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• VCASFC155

  Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression

  Elaborations

  • reflecting on similarities and differences between ways of communicating in Auslan and in their first language in different social situations, for example, when greeting/leave-taking; introducing people; and using body language, facial expression and eye contact
  • comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience
  • reflecting on similarities and differences in communication that reflect culture, such as visual ways of being among deaf people and ways of sharing storytelling or jokes
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages
  • identifying assumptions that they bring to the experience of learning Auslan and considering how these may change through the learning experience

  VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCAVAV006

  Experience some materials and techniques to make artworks

  Elaborations

  • exploring techniques, technologies materials and processes through supported learning experiences for example use materials such as paper, cardboard, cloth and other natural materials to create a collages or sculptures
  • exploring material through sensory art experiences, for example bubble, shaving cream or soap flake painting
  • using basic tools and different mediums to create art works in supported art experiences
  • learning to use basic tools appropriately to create an art work, for example holding and using basic familiar utensils such as a paint brush, roller or sponge for short period of time or attempting to continue to use utensil after demonstration
  • using different mediums in structured learning experiences such as wet and dry materials, clay, play dough to create art works
  • exploring the techniques that can be used with different materials in structured art experiences for example, rolling, brushing, rolling, overlapping

  VCAVAV006 | The Arts | Visual Arts | Level B | Visual Arts Practices

• VCADRD002

  Use facial expression to communicate a feeling or reaction

  Elaborations

  • provided with a variety of learning experiences that encourage them to explore different ways of using drama
  • communicating verbally by using the voice in relation to a situation
  • communicating non-verbally by using facial expression and movement to explore re react to a situation
  • experience movement within a space as performance space and audience space

  VCADRD002 | The Arts | Drama | Level A | Drama Practices

• VCASFC136

  Describe aspects of themselves, such as membership of family and their school/class and languages they use, considering how these different elements contribute to their sense of identity

  Elaborations

  • describing themselves and their family using supports such as pictures, photos and family trees
  • identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations
  • identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity

  VCASFC136 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• VCCCTM080

  Investigate everyday problems and exploring possible solutions and their outcomes

  Elaborations

  • learning to have a go at something new or different and persevere when they have a problem before seeking help
  • using simple strategies and learnt processes to address routine problems and situations
  • identifying a problem and possible solutions from a range of options

  VCCCTM080 | Capabilities | Critical and Creative Thinking | Level C | Meta-Cognition

• VCCCTQ043

  Investigate the characteristics of effective questions in different contexts to examine information and test possibilities

  Elaborations

  • identifying the distinctive characteristics of questions as part of an inquiry that draws on different learning areas
  • discussing how a question might change to suit different contexts, for example how questions about human wellbeing might change depending on scale of investigation, and evaluating proposed questions
  • examining a list of questions and identifying which are the most effective and why

  VCCCTQ043 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCDEC147

  Reflect on aspects of own identity and language use, commenting on and suggesting reasons for what is similar/different and easy/difficult

  Elaborations

  • participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform
  • preparing a digital ‘language passport’ documenting different stages in learning German, intercultural experiences and reflections on the impact of learning German on self and others, and considering possible reasons for perceived similarities and differences between experiences or degree of difficulty
  • evaluating own preferred learning style, identifying own strengths, and contributing to a class list of German Fachleute/Experten for others to consult for advice, in areas such as Aussprache, Technologie and Vokabeln
  • exploring the idea of stereotypes associated with languages and identity discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways
  • considering whether learning and using German impacts on identity either in or out of the classroom

  VCDEC147 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDSCD003

  React to a designed solution that has been created and produced safely to meet their needs

  Elaborations

  • communicating simple choices through accept or reject actions as they experience making, doing and drawing
  • learning to indicate what they like when prompted
  • experiencing the production of a designed solution, for example, tasting fruit salad
  • experiencing being part of a group design process

