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• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

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

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

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

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVC130

  Interact with each other, the teaching team and visiting respected community members, using language and gestures to greet and talk about self and family

  Elaborations

  • participating in everyday exchanges, such as greeting and leave taking
  • interacting with the teaching team and visiting respected community members and community speakers, using appropriate protocols such as respect terms, behaviour and forms of address
  • introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos
  • listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

  VCLVC130 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCCCTM029

  Investigate thinking processes using visual models and language strategies

  Elaborations

  • drawing mind maps for different purposes, such as classifications or to identify connections
  • examining a range of sentence starters and identifying those associated with a thinking process such as planning or evaluating, and writing them on cards and creating a wall display

  VCCCTM029 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCARU014

  Identify the structure and textual features of a range of personal, informative and imaginative texts, and recognise how these contribute to meaning

  Elaborations

  • understanding that texts in Arabic can be short or long, spoken, written, digital, visual or multimodal, for example, labels, stories, signs, songs and captions
  • understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an item
  • recognising how elements of texts such as the title, layout and the size of the script all combine to make meaning
  • identifying and comparing the features of different types of texts, observing similar patterns and identifying differences, for example, the opening and the signature of an email and a letter, a description in a recount and in a diary entry
  • identifying the purpose, context and audience of a range of familiar texts, for example, songs, poems, short plays and video clips
  • comparing texts on a common topic, for example, a print report, a television report and an internet announcement about an accident, and discussing how features of texts assist in making meaning
  • describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something
  • analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

  VCARU014 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC152

  Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated

  Elaborations

  • identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
  • collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, Feliz Día de Reyes. ¡Buen provecho!
  • translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
  • creating Spanish versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the sports oval, the tuck shop, out of bounds, sick room, ‘No hat, no play’

  VCESC152 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCFRC044

  Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation

  Elaborations

  • finding and using phrases that have direct translations between French and English, for example, Bonsoir/ ‘good evening’, un beau jour/ ‘one fine day’, Messieurs-Dames/ ‘Ladies and Gentlemen’
  • creating French versions of Australian school signs and notices, considering why some words or expressions require freer translation than others, for example, the swimming pool, the sports oval, the tuck shop, the library, the office
  • interpreting expressions in familiar texts such as greeting cards or story titles that do not translate easily into English (for example, bonne fête! Quelle porcherie!), and considering how these expressions reflect aspects of French language or culture
  • translating and explaining the meaning of words or expressions associated with celebrations in French-speaking regions of the world, for example, le poisson d’avril, la bûche de Noël, le Ramadan, Aïd el-Fitre, la Toussaint, la Fête de la Musique

  VCFRC044 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCASFC027

  Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays

  Elaborations

  • creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video
  • creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences
  • creating cards for use by younger children that contain pictures, labels and signs, for example, cards relating to different forms of transport
  • making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC027 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC153

  Create bilingual versions of texts such as English captioned recordings of Auslan phrases

  Elaborations

  • creating captions in English for short recorded signed phrases
  • creating bilingual texts for the classroom or school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in each language for different audiences
  • developing a simple handshape dictionary
  • creating cards for use by younger children that include pictures, labels and signs, such as a transport-themed card game

  VCASFC153 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCITU034

  Recognise how grammatical structures are used to form simple texts

  Elaborations

  • creating paragraphs for a range of texts, including descriptions, cards, letters or emails
  • recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
  • noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

  VCITU034 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHC018

  Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities

  Elaborations

  • exchanging simple correspondence such as notes, postcards and text messages
  • using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
  • adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)

  VCZHC018 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• The Arts | Visual Communication Design: Learning in Visual Communication Design

  In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...

  Overview material | Visual Communication Design

• VC2MFN06

  represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies

  Elaborations

  • using materials to role-play equal sharing; for example, sharing pieces of fruit or a bunch of grapes between 4 people and discussing how you would know they have been shared equally; or, when playing card games where each player is dealt the same number of cards, counting the number of cards after the deal to ensure they have the same amount
  • representing situations that involve counting several items; for example, starting with 9 beads or 6 $1 coins and then sharing them equally between 3 people by subitising or counting each group by ones to decide how many beads or coins each person will receive
  • exploring instructive games of Aboriginal and/or Torres Strait Islander Peoples that involve sharing; for example, playing Yangamini of the Tiwi Peoples of Bathurst Island to investigate and discuss equal sharing

  VC2MFN06 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• VCITC022

  Participate in everyday transactions to obtain goods

  Elaborations

  • writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation
  • requesting goods, for example, Posso avere un gelato? Posso avere il pennarello?
  • participating in a visit to the local market to buy ingredients for making minestrone, or participating in ordering food at the school canteen, for example, Io prendo un panino con il formaggio. E tu, cosa prendi?

  VCITC022 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCCCTR013

  Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

  Elaborations

  • drawing the structure of a basic argument using digital and non-digital technologies
  • dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
  • providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”

  VCCCTR013 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCEALC680

  Prepare and deliver an oral presentation, after modelling and support

  Elaborations

  • using specified criteria to plan, revise, rehearse and deliver a presentation
  • attending to multiple features of speech, including pronunciation, volume, pace, intonation
  • attending to non-verbal aspects of presentation such as maintaining eye contact with the audience or using body language for emphasis
  • creating and using memory aids such as palm cards or slides

  VCEALC680 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCHHK023

  Awareness of significant commemorative events and ways they can assist with preparation

  Elaborations

  • using images and stories to investigate an event, its history, objects and characteristics of these celebrations
  • assisting to prepare for a significant event, for example being supported to make a hat for an Easter bonnet parade, or a card or gift for Father’s day
  • observing the construction and use of a class calendar that counts down and commemorates the events of students, their family and the community

  VCHHK023 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCMNA053

  Recognise number name, numerals and quantities, initially up to five and beyond

  Elaborations

  • responding to key vocabulary and questions about ‘how many’
  • using one-to-one matching of number words, sign or augmentative and alternative communication (AAC) representation for objects to five
  • matching numerals to the correct number of items initially to five using number games, software, cards and everyday situations

  VCMNA053 | Mathematics | Level D | Number and Algebra | Number and place value

• VC2M10P02

  describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events; investigate the concept of independence

  Elaborations

  • recognising that a subsequent event can be dependent, and that this will affect the way its probability is calculated, for example, cards chosen from a standard deck without replacement, conditional selection problems from a fixed sample size, or the Bertrand’s box paradox

  VC2M10P02 | Mathematics | Mathematics Version 2.0 | Level 10 | Probability