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• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2

• Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use formulaic phrases to participate in classroom routines, presentations and structured conversations with the teacher and peers. Students develop oral language through scaffolded tasks and texts such as songs, descriptions and stories. They extend their oral fluency by focusing on sentence...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• Vietnamese - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10

• VCADAP031

  Perform dance with technical competence, using expressive skills to communicate a choreographer’s ideas

  Elaborations

  • developing expressive skills of focus, clarity of movement, confidence and facial expression/character to present dance ideas in performance for an audience
  • applying the elements of dance to communicate dance ideas to an audience, for example, stop and start, percussive arm and upper body movements to express actions in a ball game, or rhythmic and accented movement to express the passage of time or the actions of a clock
  • presenting a dance performance using internet-based technologies

  VCADAP031 | The Arts | Dance | Levels 5 and 6 | Present and Perform

• VCARC110

  Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions

  Elaborations

  • using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • translating and interpreting particular words and expressions and simple texts such as songs for friends and family
  • playing matching games with Arabic and English words from Big Books and picture books
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement

  VCARC110 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDTCD009

  Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • re-sequencing a known everyday activity using visual images or verbal cues
  • experimenting with very simple, visual step-by-step procedures to explore using a device or completing a task, for example printing a picture or starting a game
  • identifying sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for making a sandwich
  • following two to three-step series of instructions to use a piece of hardware or software, for example locating a website by keying in its URL or inserting an image in a file

  VCDTCD009 | Technologies | Digital Technologies | Level C | Creating Digital Solutions

• VCDTCD012

  Follow and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • taking and using photos to represent the sequence of events, for example placing in order photos of buildings/rooms that need to be passed when getting from the classroom to the front school gate
  • viewing a game and listing the number of levels within it
  • writing a simple set of instructions to sequence events, for example the processes involved in making toast with jam
  • recognising sequences of instructions or events that are commonly experienced such as crossing a road that has traffic lights

  VCDTCD012 | Technologies | Digital Technologies | Level D | Creating Digital Solutions

• VCDTCD053

  Develop modular programs, applying selected algorithms and data structures including using an object-oriented programming language

  Elaborations

  • coding separate modules that perform discrete functions but collectively meet the needs of the solution
  • defining classes that represent the attributes and behaviour of objects in the real world or in a game
  • considering different algorithms and selecting the most appropriate based on the type of problem, for example branching algorithms suit optimisation problems and simple recursive algorithms solve the base cases directly
  • selecting different types of data structures such as an array, record and object to model structured data

  VCDTCD053 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCDTDS001

  React to the use of some common digital systems, (hardware and software components), as they experience their purpose

  Elaborations

  • experiencing digital systems used within everyday life and school programs, for example phones, printers, cameras, multimedia presentations, tablets, games
  • using voice and body movements to make sounds in a microphone
  • experiencing cause and effect devices, for example touch keys on a banana keyboard
  • experiencing and playing with switches, for example a jelly bean switch
  • experiencing changes in a program due to the activation/deactivation of a switch by another, coactively or through individual exploration

  VCDTDS001 | Technologies | Digital Technologies | Level A | Digital Systems

• VCDTDS007

  Initiate some basic functions on common digital systems (hardware and software components) to meet a purpose

  Elaborations

  • developing motor skills to slide, double tap and beginning to use a mouse to activate or manipulate a game
  • using two switches for two functions
  • exploring various digital systems to operate a program, for example using a keyboard to type, a mouse or stylus to draw and using appropriate pressure to activate a key
  • using devices purposefully, for example scanning and selecting a program or adjusting the volume

  VCDTDS007 | Technologies | Digital Technologies | Level C | Digital Systems

• VCEALC005

  Understand a simple spoken text

  Elaborations

  • listening to a long text with visual support, such as instructions for and a demonstration of a game or art activity
  • recognising familiar vocabulary, for example animal names, colours, time markers
  • identifying single items of information from short spoken texts, such as a number, colour, name
  • answering specific questions about the spoken text that are based on familiar question stems such as ‘Who’, ‘Where’, ‘When’