  VCDSCD003 | Technologies | Design and Technologies | Level A | Creating Designed Solutions

• VCDSTC005

  Explore the characteristics and properties of familiar designed solutions in at least one technologies context

  Elaborations

  • beginning to appropriately push or pull and object to make it work, for example, push a toy car or spin a top
  • learning how to care for a plant or animal
  • beginning to use tools and equipment needed to prepare food
  • discovering the characteristics of materials, for example, materials that float or sink

  VCDSTC005 | Technologies | Design and Technologies | Level B | Technologies Contexts

• VCEALA719

  Plan and draft text with support from peers and teacher

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a report to communicate information, an exposition essay to argue a point
  • drawing on previous learning, notes and templates to plan the structure of the text
  • drafting based on a plan showing text organisation and sequence of ideas

  VCEALA719 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA381

  Plan, with support, the format of a text according to its communicative purpose

  Elaborations

  • drawing on knowledge of text types to identify an appropriate text type to use, for example a recipe to describe how to cook
  • drawing on previous learning, notes and templates to plan the structure of the text
  • talking with teacher or peers to explain and justify the sequencing of ideas in writing

  VCEALA381 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA621

  Transfer academic and communication skills from home language to English

  Elaborations

  • applying content and language learning strategies from home language, for example accessing information, taking notes, writing vocabulary lists
  • drawing on content and background knowledge from home language, including translating content knowledge or referring to some specific curriculum area vocabulary in home language

  VCEALA621 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALL732

  Employ a range of strategies to spell words with increasing accuracy

  Elaborations

  • applying knowledge of spelling conventions and phonic knowledge to new words, for example to distinguish between ‘mat’ and ‘mate’
  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • referring to print and digital charts, dictionaries and texts to check and confirm spelling

  VCEALL732 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL600

  Use single-word subject–verb–object word order in simple sentences and noun–pronoun agreements with few errors

  Elaborations

  • constructing basic sentences using single words for subjects, verbs and objects in the correct order, such as ‘I learn English’, ‘Yesterday we watch video’
  • using noun–pronoun agreement with varied accuracy, for example ‘I like apples’, ‘She like oranges’

  VCEALL600 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCEALL517

  Recognise simple present and past tense verb forms

  Elaborations

  • identifying common regular past tense verbs ending in ‘–ed’
  • learning a small number of common irregular past tense verbs, for example ‘went’, ‘said’, ‘had’
  • matching simple present and past tense verbs to time words such as ‘today’, ‘last week’, ‘always’

  VCEALL517 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Linguistic Structures and Features

• VCELA182

  Understand how to spell one and two syllable words with common letter patterns

  Elaborations

  • investigating one and two syllable words containing common consonant blends and vowel sounds, for example ‘tree’, ‘star’ and 'about', 'begin', identified in shared texts
  • learning an increasing number of high-frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about')

  VCELA182 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCELA312

  Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals

  Elaborations

  • learning that many complex words were originally hyphenated but have become ‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’
  • talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’, ‘salesperson’; ‘air hostess’/‘steward’ or ‘flight attendant’

  VCELA312 | Curriculum content | English | Level 5 | Reading and Viewing | Language

• VCELT243

  Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs

  Elaborations

  • exploring poems, chants, rhymes or songs from different cultures which class members may bring from home
  • learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures

  VCELT243 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCELY230

  Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

  Elaborations

  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • sequencing content according to text structure
  • using appropriate simple and compound sentence to express and combine ideas
  • using vocabulary, including technical vocabulary, appropriate to text type and purpose

  VCELY230 | Curriculum content | English | Level 2 | Writing | Literacy

• VCHHK052

  Explore technologies of the past and today and what people like and why

  Elaborations

  • exploring and matching past and present technologies which help in the same way
  • learning what technologies their parents and grandparents had to assist in their everyday life
  • investigating what technologies different people use, what technologies different people like the most and why

  VCHHK052 | The Humanities | History | Level D | Historical Knowledge | Community histories