prepositions dengan, kepada
  • locating events in time, for example, days, dates and months (hari Sabtu, bulan Juli, Hari Ulang Tahun, hari Natal, pada akhir minggu, Idul Fitri, bulan puasa), and referring to the past and future using time indicators (sebelum, sesudah, kemarin, besok)
  • seeking information and assistance using interrogatives, for example, siapa, apa, bagaimana, berapa, dari mana, di mana, ke mana, apakah, kapan, berapa lama, jam berapa?, permisi boleh saya…
  • joining ideas using conjunctions, for example, dan, karena, tetapi, atau
  • expressing emotion, for example, wah, aduh, asyik, sayang, hebat
  • expressing modality, for example, bisa, harus, boleh, mau
  • comparing things using comparatives and superlatives, for example, lebih…daripada, paling

  VCIDU098 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCSSU046

  Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life

  Elaborations

  • recording short and longer term patterns of events that occur on Earth and in the sky, for example, the appearance of the moon and stars at night, the weather and the seasons
  • linking changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures
  • investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals

  VCSSU046 | Science | Foundation to Level 2 | Science Understanding | Earth and space sciences

• VCGGC129

  Identify, analyse and explain significant interconnections within places and between places over time and at different scales, and evaluate the resulting changes and further consequences

  Elaborations

  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • using the concept of a system to examine the interconnections between biophysical processes and the human actions, and their underlying causes, that generate environmental change, together with the consequences of these changes
  • identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume and ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance
  • examining how a person’s wellbeing is influenced by where they live, with reference to at least two different scales in a country of the Asia region
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGC129 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• French - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...

  Level description | Languages | French | 7–10 Sequence | Levels 7 and 8

• Hindi - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

  Level description | Languages | Hindi | 7–10 Sequence | Levels 7 and 8

• Languages | Modern Greek: Learning in Modern Greek

  Modern Greek language learning

  Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major characteristics of the extensive Greek Diaspora is the maintenance of the Greek language and culture...

  Overview material | Modern Greek

• VCELC164

  Reflect on how own biography, including personal experiences, family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences

  Elaborations

  • reflecting on the experience of learning and using Greek and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating, such as in the use of gestures and body language
  • reflecting on how learning Greek may have impacted on own identity and understanding of the world such as an increased awareness of representations of Greece and Cyprus in the media

  VCELC164 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCNRC062

  Consider how own biography, including personal experiences, family origins, traditions and beliefs, impact on identity and shape own intercultural experiences

  Elaborations

  • reflecting on the experience of learning and using the language and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as an increased awareness of representations in the media of countries where the language is spoken

  VCNRC062 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Reflecting

• VCDSTS023

  Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs

  Elaborations

  • exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
  • examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
  • investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
  • considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
  • exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
  • critiquing designed solutions to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers

  VCDSTS023 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies and Society

• VCCCTQ012

  Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas

  Elaborations

  • using a table to compare observable features of living, non-living and once living things; creating a checklist of what makes something living; and using the table and checklist to imagine a new living creature
  • using a technique such as ‘SCAMPER’ to generate novel ideas for the use of particular objects, for example adapting an object originally intended for cooking to be a musical instrument
  • exploring the technique of breaking down a movement sequence into its smaller parts and then rethinking the combination of those parts when creating a new movement sequence
  • exploring strategies to determine the strength of rules to explain patterns of numbers or shapes

  VCCCTQ012 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCGGC131

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

  Elaborations

  • creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
  • developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
  • using scatter plots of data for countries or smaller areas to investigate the relationship between two variables, such as per capita income and life expectancy for countries, and to identify anomalies
  • creating a map to show the relationship between biomes and world food production, using a spatial technologies application
  • constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale

  VCGGC131 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCASFU142

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU142 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU016

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU016 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCAVAR024

  Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas

  Elaborations

  • identifying where students can experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and discuss how visual artworks communicate subject matter and ideas
  • discussing why artworks are made, by whom and for what purposes, for example, who made the artwork? where is the artwork from and why was it made? Where and how are artworks displayed?
  • describing how visual conventions are combined in their artworks and in the artwork of others to express ideas and concepts, for example how Aboriginal and Torres Strait Islander artists use visual conventions to express ideas
  • describing and interpreting ideas in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make the viewer think and feel in response to the artists’ intentions
  • describe the role of artist in expressing subject matter and viewer in interpreting meaning in artworks

  VCAVAR024 | The Arts | Visual Arts | Levels 1 and 2 | Respond and Interpret

• VCTRC062

  Consider how their personal biography, including family origins, traditions, interests and experiences, shapes their sense of identity and influences their ways of communicating

  Elaborations

  • creating written, spoken and multimodal texts, such as digital profiles, identity maps, timelines or journals, to describe significant milestones in their lives, and influential people, events or experiences that have helped shape their sense of identity
  • analysing elements of their individual identity which reflect bicultural or multicultural experience and influences, for example, arabesk/pop/özgün/türkü, halay, moda, giyim tarzı, kitap zevki, eğlence tarzı, yemek çeşitleri, futbol takımları
  • reflecting on their ways of communicating and expressing identity across home, school and social contexts, considering reasons for variations they notice
  • reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language
  • talking about what they mean by identity, comparing their own and others’ understandings of the concept

  VCTRC062 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCGGK077

  Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents

  Elaborations

  • using geographical tools, such as a globe, a wall map or electronic atlas, to identify the major countries of Africa and South America and their relative locations
  • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America
  • researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America
  • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America

  VCGGK077 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCARC024

  Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques

  Elaborations

  • creating imaginative texts in multimodal forms that include illustrations, such as cartoons or captioned photo stories
  • composing and performing or filming imaginative texts such as role-plays, raps and video clips, using expressive language and movement
  • creating alternative versions of traditional Arabic stories and films by introducing new characters and contexts and alternative endings
  • expressing imagined experiences in a range of texts such as poems and video clips that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

    عيد الأم؛ عيد الأنزاك؛ العيد الوطني الأسترالي ؛ الأعياد الدينية مثل عيد الميلاد وعيد القيامة وعيد الفطر وعيد الأضحى

  VCARC024 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHHK095

  The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated

  Elaborations

  • investigate migration programs to Australian since World War II
  • comparing push and pull factors that have contributed to people migrating to Australia, for example, economic migrants and political refugees
  • exploring individual narratives using primary sources, for example, letters, documents and historical objects, interviewing and recording an oral history, dramatising the journey and circumstances of arrival based on the sources
  • describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
  • connecting stories of migration to students’ own family histories (where appropriate)

  VCHHK095 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation