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• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCGGK134

  Environmental, economic and technological factors that influence crop yields in Australia and across the world

  Elaborations

  • investigating the environmental constraints on agricultural production in Australia, such as soil moisture, water resources and soils, and the extent to which agricultural innovations have overcome them
  • investigating how high crop yields around the world (for example from wheat, rice and maize) are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies, such as high yielding varieties
  • using the concept of soil moisture budget to examine the spatial and seasonal quantity of soil moisture available for agriculture in different places in Australia

  VCGGK134 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK037

  The connection of their family and peers to other places in Australia and across the world

  Elaborations

  • investigating important local places and events and their connection to other places around the world
  • investigating places their family and peers have visited or are connected to in the world

  VCGGK037 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them

• VCGGK051

  The connection of their school and local community to other places in Australia and across the world

  Elaborations

  • investigating how local celebrations and events link to places in the world
  • exploring the location of places people have visited

  VCGGK051 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCHHK145

  Causes of World War II and the reasons why Australians enlisted to go to war

  Elaborations

  • analysing the long term causes and short term triggers of World War II, for example, the outcomes of the Treaty of Versailles and the League of Nations, the rise of Hitler and Japan’s imperial ambitions

  VCHHK145 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCRAC018

  Share with peers and teacher information about aspects of the students' personal world

  Elaborations

  • sharing information about self related to daily routine, family and friends, favourite objects, pastimes and aspects of school and home
  • describing items and experiences of personal significance such as birthdays
  • interacting with others, such as through greeting cards and shared digital spaces, using language related to special occasions and well-wishing
  • recounting events and sharing feelings with others, using modelled language

  VCRAC018 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCSIS009

  Accept and reject objects and events from the world around them

  Elaborations

  • tracking and following familiar people and objects
  • making a selection from an array of objects

  VCSIS009 | Science | Level A | Science Inquiry Skills | Analysing and evaluating

• VCSSU021

  Objects and parts of the world around us have names and particular characteristics

  Elaborations

  • beginning to categorise some familiar substances, for example, cup (plastic), animal (furry), bird (feathered)
  • recognising and beginning to use alternative and augmentative communication or words that describe an object and the characteristics of substances, for example, hard, soft, fast, slow

  VCSSU021 | Science | Level C | Science Understanding | Science as a human endeavour

• VC2M10ST05

  plan and conduct statistical investigations of situations that involve bivariate data, including where the independent variable is time; evaluate and report findings with consideration of limitations of any inferences

  Elaborations

  • designing statistical investigations that collect bivariate data over time through observation, experiment or measurement; graphing, interpreting and analysing data; and reporting within the context of the statistical investigation question
  • investigating and comparing anecdotal claims with data collected from well-constructed surveys, including those concerning climate, housing affordability and natural resources, with consideration of data validity and limitations of interpolation or extrapolation
  • using a statistical investigation to address the question ‘Is there a relationship between vaccines and immunity from a virus?’
  • investigating biodiversity changes in Australia before and after colonisation by comparing related bivariate numerical data, discussing and reporting on associations

  VC2M10ST05 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCARC162

  Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and descriptions

  Elaborations

  • creating bilingual subtitles, captions or commentaries for texts, such as brochures in print and digital formats, digital presentations or digital video clips, that inform the school community about aspects of culture in the Arabic-speaking world
  • producing bilingual texts in both Arabic and English about community events, such as promoting a concert or an interview with a celebrity on a community radio station, in print or multimedia formats, for example, posters or advertisements
  • designing menus or programs for Arabic-themed events, with key items and information in Arabic and explanatory notes in English
  • creating a short film about social interactions among different speakers of Arabic, explaining cultural elements that may vary in different parts of the Arabic-speaking world and which may be unfamiliar to English-speaking viewers

  VCARC162 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHHK136

  Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century

  Elaborations

  • Australia
    • using sources to examine the living and working conditions in Australia around the turn of the twentieth century (that is 1900)
    • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    • describing the impact of the gold rushes in the hinterland on the development of ‘Marvellous Melbourne’
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing how increasing foreign influence and imperialism was challenging and changing Imperial China and society through trade, railway networks, missionaries, foreign concessions in cities such as Shanghai
    • describing how increasing trade, modernisation expansions and nationalism in Japan were influencing change to everyday life in Japan, the fall of the Shogun and the Meiji Restoration

