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• VCFRC115

  Create imaginative texts to entertain, convey ideas and express emotions

  Elaborations

  • creating an imaginary persona or avatar in a French-speaking fantasy world, incorporating communicative styles and social behaviours observed in French texts
  • creating a storyboard outline that transposes familiar characters to French-speaking contexts (for example, Harry Potter débarque à Paris), and providing a glossary of key vocabulary and expressions
  • composing and performing short songs for imagined occasions (for example, les anniversaires, le départ en voyages), experimenting with vocal and non-verbal expression
  • creating characters and contexts for simple unscripted interactions, such as explorers on an expedition or participants in a television reality show, providing sample descriptors and language, for example, courageux, dynamique, plein d’initative: du courage! Allez les gars! Timide, paresseux, toujours fatigué: pas encore! Ah non, c’est trop…

  VCFRC115 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC082

  Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making

  Elaborations

  • considering how learning and using French and other languages offers different ways of interpreting the world and representing experience
  • keeping a record (for example, journal, log, posting on forum) of critical incidents in the course of intercultural language learning across different levels, (for example, breakdowns or breakthroughs in communication, repair and recovery strategies, and responses and insights to interactions)
  • comparing understandings of the relationship between language, culture and identity, using symbols, graphic representations, images and metaphors to represent how the relationship works
  • discussing how intercultural communication involves being flexible, responsive and open to alternative ways of communicating, (for example, responding to different levels of emotionality or confrontation in debate, or different levels of respect in casual exchanges or service encounters)
  • reflecting on how their own language use and communicative style might be perceived by French speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’

  VCFRC082 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCGGC104

  Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • using aerial images of contrasting places to identify differences in housing density
  • using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world, such as countries of the Asia region, or from the Pacific region
  • using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena. For example, the relationship between economic activities and river systems and the availability of surface water
  • interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
  • reviewing the results of an analysis to propose and defend answers to a question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change

  VCGGC104 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCHHC121

  Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

  Elaborations

  • creating a timeline that identifies the significant events or individuals across the period 1750-1918 and observe and discuss patterns of causation and change and/or identifying parts of the world that were involved in, or affected by, those events
  • developing an argument using historical sources and perspectives about the effects of the Industrial Revolution on changing living and working conditions, including within Australia society in the 19th Century
  • placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
  • organising a range of primary sources and/or perspectives in chronological order to support the development of a historical argument about effects or changes

  VCHHC121 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCHHK094

  The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children

  Elaborations

  • the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
  • describing the significance of the 1962 right to vote federally and the 1967 referendum
  • investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia, for example, Jack Patten or the Aborigines Progressive Association
  • investigating the experiences of democracy and citizenship of women, for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984
  • investigating the experiences of democracy and citizenship of migrant groups, for example, internment camps during World War II, assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions
  • investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions, for example the nature of their food and shelter, education and contacts with family

  VCHHK094 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | Australia as a nation

• VCHHK109

  How physical features influenced the development of the civilisation

  Elaborations

  • Egypt
    • describing the importance of the River Nile to Egyptian society, for example, inundation and farming, the worship of Hapi (god of the Nile), and the use of the Nile as a means of transportation
  • Greece
    • describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
  • Rome
    • mapping the geography of Rome’s River Tiber and the seven hills of Rome to explain reasons for the development of the city
    • describing the methods used by the Romans to manage resources, for example the water supply through aqueducts and plumbing systems
  • India
    • describing how harmonious relationships with the natural world were reflected in Indian belief systems, for example, Hinduism, Buddhism and Jainism
    • creating a graphic representation of the extent of India as a political unit at this time, including for example its diverse climatic and geographical features, types and location of food production, areas of high and low density population
  • China
    • describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

  VCHHK109 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHIC043

  Compose and perform expressive and imaginative texts such as stories, songs, skits or video clips based on a stimulus concept, theme or resource

