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• VCAMAM030

  Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories

  Elaborations

  • creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power relationships or mood
  • designing and creating an animated sequence that personifies inanimate objects
  • identifying and applying the conventions of web page design to engage and interact with a particular audience
  • editing a chase sequence, adding music to heighten the action and tension
  • editing images or soundtrack of a story to change or emphasise meaning, for example, using framing to represent tension between characters

  VCAMAM030 | The Arts | Media Arts | Levels 5 and 6 | Media Arts Practices

• VCAMUE005

  Explore qualities of sounds and pitch and rhythm patterns using voice, movement, body percussion and/or instruments

  Elaborations

  • participating in music-making activities including creating a variety of sounds and unstructured rhythms; attempt to move, sing, play along with the music
  • learning how to hold and use instruments appropriately
  • using voices and body percussion to experience sound and silence, beat and tempo, high and low through movement and use of instruments
  • creating a variety of sounds and unstructured rhythms using his/her voice
  • imitating rhythm patterns to develop aural recognition skills, for example, echo clapping
  • experiencing the recording of their music ideas using technologies and listening to their music

  VCAMUE005 | The Arts | Music | Level B | Explore and Express Ideas

• VCAMUP037

  Rehearse and perform to audiences in different settings and contexts, a range of music they have learnt or composed, using techniques and expression appropriate to style

  Elaborations

  • experimenting with ways of realising features such as treatment of elements of music, or performance techniques when rehearsing an ensemble work
  • maintaining technical and expressive control throughout a performance, for example, performing with correct posture and techniques for tone production (breathing, bowing, fingering etc)
  • identifying how members of an ensemble communicate during a performance, the range of dynamics used and how the style was created and maintained
  • experimenting with different ways of staging a performance to communicate ideas and intentions to an audience
  • rehearsing to control tone and volume to create a balanced sound in ensemble performance

  VCAMUP037 | The Arts | Music | Levels 7 and 8 | Present and Perform

• VCDEC109

  Express ideas and experiences in a variety of ways using familiar words and modelled language, such as through imaginative role-play, mime, drawing, oral discussion or scaffolded writing activities

  Elaborations

  • using story maps to share an imaginative experience such as what they would eat over a week, for example, like the caterpillar in Die kleine Raupe Nimmersatt, using digital technologies
  • creating and presenting own Big Books in German based on a familiar Australian text such as ‘Tiddalick’ or ‘Kookaburra sits in the old gum tree’
  • creating short dialogues, for example, between dolls, puppets and toys, using familiar modelled language

  VCDEC109 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCELT484

  Reflect on, extend, endorse or refute others’ interpretations of and responses to literature

  Elaborations

  • determining, through debate, whether a text possesses universal qualities and remains relevant
  • presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
  • creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
  • reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

  VCELT484 | Curriculum content | English | Level 10 | Speaking and Listening | Literature

• VCHHK119

  The role and achievements of a significant individual and/or group

  Elaborations

  • Vikings
    • creating a biography of Leif Ericson and the significance of the establishment of the colony in Newfoundland
    • outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
    • comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
  • Medieval Europe
    • explaining the influence and dominance of the Catholic church on society using visual sources such as the Medieval illustration of Hell in the Hortus deliciarum manuscript of Herrad of Landsberg (about 1180)
    • explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
    • explaining the causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants (those who would whip themselves to be free of sin) and the persecution of Jewish people
  • Ottoman Empire
    • creating a biography of Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
    • evaluating the achievements of individuals, for example, Selim I in establishing the empire and capturing Jerusalem, or Suleiman the Magnificent in expanding the empire to Belgrade in Europe
  • Angkor/Khmer Empire
    • create a biography of Jayavarman VII (r. 1181 CE - 1215 CE) and his influence in expanding the empire, expelling the Chams, territorial expansion, scale of the construction program in Angkor
  • Mongol Expansion
    • creating a biography of Genghis Khan or Kublai Khan and there significant achievement of Expanding the empire, military success, codification of laws
    • creating a Venn-diagram to compare and contrast the achievements of Genghis and Kublai
  • Japan under the Shoguns
    • creating a biography of Tokugawa Ieyasu Shogun
  • Polynesian Expansion
    • examining reasons why the Maori used rahui to restrict the use of land and sea resources by individuals and groups
  • Renaissance Italy
    • explaining the influence of the Medici family in Florence as bankers and merchants, and their patronage of the arts.
    • creating a biography on the role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli
  • Spanish Conquest
    • creating a biography or a jigsaw on the significance of Columbus, Balboa, Cortes, Montezuma II, Pizarro

  VCHHK119 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHIC063

  Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’

  Elaborations

  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • composing menus or programs for school or community events that include footnotes in English to explain key terms or items
  • creating a bilingual resource to present to the school library, for example, an illustrated anthology of popular Hindi poems or proverbs with English translations
  • performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

  VCHIC063 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHPEP095

  Describe strategies to make the classroom and playground healthy, safe and active spaces

  Elaborations

  • identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school
  • creating promotional posters to display around the school containing positive health and physical activity messages
  • establishing a small fruit and vegetable garden for the class that can be used to create healthy lunches or snacks
  • exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving

  VCHPEP095 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCIDC090

  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 Indonesian audience, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in Indonesia, such as school, leisure, entertainment, diet or education

  VCIDC090 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCIDC041

  Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme

  Elaborations

  • composing texts for own and others’ enjoyment and interest, for example, a description of an imaginary character, animal or event
  • creating texts to share with others, for example, a commercial for a new product, a short film or rap, or a poster for an imagined event
  • creating a poem, rap or song, experimenting with rhyme and rhythm, for example, writing a shape or acrostic poem, or a song about sport (Tim saya hebat!)
  • performing or presenting own texts, for example, a photo story, advertisement or rap

  VCIDC041 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC018

  Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities

  Elaborations

  • exchanging simple correspondence such as notes, postcards and text messages
  • using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
  • adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)

  VCZHC018 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHHK113

  The role and achievements of a significant individual in an ancient society

  Elaborations

  • Egypt
    • creating a biography of a significant individual in Ancient Egypt such as Hatshepsut, Rameses II OR Cleopatra
    • examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
    • using questions and criteria evaluate their achievement
  • Greece
    • creating a biography of a significant individual in Ancient Greece such as Leonidas or Pericles
    • examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • Rome
    • creating a biography of a significant individual in Ancient Rome such as Julius Caesar or Augustus
    • examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • India
    • creating a biography of a significant individual in early India such as Chandragupta Maurya or Ashoka
    • examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • China
    • creating a biography of a significant individual in early China such as Confucius or Qin Shi Huang
    • examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement

  VCHHK113 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• Arabic - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة جدي وجدتي في الأعياد؛ في العطلة الأسبوعية, sport (f...

  Level description | Languages | Arabic | F–10 Sequence | Levels 5 and 6

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8

• German - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...

  Level description | Languages | German | 7–10 Sequence | Levels 7 and 8

• Hindi - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

  Level description | Languages | Hindi | 7–10 Sequence | Levels 7 and 8

• Hindi - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Hindi in familiar and unfamiliar contexts to discuss and compare experiences and to express views on local and global issues, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल दुनिया, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रत...

  Level description | Languages | Hindi | 7–10 Sequence | Levels 9 and 10

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

  By the end of Level 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural and environmental issues of interest to young...

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

• Spanish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions...

  Level description | Languages | Spanish | F–10 Sequence | Levels 7 and 8

• Turkish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example,

  Level description | Languages | Turkish | F–10 Sequence | Levels 3 and 4