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• VCLAU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture

  Elaborations

  • investigating the extent to which values, attitudes and practices of people of cosmopolitan Rome are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity of people living in the Roman world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing own public and private lives and making comparisons with those of people in ancient Rome
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating might be perceived by people of the past

  VCLAU029 | Languages | Latin | Levels 9 and 10 | Understanding | Reflecting

• VCADAP015

  Perform dance that communicates ideas, feelings, observations and/or experiences to an audience

  Elaborations

  • creating and presenting a dance for a social purpose
  • describing some of the characteristics of their dance, expressing what features they like best in their own dance
  • using expressive skills to engage the audience, for example, looking out to audience and using facial expressions
  • viewing and presenting their dance in a digital format

  VCADAP015 | The Arts | Dance | Level D | Present and Perform

• VCADAR008

  Respond to own and others’ dance

  Elaborations

  • experiencing, react and responding to dance which present different places and reason why people dance
  • experience dance in their lives and communities, for example, being part of school and community events
  • responding to dances they make and view, for example, what they like/ dislike, how the dance made them feel

  VCADAR008 | The Arts | Dance | Level B | Respond and Interpret

• VCADRR004

  React to drama

  Elaborations

  • experiencing and reacting to dramatisations
  • reacting to stimuli such as other peoples’ stories
  • experience drama for enjoyment and appreciation
  • viewing photos or videoing of their dramatisations
  • attending drama performances or taking part in drama in their community
  • reacting to the use of voices, movement and space in drama they make and experience

  VCADRR004 | The Arts | Drama | Level A | Respond and Interpret

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCEALA764

  Analyse and interpret language choices and organisation of particular text types in relation to their purpose, audience and context

  Elaborations

  • comparing the structure and language of texts for different audiences or purposes related to the same topic, for example a car advertisement or road safety pamphlet
  • identifying points of view that are represented in texts, and suggesting perspectives that are missing
  • using metalanguage to name and describe features of texts

  VCEALA764 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA766

  Discuss specific characteristics and features of texts in relation to another known language

  Elaborations

  • comparing and contrasting features of texts in English and another known language, for example text structure, use of evidence, levels of formality, vocabulary choices
  • comparing or contrasting views represented in texts with different cultural values, including personal experiences
  • using metalanguage to name and describe features of texts

  VCEALA766 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC760

  Summarise the nature and content of a text, including making evaluative comments

  Elaborations

  • using a range of reading and viewing strategies to understand the content of the text, such as skimming, scanning, referring to dictionaries or other texts
  • evaluating aspects of language and content that impact the relevance, reliability or accessibility of the text
  • summarising key ideas from a text in a range of forms, such as notes and visual texts

  VCEALC760 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC700

  Respond to imaginative texts, showing an understanding of key events, characters and issues

  Elaborations

  • responding to a range of creative texts, such as poems, short stories, novels, films, songs
  • showing understanding of key events, characters and issues by retelling, transforming or extending parts of the text
  • expressing a point of view and connecting aspects of the text to personal experience
  • drawing basic inferences from a text, such as describing the feelings of a character or suggesting the opinion of the author

  VCEALC700 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEALC635

  Read long, complex texts with support from the teacher

  Elaborations

  • reading a new story with occasional prompts and corrections from the teacher
  • identifying key words from questions in headings or topic sentences in order to extract key information from a factual text
  • giving a personal response, such as expressing a point of view

  VCEALC635 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Communication

• VCEALL475

  Create mood and feeling through the selection of appropriate vocabulary and idiom

  Elaborations

  • choosing vocabulary to express shades of meaning, for example choosing for effect ‘cloudy’, ‘gloomy’ or ‘bleak’
  • understanding differences between specialised and colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • using some idioms learnt from reading and viewing, in creative or personal writing

  VCEALL475 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• VCEALL418

  Understand how modal verbs express probability and possibility

  Elaborations

  • recognising modal verbs that express probability and possibility, such as ‘may’, ‘will’, ‘could’, ‘must’
  • understanding modality when listening to others and responding appropriately, for example ‘You may pack up, but you must stay inside’
  • using modal verbs to express a point of view, for example ‘I will enjoy that’ and ‘It could fall over’

  VCEALL418 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Linguistic Structures and Features

• VCEALL729

  Use a range of expressions to qualify opinions

  Elaborations

  • using modals (such as ‘may’, ‘might’) to signify opinions, for example ‘The forest may be changed by this protest action ’
  • writing formulaic expressions to introduce personal opinions, such as ‘In my view …’, ‘I believe …’
  • beginning to use subjective expressions to express opinions indirectly, such as ‘According to research …’, ‘Many consumers think …’

  VCEALL729 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCELA457

  Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

  Elaborations

  • considering whether ethical judgments of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
  • interpreting texts by drawing on knowledge of the historical context in which texts were created

  VCELA457 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELT148

  Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

  Elaborations

  • recognising that there are storytellers in all cultures
  • viewing stories by Aboriginal and Torres Strait Islander storytellers from online sources
  • comparing experiences depicted in stories with students’ own
  • engaging with texts that reflect the social and cultural groups to which students belong

  VCELT148 | Curriculum content | English | Foundation Level | Reading and Viewing | Literature

• VCELT343

  Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

  Elaborations

  • exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books

  VCELT343 | Curriculum content | English | Level 6 | Reading and Viewing | Literature

• VCELT393

  Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

  Elaborations

  • building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
  • identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age

  VCELT393 | Curriculum content | English | Level 7 | Speaking and Listening | Literature

• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCELY357

  Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

  Elaborations

  • identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
  • using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

  VCELY357 | Curriculum content | English | Level 6 | Writing | Literacy

• VCHHC014

  Recognise significant events during their lifetime

  Elaborations

  • viewing stories of significant events and activities
  • identifying objects in photos that represent major artefacts for that significant event, for example cake, flag
  • experiencing the use of chronological language to discuss events and activities such as ‘finish’, ‘next’, ‘then’, ‘past’, ‘present’, ‘finished’, ‘now’, ‘then’

  VCHHC014 | The Humanities | History | Level B | Historical Concepts and Skills | Chronology