  Elaborations

  • adapting a familiar story, cartoon or poem to include a new character, event or change of mood, for example, an Australian partner for चाचा चौधरी; a lullaby that is exciting rather than soothing
  • developing storylines, characters and settings that explore themes or concepts that are relevant to their own social worlds, for example, मित्रता; परिवार; दया
  • creating and performing expressive texts that incorporate features such as mime, music, video clips and evocative language to convey concepts such as दोस्ती; प्रेम; अहिंसा; अतिथि-सत्कार; अनेकता में एकता
  • adapting an existing resource such as a story, fable or cartoon to suit a younger or different kind of audience
  • experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

  VCHIC043 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCHIC041

  Convey information about aspects of language and culture in formats to suit different audiences and contexts

  Elaborations

  • planning presentations that showcase their bilingual and bicultural experience, incorporating multimodal elements and opportunities for active audience participation
  • creating a website for contact groups of Hindi-speaking students in overseas contexts, posting information on their personal interests and experiences, for example, छुट्टियाँ, लोकप्रिय खेल, फ़िल्म जगत
  • constructing a multimedia profile of the local community for Hindi speakers arriving from overseas, using information collected from websites, newsletters and brochures
  • creating informative videos for audiences such as sister-schools or overseas visitors that present elements of Australian cultural traditions in and out of school
  • creating an interactive presentation for younger children, friends or members of their extended families to highlight the benefits of operating in two or more languages and cultural worlds
  • creating a multimodal profile of an important Hindi community or family occasion such as रक्षाबन्धन, selecting language that reflects cultural traditions and values

  VCHIC041 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCIDU085

  Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the Indonesian language may reflect cultural perspectives such as collectivism, harmony, fate and humility; norms such as showing deference and saving face; and values such as patience, humility and selflessness, for example, setahu saya, kalau saya tidak salah, numpang tanya, permisi dulu
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, such as the origins of Bahasa Indonesia, and its historical and contemporary uses
  • developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCIDU085 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCITU113

  Analyse and understand the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia

  Elaborations

  • understanding that differences exist between Standard Italian, regional varieties and dialects, for example, by noticing lexical differences and comparing gestures and accents
  • recognising that Standard Italian is used in diverse communities throughout the world and that many speakers of Italian may also speak a regional and/or local dialect
  • examining the presence of Italian in the Australian linguistic landscape, for example, through signage, the culture of coffee, food, art and music, and in newspapers, television and radio, and the interpreter service
  • exploring the changing profile of languages in Australia by, for example, comparing maps of languages over time, developing a class language tree, examining the Australian Languages map, conducting a survey about languages spoken at home or in the community, or examining census data
  • presenting connections between languages and dialects

  VCITU113 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCJAC185

  Present different types of information for specific purposes and contexts using appropriate formats and styles of presentation

  Elaborations

  • creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。 一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります 。
  • creating informative or promotional texts such as posters, leaflets or web pages targeted at their own age group, for example, promotional materials for recreational activities, advice on healthy eating or environmental sustainability, reviews of new music releases
  • researching and reporting on community attitudes towards and challenges in relation to issues such as recycling, using presentation techniques such as Venn diagrams, digital displays, flow charts or captioned photographic displays
  • composing individual and group contributions to different forms of social media, such as tweets, memes, blogs, shared websites or student newsletters on issues related to their own social worlds

  VCJAC185 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC025

  Create own or shared texts in different modes and formats to inform or entertain others, or express ideas, attitudes and perspectives, using imaginary characters, places and experiences

  Elaborations

  • presenting a day in the life of an imaginary or real character from familiar anime, manga or film, incorporating elements such as humour or surprise to express different characteristics
  • using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
  • creating short texts such as skits, raps or haiku, and using a range of digital technologies to design, perform and/or record these to amuse, entertain and engage other learners of Japanese
  • working collaboratively to compose and perform a skit such as a manzai based on an imagined scenario that allows for experimentation with expressive language
  • creating a digital persona or avatar in a Japanese-speaking fantasy world, incorporating communicative styles and behaviours observed in Japanese texts

  VCJAC025 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VC2M8M04

  solve problems involving time and duration, including using 12- and 24-hour time across multiple time zones

