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• VCASFC209

  Reflect on the experience of learning and using Auslan, considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live
  • reflecting on the relationship that exists between language, culture and issues of access, identity and audism, and considering issues of discrimination, inclusion and exclusion
  • keeping a journal of their experiences (humorous, satisfying or challenging) associated with learning and using Auslan in different contexts, noting changes in their responses and reflections over time, and comparing insights gained into their own languages and cultures
  • considering the layers of complexity and depth that characterise the Deaf community experience, for example in relation to implicit hierarchical structures such as deaf members of deaf families
  • sharing and comparing cultural and intercultural experiences and capabilities in different languages including Auslan, and exchanging views on benefits associated with using more than one language, such as a larger repertoire of communication skills and strategies, additional insights and perspectives and opportunities for new experiences
  • reflecting on the experience of communicating in a visual world and on challenges they have experienced in relying on visual cues
  • considering how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC209 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• Languages | Classical Greek: Structure

  Sequences of learning

  Victorian Curriculum Classical Greek has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...

  Overview material | Classical Greek

• Languages | Latin: Structure

  Sequences of learning

  Victorian Curriculum Latin has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...

  Overview material | Latin

• English: Level C description

  In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of...

  Level description | English

• English: Level D description

  In the Level D, students communicate with known adults, teachers and peers. Students are provided with experiences that engage, support and extend their learning, including the use of pictorial representations or other marks to express and record their ideas. Students communicate by using short...

  Level description | English

• Health and Physical Education: Foundation Level description

  The Foundation Level curriculum provides the basis for developing the knowledge, understanding and skills students need to lead healthy, safe and active lives. The content provides opportunities for students to learn about their strengths and describes simple actions they can take to keep themselves...

  Level description | Health and Physical Education

• Design and Technologies: Levels 3 and 4 description

  In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do...

  Level description | Technologies | Design and Technologies

• VCAMAR039

  Identify specific features and purposes of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore viewpoints and enrich their media arts making

  Elaborations

  • surveying the history of television programming in both public and private sectors, commenting on the differences between contemporary and historical examples.
  • comparing a media artwork such as an animation from a sole producer and an international organization, commenting on differences in style
  • analysing the role of media artworks and media artists in transmitting cultural information to create awareness of contemporary issues, including those of Aboriginal and Torres Strait Islander media artists
  • conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiences, for example, games players, social media users, television viewers
  • evaluating how the meanings of media artworks can vary for different audiences and in different contexts for example, the different meanings of media artworks produced for live concerts compared to those produced for viewing online.

  VCAMAR039 | The Arts | Media Arts | Levels 7 and 8 | Respond and Interpret

• VCKOU147

  Recognise and use vocabulary to describe familiar people, objects and places, and basic routines, including Sino- and pure Korean number words with basic counters, words for colours, names of sports

  Elaborations

  • using number expressions with appropriate counters, for example, 한 개, 두 마리, 세 명, 아홉 살, 삼학년
  • using basic common action and descriptive verbs to describe their daily lives or preferences, for example, 가요, 일어나요, 들어요, 해요, 좋아요, 나빠요, 착해요
  • using vocabulary related to school (for example, 학교, 책, 지우개, 친구), home (for example, 집,가족, 엄마, 아빠), sports and leisure activities (for example, 방학, 수영, 캠핑)
  • using vocabulary to describe familiar objects or people, for example, 빨간색 가방
  • using some adverbs as part of formulaic language, for example, 지금/오늘/주말에 뭐 해요? 아주 잘 했어요

  VCKOU147 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCADRR039

  Identify and connect specific features and purposes of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore viewpoints and enrich their drama making

  Elaborations

  • identifying contexts, for example, social, historical or cultural relevant to the forms and styles represented in their drama
  • locating and exploring specific examples of contemporary Australian, Asian and other world drama
  • describing the role of drama in different cultures and use this information when planning their own drama
  • considering the cultural context in which the drama they view was made, for example, what are the protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performances? What historical forces and influences are evident in the drama? How does this style of drama vary from drama that is typical of other traditions or other locations?

  VCADRR039 | The Arts | Drama | Levels 7 and 8 | Respond and Interpret

• English: Level 5 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 6 description

  In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.

  Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret...

  Level description | English

• English: Level 9 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• English: Level 10 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• History: Level B description

  Personal and Present Family 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...

  Level description | The Humanities | History

• History: Level C description

  Personal and Recent Celebrations and 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...

  Level description | The Humanities | History

• History: Level D description

  Personal Past 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

• VCZHC165

  Express opinions about how popular imaginative texts, including poems and 故事, reveal important cultural values

  Elaborations

  • describing how emotions, attitudes or intentions of a performer, author or character are conveyed through language, and analysing how emotions (for example, happiness, sadness, homesickness) are expressed in popular songs or TV programs
  • viewing popular TV programs designed for Chinese youth, sharing individual responses or reactions to forms of Chinese entertainment, and comparing features of performance across cultures
  • understanding how music, imagery and stereotypical representations of people, places and practices are used in contemporary youth media to influence audience responses
  • exploring regional and generational influences on popular culture of the Sinophone world (such as 港台流行歌曲； 港片), and identifying different concepts of ‘beauty’ in different eras, for example, 60年代流行…, 70年代流行…
  • comparing features of performance in different media (such as radio, television and online videos), and discussing how entertainment is changing with technology
  • producing creative texts in response to literary texts such as 《某某后传》, reflecting the literary styles and methods identified in such texts
  • reading a range of imaginative texts from other cultures, keeping a reading journal (读书笔记) to record understanding and own responses, and participating in class discussions about texts such as 《小王子》 and 《安徒生童话选》
  • discussing themes and meanings of traditional texts, including classical poems (for example,《静夜思》，《春晓》，《咏鹅》) and stories, fables and legends ( for example, 《孔融让梨》、《井底之蛙》、 《铁杵磨针》

  VCZHC165 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCEBC005

  Consider the effect that the consumer and financial decisions of individuals may have on themselves, their family, the broader community and the natural, economic and business environment

  Elaborations

  • exploring how a decision to buy an item affects the family, for example, ‘Did the family have to put off buying another item to have this one?’ or 'Does what my family buys in the supermarket affect what businesses might sell or produce?'
  • explaining the benefits to themselves and their family of having savings and/or a strategy for saving
  • investigating whether buying at the local supermarket helps the local community
  • considering if their actions have an effect on the environment, for example, does choosing to use recycling shopping bags have an effect on the natural environment?

  VCEBC005 | The Humanities | Economics and Business | Levels 5 and 6 | Consumer and Financial Literacy