Search results

Result list

• VCGGK109

  The spiritual, economic, cultural and aesthetic value of water for people, including Aboriginal and Torres Strait Islander peoples and peoples of the Asia region, that influence the significance of places

  Elaborations

  • examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation. For example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander peoples
  • examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
  • investigating the spiritual significance of water in an Asian culture

  VCGGK109 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCGGK140

  Ways in which transportation and information and communication technologies are used to connect people to services, information and people in other places

  Elaborations

  • describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places, for example, in rural and remote areas across Australia and the world, including selected countries of the Asia region
  • examining how information and communication technologies have made it possible for places in India and the Philippines, for example, to provide a range of global business services
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGK140 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• VCGGK098

  Australia’s connections with other countries and how these change people and places

  Elaborations

  • investigating a significant event, such as a severe earthquake or the Olympic Games, and examining its local, regional and global effects on people and places, and discussing the types of responses
  • researching connections between Australia and countries in the Asia region, for example, through trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
  • exploring the provision of Australian government or non-government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country
  • investigating the influence of longitude, time zones and the International Date Line on connections with other countries

  VCGGK098 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCHHC128

  Evaluate the historical significance of an event, idea, individual or place

  Elaborations

  • developing questions and criteria that support the evaluation of historical significance
  • identifying a significant event, person or idea and evaluate its significance using the criteria of importance, profundity, quantity, durability, relevance
  • explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources, for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement. Use consistent referencing and historical terms and concepts

  VCHHC128 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical significance

• VCHHC097

  Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes

  Elaborations

  • analysing and evaluating the theory that people moved out of Africa around 60 000 BC and migrated to other parts of the world, including Australia
  • placing historical events in sequence in order to identify broader patterns of cause and effect and continuity and change, for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries
  • defining and using terms such as BC (Before Christ), AD (Anno Domini), BCE (Before Common Era), and CE (Common Era); BP (Before Present) prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)

  VCHHC097 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCHHK058

  Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared

  Elaborations

  • identifying the different members of a family, for example, mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin, and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members
  • naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery, and creating a class museum

  VCHHK058 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHHK095

  The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated

  Elaborations

  • investigate migration programs to Australian since World War II
  • comparing push and pull factors that have contributed to people migrating to Australia, for example, economic migrants and political refugees
  • exploring individual narratives using primary sources, for example, letters, documents and historical objects, interviewing and recording an oral history, dramatising the journey and circumstances of arrival based on the sources
  • describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
  • connecting stories of migration to students’ own family histories (where appropriate)

  VCHHK095 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCIDC035

  Interact with peers to describe aspects of daily life, school, friends and pastimes

  Elaborations

  • giving opinions about aspects of personal world such as likes and dislikes, interests and leisure activities, for example, saya lebih suka bermain futbal daripada sepak bola
  • describing significant people such as family members, friends and teachers, their relationship, physical appearance and characteristics/qualities, for example, Teman saya baik hati dan lucu
  • recounting experiences with family and friends, for example, Saya suka berbelanja dengan teman saya pada hari Sabtu
  • sustaining interactions with others by using strategies such as asking questions, for example, Oh begitu, ya, maaf? Dan kamu?

  VCIDC035 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCIDU033

  Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region

  Elaborations

  • understanding that Indonesian is a standardised language and is used in official contexts such as for government, the media and education and that it also borrows from other languages, often with modified spelling (for example, televisi, komputer, kursi, topi, telepon, kecap)
  • identifying examples of how Indonesian has influenced Australian English (for example, ‘sarong’, ‘gong’, ‘satay’, ‘batik’, ‘orangutan’)
  • showing awareness of Indonesian as a ‘real’ language in use in the world, one of multiple languages in the Asia-Pacific region and in the Australian community

  VCIDU033 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOC005

  Present ideas and information obtained from different sources in a variety of ways for a different audiences such as listing, tabulating, sequencing or charting information

  Elaborations

  • reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요
  • presenting in the form of graphs or tables information collected from surveys, for example, results from a class survey about likes and dislikes, leisure activities or diets
  • creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
  • describing and classifying aspects of Australian culture for a Korean audience, for example, food/diet, daily life, significant places or cultural practices

  VCKOC005 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VC2M6N05

  solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions

  Elaborations

  • representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes
  • determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems
  • calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions
  • understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators

  VC2M6N05 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VC2M6ST02

  identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions

  Elaborations

  • investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
  • evaluating reports and secondary data relating to the distribution and use of non-renewable resources around the world
  • identifying potentially misleading data representations in the media; for example, graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made and pie charts in which the whole pie does not represent the entire population about which the claims are made
  • investigating both traditional and digital media relating to Aboriginal and Torres Strait Islander Peoples, identifying and critiquing statistically informed arguments

  VC2M6ST02 | Mathematics | Mathematics Version 2.0 | Level 6 | Statistics

• VC2M7ST03

  plan and conduct statistical investigations for issues involving discrete and continuous numerical data, and data collected from primary and secondary sources; analyse and interpret distributions of data and report findings in terms of shape and summary statistics

  Elaborations

  • obtaining secondary data from newspapers, the internet or the Australian Bureau of Statistics
  • investigating secondary data relating to the distribution and use of non-renewable resources around the world
  • conducting an investigation to draw conclusions about whether teenagers have faster reaction times than adults
  • conducting an investigation to support claims that a modification of a science, technology, engineering and mathematics (STEM) related design has improved performance
  • using secondary data from the Australian Reconciliation Barometer to conduct and report on statistical investigations relating to Aboriginal and Torres Strait Islander Peoples

  VC2M7ST03 | Mathematics | Mathematics Version 2.0 | Level 7 | Statistics

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU243

  Analyse the use of language across genders and generations, within and across language communities

  Elaborations

  • collecting a range of famous colloquial sayings from many different cultures and comparing their use
  • explaining how culture impacts on their own communication, for example: Did they take offence that the host didn’t offer food at the party? Why might some Chinese find that offensive?
  • knowing that communicative practices might be perceived differently in different cultures, for example, in accepting a compliment in Chinese, saying 谢谢 might make one look 自大
  • considering the role of English in the world, for example, examining the popularity of Chinese and English in second language programs and why individuals and nations believe proficiency in these two languages is important

  VCZHU243 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture

• Science | Science: Learning in Science

  The key concepts

  Six key concepts frame learning in the Science Understanding strand, support key aspects of the Science Inquiry Skills strand and contribute to developing students’ appreciation of the nature of science.

  The six key concepts are:

  Patterns, order and organisation

  An important...

  Overview material | Science

• The Arts | Music: Learning in Music

  In Music, students listen to, compose and perform music in a wide range of styles from diverse cultures, times and locations. Listening underpins all music learning. Students compose and perform music using the voice, body, instruments, found sound sources, and digital technologies. As composers...

  Overview material | Music

• VCASFU053

  Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

  Elaborations

  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
  • exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
  • mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
  • finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
  • investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
  • understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
  • recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less documented and robust
  • recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
  • recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
  • understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some deaf people learn Auslan later in early adulthood
  • describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
  • using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

  VCASFU053 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

• VCADAE009

  Explore dance ideas that use safe fundamental movement patterns

  Elaborations

  • create and make their own dance in response to a stimuli, for example music, image or dance
  • exploring fundamental movements to improvise dance ideas, for example, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
  • exploring the elements of space, time, dynamics and relationships through movement, for example changing levels, tempo and dynamics when prompted by the teacher
  • viewing and discussing photos or video of dance sequences to explore ideas and movements used

  VCADAE009 | The Arts | Dance | Level C | Explore and Express Ideas