  VCHHK136 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCNRC103

  Initiate and sustain interactions by sharing personal opinions and experiences with peers and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister school friends, using expressions appropriate to context and audience
  • sustaining conversations on topics of mutual interest, for example, parties, music, friendship, fashion, through active listening strategies, turn taking and verbal and non-verbal responses
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions
  • using formulaic language to talk about and compare aspects of teenage life

  VCNRC103 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC075

  Create a range of imaginative or expressive texts that reflect elements of their experience of living in Turkish- and English-speaking communities, and using language for humorous or emotive effect

  Elaborations

  • collaborating with peers to create their own dramatic or humorous representations of people, situations or events encountered in their own lives that reflect their experiences of living in a multicultural and multilingual society
  • composing and performing poems, songs or dramatic monologues that incorporate elements of either contemporary or traditional literary or musical forms
  • composing expressive texts, such as protest statements, personal letters or persuasive speeches, selecting emotive or powerful language and noticing the basis for this selection
  • creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore
  • creating English language commentaries to an observed Turkish language sitcom, discussing how to transfer or explain humour or dramatic effects of the original text for non-Turkish speaking Australian viewers

  VCTRC075 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC060

  Produce short bilingual texts such as digital stories, comics, blogs and contributions to newsletters or websites which capture the experience of ‘living between languages’

  Elaborations

  • contributing posts to websites or online forums which provide examples of challenges involved in bilingual communication, for example, by glossing Australian expressions, such as ‘to cost an arm and a leg’, ‘to barrack for’, ‘bush tucker’, ‘snags’ and ‘good on you!’
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English
  • creating subtitles, captions or commentaries for texts such as video clips, displays or slide shows which introduce the school community to significant aspects of Turkish culture, such as Ramazan/Kurban Bayramı, 19 Mayıs Gençlik ve Spor Bayramı, Cumhuriyet Bayramı, yayla festivalleri
  • creating glossaries for friends and relatives in other Turkish-speaking countries to explain aspects of Australian lifestyles and terminology, for example, the use of abbreviations and colloquialisms such as ‘barbie’, ‘arvo’, ‘brekkie’, ‘g’day’, ‘fair dinkum’ or ‘No worries!’
  • creating humorous bilingual texts, such as comics, stories or dialogues between Turkish-speaking characters in Australia, highlighting challenges associated with the experience of ‘living between languages’

  VCTRC060 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Spanish - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

  Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2

• VCGRCU027

  Discuss how the ancient Greek world has influenced the modern world, in its social, political and legal structures; philosophy; literature; arts; and medical and scientific practices

  Elaborations

  • discussing the ancient origins of modern political and legal structures and concepts, such as jury service, elections, trials
  • exploring modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical Greek period
  • researching the influence of leading Greek intellectuals, such as Socrates, Plato, Aristotle, on modern Western philosophy
  • discussing influences of Classical Greek literature on modern novels, poetry, drama and film, such as World War I poetry, David Malouf’s Ransom, Anouilh’s Antigone, A Dream of Passion (Medea)
  • recognising the importance of literary genres such as epic, tragedy, comedy, epigram, ode, history, myth
  • viewing artworks to investigate the incorporation of classical techniques and themes by later artists, for example, Botticelli, Michelangelo, Bernini
  • investigating ancient practices in medicine and science still relevant in the modern world, such as the theories of Hippocrates, Democritus, Pythagoras, Archimedes, Eratosthenes, Aristarchus

  VCGRCU027 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• Health and Physical Education | Health and Physical Education: Structure

  The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.

  Strands and sub-strands

  Strands	Personal, Social and Community Health

  Overview material | Health and Physical Education

• Civics and Citizenship: Levels 5 and 6 description

  The Level 5 and 6 curriculum introduces students to the key values of Australia’s liberal democratic system of government and the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn about representative...

  Level description | The Humanities | Civics and Citizenship

• Health and Physical Education: Level A description

  The Level A curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about themselves and experience simple actions and activities to keep themselves healthy and safe.

  Students develop their awareness of...

  Level description | Health and Physical Education

• Latin: Levels 7 and 8 description

  Students become familiar with the restored pronunciation of Latin. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Latin texts such as stories, dialogues, songs or plays, and develop their understanding of the sounds of the Latin alphabet. When translating...

  Level description | Languages | Latin