  VCEALC005 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Communication

• VCEALL255

  Use a small range of basic verb forms accurately

  Elaborations

  • matching simple verb tense to time words, such as ‘Yesterday we went …’, ‘Now we can eat lunch’, ‘Tomorrow we will go …’
  • maintaining consistent tense when describing events in the past, present and future, for example ‘I walked to his house and we played games’
  • using ‘no’ or ‘not’ with verbs, adjectives and nouns to express negative forms, such as ‘Not play’, ‘I no sad’, ‘Me no’

  VCEALL255 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• VCEALL559

  Use simple cohesive devices to link spoken text

  Elaborations

  • using some coordinating conjunctions (such as ‘and’, ‘but’) to connect clauses, for example ‘I caught a bus and then walked’
  • using some common subordinating conjunctions (such as ‘after’, ‘because’) to connect clauses, for example ‘After we ate lunch, we played a game’
  • using personal pronouns (such as ‘he’, ‘she’, ‘it’) as cohesive devices to connect ideas in spoken text, for example ‘My friend gave me a present. It was a book’

  VCEALL559 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Linguistic Structures and Features

• VCELC023

  Respond to imaginative texts by expressing personal preferences, feelings and opinions about themes, mood and language choices

  Elaborations

  • discussing the themes and moods of an imaginative text and sharing with others their opinions and how the text made them feel
  • reading stories such as Greek folktales/myths or Aesop’s fables and discussing their opinion about the values portrayed in these, for example, ‘King Midas’, ‘The hare and the tortoise’
  • comparing themes in imaginative texts, such as contemporary stories, films, DVDs, interactive games and cartoons, expressing opinions and making connections with own experiences
  • analysing the language choices in an imaginative text and discussing feelings and opinions about the impact of these choices

  VCELC023 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESU140

  Recognise that texts such as stories, emails and dialogues have particular characteristic features, and notice similarities and differences between some Spanish and English versions

  Elaborations

  • noticing differences between written and spoken forms of different types of texts in both Spanish and English, for example, comparing a written story with a spoken one, or a letter with a phone call; and recognising how elements of texts combine to make meaning, for example, the images, font and script of a cartoon; the title, layout and illustrations in a picture book; and the highlighting of names, dates and times on an invitation
  • comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus

  VCESU140 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGGK065

  Connections of people in Australia to other places in Australia and across the world

  Elaborations

  • examining the ways people are connected to other places through, for example, relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significance
  • discussing how their place may be connected to events that have happened in other places, for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia

  VCGGK065 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCHPEM138

  Participate in and investigate the cultural and historical significance of a range of physical activities

  Elaborations

  • examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia
  • researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region
  • participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities

  VCHPEM138 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM040

  Take turns with a partner or in small groups when participating in physical activities

  Elaborations

  • copying simple physical movement patterns
  • demonstrating beginning understandings of safety rules when participating in structured physical activities
  • taking turns with a partner or in small groups when using equipment
  • grasping and manipulating objects of various sizes and weights
  • participating in structured activities and games which involve turn taking and participating as part of a group or team

  VCHPEM040 | Health and Physical Education | Level C | Movement and Physical Activity | Learning through movement

• VCHPEP071

  Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities

  Elaborations

  • describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced their personal identities
  • respond to stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they themselves possess
  • participating in games and physical activities and describing how others’ strengths contribute to successful outcomes

  VCHPEP071 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP029

  Identify their personal characteristics

  Elaborations

  • learning to express their feelings, needs, likes and dislikes using simple communication tools
  • describe in simple terms, basic physical characteristics of themselves and others
  • identifying things they can do and explore how these develop over time
  • participating in a range of minor games and activities and exploring what they can do, which ones they like and would like to do more

  VCHPEP029 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active