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

  By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions...

  Level description | Languages | Spanish | F–10 Sequence | Levels 7 and 8

• Health and Physical Education: Level C description

  The Level C curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their personal characteristics, abilities and simple actions they can take to keep themselves healthy and safe. Students are introduced...

  Level description | Health and Physical Education

• VCTRU048

  Understand how different types of text in Turkish, including prose and verse, create effects to suit different audiences

  Elaborations

  • analysing and comparing language used in particular types of texts, for example, descriptive language in recounts or narratives, persuasive language in advertisements, humorous language in comic verse or puppet theatre plays, instructional language in recipes and manuals, expository language and factual statements in news reports
  • analysing characteristic features of texts that they use and interact with in their everyday lives, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in blogs and on websites
  • discussing the use of imagery in different kinds of creative or performative texts, identifying how this helps to convey meaning and engage/entertain the audience
  • understanding the cultural significance of features of particular types of texts, such as forms of address and language associated with rituals or celebrations, anonymous or Anatolian stories in the lyrics of türkü songs, the use of dialogue and oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, kukla oyunu and masal, the use of deyimler ve atasözleri in Turkish legends and short stories
  • discussing how poems or song lyrics, such as Arkadaşım Eşşek and Çanakkale Türküsü, create particular moods (özlem ve acıma) and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address

  VCTRU048 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCDSTS043

  Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures

  Elaborations

  • considering factors that influence the selection of appropriate materials, components, tools and equipment, for example Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country
  • investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
  • analysing an environment to decide if it meets personal or community needs, for example consulting with family members when designing an enhancement to an indoor or outdoor home environment
  • critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
  • investigating the ethics of using surveillance systems while balancing privacy, security and safety concerns

  VCDSTS043 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies and Society

• VCGGK120

  Spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples, that influence the significance of places, and ways of protecting significant landscapes

  Elaborations

  • discussing the significance of landscapes in literature, song/music, film, art and identity
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander peoples
  • identifying different views about the recreational, psychological, aesthetic and spiritual value of particular environments and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
  • investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including Traditional Owners, with an interest in its use or protection

  VCGGK120 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• The Arts | Media Arts: Rationale and Aims

  Rationale

  The Media Arts curriculum encompasses the fields of media, art and design. In Media Arts, students create visual representations that communicate, challenge and express their own and others’ ideas, as both artist and audience. They develop their perceptual and conceptual understandings...

  Overview material | Media Arts

• VCHHK109

  How physical features influenced the development of the civilisation

  Elaborations

  • Egypt
    • describing the importance of the River Nile to Egyptian society, for example, inundation and farming, the worship of Hapi (god of the Nile), and the use of the Nile as a means of transportation
  • Greece
    • describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
  • Rome
    • mapping the geography of Rome’s River Tiber and the seven hills of Rome to explain reasons for the development of the city
    • describing the methods used by the Romans to manage resources, for example the water supply through aqueducts and plumbing systems
  • India
    • describing how harmonious relationships with the natural world were reflected in Indian belief systems, for example, Hinduism, Buddhism and Jainism
    • creating a graphic representation of the extent of India as a political unit at this time, including for example its diverse climatic and geographical features, types and location of food production, areas of high and low density population
  • China
    • describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

  VCHHK109 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• Languages | Classical Greek: Rationale and Aims

  Rationale

  The study of Classical Greek allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an...

  Overview material | Classical Greek

• Victorian Aboriginal Languages: Levels 3 to 6 achievement standards

  By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...

  Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6

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

  By the end of Level 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example

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

• VCAMUP031

  Rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the elements of music and using performance skills, to communicate ideas and intentions to an audience

  Elaborations

  • considering the layout and sound quality of performance spaces when planning live performances
  • exploring and applying different performance styles, and drawing on music from other locations, cultures and times as sources of ideas, for example, using relevant protocols for representing community or cultural stories such as songs or stories from the local Koorie community in performance
  • using appropriate breath control, phrasing and interpretation in a range of contexts
  • applying the tone colours of instruments and sounds from different times, places and cultures, for example, the djembe or angklung
  • describing intentions for a performance, for example, what do the performers intend audiences to experience and understand from the music? How will performers manipulate elements of music to create these effects?

  VCAMUP031 | The Arts | Music | Levels 5 and 6 | Present and Perform

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCCCL032

  Explain how Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander peoples

  Elaborations

  • listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws, for example the protection of World Heritage areas
  • researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
  • identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander peoples

  VCCCL032 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• 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

• History: Level A description

  Personal Present History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students...

  Level description | The Humanities | History

• VCSIS039

  Use words to answer simple questions about observations and findings

  Elaborations

  • identifying the characteristics of an object or living thing, for example, ‘a house has a roof, windows, doors, a floor and rooms’, ‘an animal has eyes and a mouth, while a plant has roots, stems, leaves, flowers and fruit’
  • taking part in formal and guided discussions relating to students’ observations

  VCSIS039 | Science | Level D | Science Inquiry Skills | Analysing and evaluating

• VCELY466

  Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

  Elaborations

  • considering ethical positions across more than one culture as represented in text and consider the similarities and differences
  • questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
  • identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
  • identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
  • analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media

  VCELY466 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCHIC118

  Reflect on their own language choices and communicative behaviour when using Hindi or English, including adjustments they make between languages and strategies they adopt to support intercultural communication

  Elaborations

  • discussing differences they are conscious of when interacting in Hindi or English, for example, when expressing feelings such as anger or sadness or when talking about personal issues
  • reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and on how these are sometimes used to mean different things in different languages
  • identifying elements of successful interaction when communicating with speakers of different languages, for example, being responsive and flexible, picking up on cues that indicate misunderstanding, respecting different perspectives and traditions
  • identifying differences in the interpretation of conversational strategies such as the use of pauses or silence when speaking in Hindi as compared to English, for example, to signal disapproval, respect for an elder, waiting for consensus, reflection or waiting for the end of a turn
  • reporting on moments of intercultural miscommunication, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences
  • reflecting on language choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for practical or cultural reasons

  VCHIC118 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• Languages | Korean: Learning in Korean

  Korean language learning

  Korean is spoken by around 80 million people in the Korean Peninsula and worldwide. With the rapidly growing popularity of and interest in Korean culture across the world, the number of people learning Korean is also growing fast in many countries in Asia, Oceania, the...

  Overview material | Korean