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• VCCCTR006

  Consider how reasons and examples are used to support a point of view and illustrate meaning

  Elaborations

  • comparing a reason supported by an example and one without an example to show how examples help to clarify meaning
  • identifying how curiosity about the past compared to the present, can lead to seeking reasons and supporting examples
  • investigating how reasons can assist in decision-making between alternatives, for example discussing preferences for different data displays and how giving reasons for preferences assists with the final decision

  VCCCTR006 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Reasoning

• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR014

  Distinguish between main and peripheral ideas in own and others information and points of view

  Elaborations

  • annotating an argument with different colours or using a concept map to show the most important and less important information and explaining their annotations to others
  • experimenting with arguments by changing the order of ideas and discussing effectiveness
  • creating a bumper sticker or headline to show the main idea in a point of view
  • comparing different responses to identify main ideas and information, for example on why people participate in community activities

  VCCCTR014 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR086

  Use examples and past experience to illustrate understanding and point of view

  Elaborations

  • drawing conclusions and designing a course of action by acting out and identifying alternatives with teacher support
  • evaluating procedures and outcomes by investigating whether their work sounds and works right or makes sense with teacher support
  • identifying the main ideas and concepts developed as the result activity or investigation

  VCCCTR086 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR037

  Investigate when counter examples might be used in expressing a point of view

  Elaborations

  • discussing whether exceptions to a rule affect its strength, for example in testing technological solutions and considering the number of times the solution failed and how it failed
  • identifying reasons for seeking counter examples in evaluating arguments, for example to mitigate confirmation bias, or to identify the limits of a claim

  VCCCTR037 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCEALA359

  Express personal point of view about a character’s actions

  Elaborations

  • expressing agreement or disagreement with a character’s actions, and giving a reason
  • suggesting own feelings and actions in a similar situation

  VCEALA359 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC245

  Identify some key points of information in short spoken texts, with guidance

  Elaborations

  • understanding learnt vocabulary and sentence structures in texts
  • pointing to parts of pictures that are mentioned in the text or conversation
  • using questions to help identify relevant items of information, for example Teacher: ‘What colour was it?’ Student: ‘It was blue’

  VCEALC245 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Communication

• VCEALC738

  Understand the point of view and message of an unfamiliar speaker, with minimal support

  Elaborations

  • applying knowledge of text structures, such as introduction or topic sentences, to predict key messages and recognise repeated points
  • using information from support materials, such as relevant background knowledge provided beforehand, to identify main topics and key words

  VCEALC738 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Speaking and Listening | Communication

• VCEALC456

  Write texts that present a point of view on topics discussed in class

  Elaborations

  • writing a structured statement of opinion, giving context, opinion and justification
  • expressing and justifying a point of view about an issue in a classroom or media text

  VCEALC456 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Communication

• VCEALC679

  Use available English repertoire to discuss and justify a point of view on a familiar topic

  Elaborations

  • using a range of expressions to structure a point of view, including conjunctions (‘because’), subjective language (‘I think’) and some objective language (‘It is clear that …’)
  • using a range of learnt subject-specific vocabulary when giving detail about a topic

  VCEALC679 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Communication

• VCELT306

  Discuss literary experiences with others, sharing responses and expressing a point of view

  Elaborations

  • sharing and discussing own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
  • drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'

  VCELT306 | Curriculum content | English | Level 4 | Speaking and Listening | Literature

• VCMNA310

  Sketch linear graphs using the coordinates of two points and solve linear equations

  Elaborations

  • determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra

  VCMNA310 | Mathematics | Level 9 | Number and Algebra | Linear and non-linear relationships

• VCZHC195

  Locate and organise key points of information from a range of familiar sources

  Elaborations

  • applying knowledge of the world and their own experience to assist understanding of the meaning of texts, such as by discussing topics studied in other learning areas and exploring related Chinese texts, for example, understanding 黄山归来不看岳 by connecting knowledge or experience of visiting 黄山
  • making connections between images and charts and the content of texts, and identifying key words to locate information, for example, in the chapter headings of a book
  • listing possible resources before undertaking a research project and giving reasons for why these resources might be useful
  • listening for structural cues such as signposting, and considering images, music and voice to enhance understanding of key ideas conveyed, for example, identify changes in tone of voice and pacing to indicate potential danger or a sense of urgency
  • experimenting with different note-taking strategies when listening, for example, noting key words in Pinyin and recording numbers using Arabic numerals
  • listening to or viewing public information texts such as weather forecasts and announcements and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
  • viewing texts such as a cooking program and answering questions from classmates on key procedures and main ingredients, for example, 蚂蚁上树没有蚂蚁。树是粉丝，蚂蚁是猪肉
  • obtaining the gist or specific information when listening to a flow of words by focusing on familiar, predictable items, and identifying aspects of voice, gesture or language choice that convey varying degrees of enthusiasm or dislike, for example, 我一点儿也不喜欢… compared to 我不喜欢…
  • collating information and ideas to present to others using various tools and charts and with consideration of the relevance, organisation and sequencing of information, for example, considering: What is the best way to introduce the topic? What do they want the audience to remember? What is the main message being communicated?
  • representing information to others by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…

  VCZHC195 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• Languages | Arabic: Structure

  Sequences of learning

  The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Arabic

• Languages | French: Structure

  Sequences of learning

  The French curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in...

  Overview material | French

• Languages | German: Structure

  Sequences of learning

  The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | German

• Languages | Hindi: Structure

  Sequences of learning

  The Hindi curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Hindi

• Languages | Indonesian: Structure

  Sequences of learning

  The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the...

  Overview material | Indonesian

• Languages | Italian: Structure

  Sequences of learning

  The Italian curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Italian