  Elaborations

  • using digital tools to investigate time zones around the world and convert from one zone to another, such as time in Perth, Western Australia, compared to Suva in Fiji or Toronto in Canada
  • recognising the challenges of planning regular virtual meeting times for a company that has both international staff and staff within different states and territories, and the impact daylight savings has due to multiple time zones, explaining the mathematical language used to communicate current time such as Coordinated Universal Time (UTC)+8, Australian Eastern Standard Time (AEST), Australian Central Standard Time (ACST) and Australian Western Standard Time (AWST)
  • planning an international travel itinerary that covers destinations in different time zones across Asia

  VC2M8M04 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M6N04

  apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers

  Elaborations

  • applying estimation strategies to addition and subtraction of decimals to at least thousandths before calculating answers or when a situation requires just an estimation
  • applying whole-number strategies; for example, using basic facts, place value, partitioning and the inverse relationship between addition and subtraction, and properties of operations to develop meaningful mental strategies for addition and subtraction of decimal numbers to at least hundredths
  • working additively with linear measurements expressed as decimals up to 2 and 3 decimal places; for example, calculating how far off the world record the athletes were at the last Olympic Games in the women’s long jump or shot-put and comparing school records to the Olympic records
  • deciding to use a calculator as a calculation strategy for solving additive problems involving decimals that vary in their number of decimal places beyond hundredths; for example, 1.0 − 0.0035 or 2.345 + 1.4999

  VC2M6N04 | Mathematics | Mathematics Version 2.0 | Level 6 | Number

• VC2M4ST03

  conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results

  Elaborations

  • creating a survey to collect class responses to a preferred movie choice, and recording data responses using spreadsheets; graphing data using a column graph or other appropriate representations; and interpreting the results of the survey and reporting findings back to the class
  • conducting a statistical investigation and acquiring data from different online sources; for example, using online query interfaces to select and retrieve data from an online database such as weather records, data frequency mapping software such as Google Trends, or the World Health Organization
  • investigating different contexts in which statistical investigations can take place and the types of questions to ask to collect data relevant to the context; for example, investigating supermarket customer complaints that breakfast cereals with the most sugar are positioned at children’s eye level, discussing what questions they would need to ask and answer

  VC2M4ST03 | Mathematics | Mathematics Version 2.0 | Level 4 | Statistics

• VCTRC096

  Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

  Elaborations

  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

  VCTRC096 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC092

  Reinterpret or create texts that involve imagination and creativity, experimenting with a range of expressive and performance genres

  Elaborations

  • creating texts such as photo stories, plays, cartoons, comic strips, animations or video clips with voiceovers or subtitles, experimenting with elements such as humour, pathos or suspense
  • composing songs, jingles, posters or video clips to promote real or imaginary Australian products for a Turkish market
  • rehearsing and performing interpretations of poems or choral recitations for a public performance or verse speaking competition
  • creating a new event, character or alternative ending for a familiar text such as Keloğlan, Hacıvat ve Karagöz
  • performing unscripted scenarios that involve challenging situations or intercultural encounters, using gestures, expression and props to build mood and explore relationships and emotions
  • composing and performing a song or assuming the character of a figure associated with a significant contemporary celebration or event in Australia or the Turkish-speaking world, for example, Cumhuriyet Bayramı, Atatürk’ü Anma Gençlik ve Spor Bayramı, Çanakkale Şehitlerini Anma Günü, dini bayramlar

  VCTRC092 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC113

  Initiate interactions, make requests and establish relationships with teachers and peers

  Elaborations

  • introducing oneself to initiate conversation for example, 我叫 Johnny， 我的中文名字叫小强，你叫什么？, interacting with teachers and classmates, sharing ideas about familiar topics such as family (for example, 我有一个姐姐，一个弟弟) and daily life, for example, 我妈妈会做饺子
  • responding to questions about and describing features of their own world (for example, 我的学校不大) and seeking more information by asking questions such as 你是 Emily 的妹妹吗？
  • using pictures and prompt cards to participate in conversations
  • introducing classmates (for example, 我叫 Anna 。我五岁) and expressing gratitude, for example, 谢谢

  VCZHC113 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating