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• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCADRR028

  Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of drama they are making and how their drama has been influenced by drama they have viewed or performed
  • comparing the expectations and requirements of performers and audience in different cultural settings and apply learning in their own performances
  • comparing drama in their community to drama of other people, times and locations, for example talking with local Koorie community members about how Koorie people told traditional stories through drama in earlier times and how the same stories are communicated now
  • using drama terminology, write about and discuss the meaning and intentions of their own drama, for example, responding to questions such as ‘what are the stories and the ideas in the drama they watch and listen to, which characters do they identify with, what relationships and situations do they recognise in the drama?’

  VCADRR028 | The Arts | Drama | Levels 3 and 4 | Respond and Interpret

• VCAMUM035

  Create, practise and rehearse music to develop listening, compositional and technical and expressive performance skills

  Elaborations

  • learning and rehearsing Australian works from different musical styles and traditions
  • creating chord progressions and improvising melodies, focusing on style specific techniques, for example, using scales or modes
  • using notation and audio recordings to evaluate options for creating music, for example, recording work in progress and evaluating against criteria they have developed from listening to performances of works in similar styles
  • exploring and manipulating the elements of music within given parameters to create a personal interpretation, for example, ‘what is the social or cultural context of this piece, for whom would it be performed, and how might this influence the performance? What features of the music indicate it is from a particular time or location?’
  • using listening skills to experiment with ways of achieving cohesion and balance in ensemble performances and make choices to communicate the composer’s intentions, for example, identifying which instrument has the melody, which instruments are playing the same line, an accompaniment, or driving the feel?

  VCAMUM035 | The Arts | Music | Levels 7 and 8 | Music Practices

• VCAMUM030

  Develop and practise technical skills and use of expressive elements of music in singing, playing instruments, improvising, arranging and composing

  Elaborations

  • practising interpreting and applying more extended or complex rhythm patterns and overlaying patterns
  • making choices about how to interpret graphic and conventional forms of notation
  • exploring rhythm, pitch, texture and expressive elements, for example, dynamics, tone colour or articulation to create contrast, repetition and balance in improvisations, arrangements and compositions
  • using technology to monitor progress in learning and rehearsing music they have composed, for example, using a mobile device to record a work or using a checklist to evaluate how well the music is achieving intended effects
  • using listening responses to guide development of compositions and performances, for example, what evidence supports your decisions about the way dynamics should be used in this performance?, how can dynamics be indicated in this score?

  VCAMUM030 | The Arts | Music | Levels 5 and 6 | Music Practices

• VCAMUR016

  Respond to music and describe features they observe, including likes and dislikes

  Elaborations

  • exploring the basic features of their own and others’ music, through guided learning experiences to identifying the main elements, what features they like best
  • demonstrating acceptable audience behaviour when in the classroom and when attending school functions, for example watching for extended period of time and responding to performance and clapping at the conclusion
  • listening to and identifying simple musical patterns and changes to rhythm and tempo in music
  • contributing to classroom conversation about aspects of music have made or experienced
  • identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates a sense of identity and community
  • participating in discussion on social and cultural elements of music, for example Where is this music from? Why was it made? What is it about?
  • describing music using their own words and learnt music terminology, for example loud, soft, happy, sad
  • listening to and talking about music and musical instruments from different contexts and cultures

  VCAMUR016 | The Arts | Music | Level D | Respond and Interpret

• VCASFC112

  Identify, paraphrase or compare information obtained from a variety of signed texts or from their own data collection and present the information in different forms

  Elaborations

  • retelling key points of multistep information used in classroom interactions, such as announcements or directions for a task
  • watching signed texts that show people expressing likes and dislikes and recording and organising their observations in table form
  • watching a presentation by a teacher or peer, identifying specific points of information, such as where they went for a holiday or what activities they did
  • surveying peers in relation to their interests and preferences, categorising and comparing findings in charts or graphs
  • following the steps of a signed demonstration of procedures, such as how to cook something or play a new game
  • learning new Auslan vocabulary and language structures through interacting with Deaf visitors, teachers and mentors, recording the new language in personal sign dictionaries
  • viewing live or recorded interviews or informal conversations between deaf people in different situations and contexts, identifying key points and topics covered
  • viewing different types of signed texts, such as instructional sports videos or science demonstrations, showing understanding by responding to questions

  VCASFC112 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC184

  Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests

  Elaborations

  • viewing signed texts such as media reports on activities such as deaf sports, and providing an overview of different perspectives
  • researching signed texts such as magazine features, interviews or web posts to select information needed to prepare a signed presentation on a particular event or person
  • interviewing a member of the Deaf community about a historical or cultural event and using information provided to create and present a signed review
  • evaluating information obtained from signed media reports, posters, websites and brochures that involve different representations of deafness
  • surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC184 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC074

  Participate in actions and interactions involving advocacy and consideration of cultural diversity, perspective and experience

  Elaborations

  • managing shared learning experiences that require consideration of different views, opinions and cultural perspectives
  • designing and enacting hypothetical scenarios that address issues related to Deaf experience, for example in the domains of sport or education
  • collaborating with a partner to take action on an issue affecting the Deaf community, such as advocating for provision of captioning or funding for Deaf organisations
  • organising an awareness campaign that reflects or mediates views on issues of relevance to their peer group/community, for example, creating a positive promotional video about successful deaf people in their state, outlining strategies to support achievement
  • advocating for a change in particular school processes or practices, such as ensuring all public school performances (such as theatre or dance festivals) automatically have interpreters present, for example by meeting with the student council, principal or parent group to advocate

  VCASFC074 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCAVAV014

  Explore different materials and techniques to make artworks

  Elaborations

  • exploring different ways of using visual arts elements, principles, skills, techniques and processes, materials and technologies
  • creating two-dimensional and three-dimensional art works in structured learning experiences for example using mark-making and collage media, materials and techniques in two- and three-dimensional art works or using materials, such as paste, cloth, wood, ceramics, beads and clay to create two-dimensional and three-dimensional art works
  • mixing colours to make and explore secondary colours
  • exploring textures and shapes through their artworks and designs
  • exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, sand, photography
  • comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like

  VCAVAV014 | The Arts | Visual Arts | Level D | Visual Arts Practices

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC005

  Present in modelled spoken and written texts information relating to own world and that of other teenagers

  Elaborations

  • presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals
  • creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of music
  • presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign languages
  • presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or pets; or amount of time spent using social media

  VCDEC005 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU119

  Notice that the languages people use relate to who they are and where and how they live

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal or using danke when refusing an offer
  • noticing expressions and terms that are used in Australian contexts, such as for foods, animals, sports and activities, for example, ‘sausage roll’, ‘Vegemite’, ‘joey’, ‘possum’, ‘Little Athletics’
  • understanding that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective

  VCDEU119 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCDTDI014

  Recognise and explore patterns in data and represent data as pictures, symbols and diagrams

  Elaborations

  • sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
  • making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
  • experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
  • exploring patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21
  • learning about how data are represented by changing pixel density (resolution) in a photograph and noting the change in file size to successfully email to a friend

  VCDTDI014 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCELC113

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos, for example, Εγώ, Είμαι έξι, Να η οικογένειά μου, Να η φίλη μου, Να ο σκύλος μου, Τον λένε Φρίξο
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or communicating that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags, national costumes, the owl as a symbol of education, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCELC113 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCELC003

  Interact in class routines and exchanges by asking and responding to questions, following instructions and seeking help and permission

  Elaborations

  • asking and responding to questions relating to the learning environment, for example, Πού είναι το βιβλίο σου; Είναι εδώ/εκεί, and how to say something in Greek, Τι είναι αυτό; Πώς λένε ...;
  • interacting in classroom routines by following instructions, for example, Άνοιξε την πόρτα!, Μάλιστα κυρία/κύριε, Σειρά σου/σας, and responding to the teacher during roll call, Εδώ κυρία/κύριε
  • using formulaic language to ask permission, Μπορώ να πάω ...; Θέλω να ...;
  • responding with actions or gestures to questions such as Τι θέλεις; Κατάλαβες;

  VCELC003 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELC028

  Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia

  Elaborations

  • developing an understanding of contemporary life in diverse Greek-speaking communities, for example, through viewing excerpts from Greek films, and reflecting on similarities and differences to own lifestyle
  • preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity, Μιλώ αγγλικά, Είμαι Καναδός, Η μαμά μου μιλά ελληνικά και γαλλικά, ο παππούς μου είναι Άγγλος
  • exploring how cultural identity is manifested in Australian and Greek-speaking communities, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding
  • reflecting on the experience of learning and using Greek, considering how it may add a further dimension to own sense of identity

  VCELC028 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC002

  Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements

  Elaborations

  • using language to participate with others in everyday activities, for example, ordering at a restaurant Θέλουμε/Θα πάρουμε δύο σουβλάκια και μία λεμονάδα, shopping at a bakery, Πόσο κάνει; using public transport, Ένα εισιτήριο, παρακαλώ, or meeting at the movies, Ραντεβού στις πέντε
  • participating in role-plays relating to making arrangements, for example, Πάμε στην πόλη το Σάββατο;
  • collaborating with peers to present a birthday celebration song to a classmate, for example, Χρόνια πολλά!
  • creating presentations or performances for family, friends or school community to showcase Greek language learning, for example, a Greek Christmas carol such as Τρίγωνα Κάλαντα, Άγια Νύχτα or a current pop song
  • accepting or declining an invitation, for example, Ναι, ευχαριστώ, Συγγνώμη, δεν μπορώ

  VCELC002 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCELU153

  Explore the relationship between language and culture and how they are reflected in communication styles

  Elaborations

  • discussing own and peers’ understanding of concepts and messages expressed in stories/myths/lyrics, for example, the adventures of Odysseus and the concept of life’s ‘odyssey’ or journey, stories of migration or the teachings of Aesop’s fables
  • recognising that language use can have connections to cultural practices, such as celebrating birthdays and name days, 25^η Μαρτίου in the diaspora
  • reflecting on the experience of learning Greek language and culture and identifying situations that have provided awareness of own cultural practices and values, for example, attending a Greek festival or show
  • understanding the meaning of wishes such as Να σας ζήσει, Καλά στέφανα, Χρόνια Πολλά, Να τα εκατοστίσεις and the concepts of φιλότιμο and φιλοξενία
  • discussing the meaning of culture, how it involves visible elements such as symbols, food, national costumes, dancing and language, and invisible elements such as values and beliefs

  VCELU153 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture