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• VC2M7M03

  describe the relationship between π and the circumference, radius and diameter of a circle

  Elaborations

  • recognising the features of circles and their relationships to one another; for example, labelling the parts of a circle including centre, radius, diameter and circumference and using one of radius, diameter or circumference to determine the measure of the other 2; and understanding that the diameter of a circle is twice the radius, or that the radius is the circumference divided by 2π
  • comparing the circumference of circles in relation to their radius and diameter with materials and measuring, to establish measurement formulas; for example, using a compass to draw several circles, then using string to approximate the circumference, comparing the length of string to the diameter of the circle
  • investigating π as the constant in the proportional relationship between the circumference of a circle and its diameter, and historical approximations from different civilisations, including Egypt, Babylon, Greece, India and China
  • investigating the applications and significance of circles in everyday life of Aboriginal and Torres Strait Islander Peoples, such as in basketry, symbols and architecture, recognising the relationships between the centre, radius, diameter and circumference

  VC2M7M03 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VC2M2N05

  multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies

  Elaborations

  • making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’
  • finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’
  • recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3
  • using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars
  • using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’

  VC2M2N05 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VC2M3N04

  add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator

  Elaborations

  • using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary
  • using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539
  • choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850
  • solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139
  • justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems
  • applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week

  VC2M3N04 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M3N08

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms...

  Elaborations

  • modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation
  • modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’
  • modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation
  • modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem
  • modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions

  VC2M3N08 | Mathematics | Mathematics Version 2.0 | Level 3 | Number

• VC2M7N08

  compare, order and solve problems involving addition and subtraction of integers

  Elaborations

  • using less-than and greater-than notation in expressions when comparing and ordering integers; for example, negative 5 is less than positive 2 and can be represented as -5<+2; -3>-6
  • discussing language such as ‘addition’, ‘subtraction’, ‘magnitude’, ‘difference’ and ‘sign’ and synonyms of these terms
  • ordering, adding and subtracting integers using a number line

  VC2M7N08 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCEALC087

  Understand key information in a short spoken or multimodal text

  Elaborations

  • identifying familiar words used in a spoken text, such as basic vocabulary, animal names, colours
  • understanding common sentence structures that make connections between ideas, for example ‘I like pets and having fun’
  • using questions to help identify relevant items of information, for example Student 1: ‘What colour was it?’ Student 2: ‘It was blue’
  • pointing to parts of pictures that are mentioned in the text or conversation
  • identifying key points of information from short spoken texts with reduced visual support
  • understanding key information after viewing digital and multimodal texts, such as age-appropriate television shows or movies
  • listening to a story and then retelling or sequencing the story using pictures

  VCEALC087 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Communication

• VCHIC019

  Engage in simple interactions such as asking and answering questions or issuing and responding to invitations, and exchange information about their interests, activities and personal worlds

  Elaborations

  • exchanging different types of correspondence such as greeting cards or invitations, using modelled language such as नए साल की बधाई; राखी की शुभ कामनाएँ; ईद मुबारक; शुक्रिया; तुम्हें भी; शिक्षक दिवस शुभ हो
  • exchanging information about interests, experiences, leisure activities and community events, building descriptive vocabulary and using statements such as मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …; गृह कार्य करने के बाद मैं टीवी देखता हूँ। नहा कर मैं पूजा करता हूँ। जल्दी जाग कर मैं इलेक्ट्रॉनिक खेल खेलता हूँ l हर रविवार मैं मंदिर जाता हूँ। सभी लोग बड़े ही उत्साह के साथ बैसाखी मेले जाते हैं।
  • asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार में रंग क्यों लगाया जाता है?
  • responding to frequently asked questions or comments, using appropriate intonation, gestures and short responses, such as ठीक है; जी हाँ; निश्चित रूप से; बिल्कुल ठीक
  • asking each other about their personal worlds, for example, आपका जन्म कहाँ हुआ था? क्या तुम घर पर हिंदी बोलते हो? तुम्हारे पिताजी क्या काम करते हैं? आपके दोस्त कौनहैं? क्या तुम अपनी दादी से प्यार करते हो? आप अपने पालतू कुत्ते की देखभाल कैसे करते हैं?

  VCHIC019 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VC2M4M03

  solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time

  Elaborations

  • calculating the amount of time between 2 events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using ‘am’ and ‘pm’ notation
  • converting units of time using relationships between units, such as 60 minutes in an hour and 60 seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests
  • exploring Aboriginal and/or Torres Strait Islander Peoples’ explanations of the passing of time through cultural accounts about cyclic phenomena involving the sun, moon and stars

  VC2M4M03 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VC2M1N02

  partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

  Elaborations

  • building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
  • using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognising 35 as 3 tens and 5 ones or as 2 tens and 15 ones
  • using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24

  VC2M1N02 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1N06

  use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

  Elaborations

  • modelling problems involving repeated equal group situations, such as ‘How many wheels are needed for 3 cars?’, using materials and drawing a picture to show what they did, and recording the results with a number
  • modelling practical problems involving equal sharing situations; for example, sharing a set of dominoes between the 2 players in a game, and then counting or subitising to ensure they both have the same number of tiles
  • modelling money problems involving equal sharing; for example, sorting coins from a moneybox according to their denominations, sharing the coins equally between 4 people, and using counting or subitising to ensure they have equal amounts of each denomination

  VC2M1N06 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M4P02

  conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results

  Elaborations

  • playing games such as noughts-and-crosses or First to 20 and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
  • recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners
  • experimenting with tossing 2 coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
  • shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, or a picture card or numbered card; and repeating the experiment a number of times and discussing the results

  VC2M4P02 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• VC2M10ST03

  construct two-way tables and discuss possible relationship between categorical variables

  Elaborations

  • using two-way tables to investigate and comparing the survey responses to questions involving five-point Likert scale against 2 different categories of respondents, for example, junior students’ responses compared to senior students’ responses to a survey question
  • recording data in two-way tables and using percentages and proportions to identify patterns and associations in the data
  • conducting a litter survey around the school, considering the relationship between different categorical variables such as the day of the week (as canteen specials might lead to different types of litter) or the weather (due to hot days leading to more icy poles and cold drinks being sold)

  VC2M10ST03 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VC2M4A02

  recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator

  Elaborations

  • using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts
  • using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …
  • using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’
  • using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42

  VC2M4A02 | Mathematics | Mathematics Version 2.0 | Level 4 | Algebra

• VC2M1N04

  add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

  Elaborations

  • using drawings, physical and virtual materials, and number combinations within 10 to add and subtract collections to 20
  • adding and subtracting numbers within 20, using a variety of representations and strategies, such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to 10; for example, using partitioning and combining 7+5=7+3+2=10+2=12
  • developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to 10 and subitising with physical and virtual materials; for example, 8 and 6 is the same as 8 and 2 and 4
  • representing story problems involving addition and subtraction of numbers within 20 using a Think Board; recognising and using + and − symbols and the equal sign (=) to represent the operations of addition and subtraction; and showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem
  • creating and performing addition and subtraction stories told through Aboriginal and/or Torres Strait Islander dances

  VC2M1N04 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCASFC077

  Prepare and present researched information on a range of issues, considering the context in which the information will be received

  Elaborations

  • presenting a sustained signed explanation on a given topic, using information selected from a range of sources to suit the intended audience
  • using evidence selected from independent research sources and evaluative or persuasive language to respond to arguments about issues such as eugenics, deaf technology or interpreter ethics
  • presenting information on current affairs or news items, identifying bias and the effect of context on the shaping of texts
  • arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
  • designing the presentation of an Auslan text for a vlog that requires voice interpreting with notes to indicate emphasis and to clarify meaning
  • providing explanations of abstract or technical concepts, such as poverty or radiation from uranium, shaping the style of the presentation to suit the intended audience, for example through significant use of depicting signs
  • presenting an interpretation of graphs and statistics that provide information relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC077 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC112

  Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms

  Elaborations

  • retelling key points of multistep information used in classroom interactions, such as announcements or directions for a task
  • watching signed texts that show people expressing likes and dislikes and recording and organising their observations in table form
  • watching a presentation by a teacher or peer, identifying specific points of information, such as where they went for a holiday or what activities they did
  • surveying peers in relation to their interests and preferences, categorising and comparing findings in charts or graphs
  • following the steps of a signed demonstration of procedures, such as how to cook something or play a new game
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors, teachers and mentors, recording the new language in personal sign dictionaries
  • viewing live or recorded interviews or informal conversations between deaf people in different situations and contexts, identifying key points and topics covered
  • viewing different types of signed texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions

  VCASFC112 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC022

  Collect, classify and paraphrase information from a variety of Auslan texts and sources used in school and in the Deaf community

  Elaborations

  • recalling specific points of information in signed classroom instructions or descriptions and responding to comprehension questions in Auslan
  • paraphrasing the content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website
  • conducting an interview with a member of the Deaf community and reporting back to the class on key points
  • using factual questions to request information about planned events or activities, for example in relation to details such as place, time or cost
  • surveying peers about interests, preferences or routines, presenting findings in formats such as profiles, charts or graphs
  • locating, organising and presenting information from Auslan resources related to other learning areas, such as science materials or cooking demonstrations, for example, Sign & Cook for Kids (Auslan Storybooks)
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors and mentors, recording the new language in personal sign dictionaries

  VCASFC022 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCASFC040

  Identify, summarise and compare information obtained from different types of Auslan texts or from their own data collection

  Elaborations

  • viewing different types of informative Auslan texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions in Auslan
  • viewing live or recorded interviews or informal conversations between Auslan users in different situations and contexts, summarising key points and topics covered
  • collating and analysing information obtained from Auslan media reports on people or events, organising the information visually in a mind map
  • surveying a range of hearing and deaf people on an issue of shared interest, analysing and presenting results through short signed presentations or in chart, graph or table form
  • interviewing a deaf adult about their educational experiences and comparing these with their own
  • summarising and contrasting information contained in two differently sourced Auslan texts on a selected topic
  • summarising key ideas and information provided by deaf visitors using active watching behaviours and contributing questions and responses

  VCASFC040 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEC005

  Present in modelled spoken and written texts information relating to own world and that of other teenagers

  Elaborations

  • presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals
  • creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of music
  • presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign languages
  • presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or pets; or amount of time spent using social media

  VCDEC005 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDTDI028

  Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information

  Elaborations

  • using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
  • selecting and using peripheral devices suitable to the data type, for example using a data probe to collect numeric data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
  • recognising the difference between numerical, text and date formats in spreadsheets
  • using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges
  • acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
  • using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset

  VCDTDI028 | Technologies | Digital Technologies | Levels 5 and 6 | Data and Information