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• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

• The Arts | Drama: Learning in Drama

  Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, apply techniques and process and use materials and technologies as they explore a range of forms...

  Overview material | Drama

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCELC124

  Convey and present information about self, others, home and school life, using simple statements and support materials such as photos, maps, digital texts and displays or charts

  Elaborations

  • creating print or digital texts to describe people, objects or their favourite pets/animals, for example, Να ο Τάσος, Είναι δέκα χρονών, Του αρέσει να παίζει φούτμπολ, Είναι από την Ελλάδα, Μένει στην Αδελαΐδα, Το σπίτι μου, Να η κουζίνα, Να το μπάνιο, Να το αρνάκι, Είναι μικρό
  • creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
  • presenting information on events or topics of possible interest to children of their own age in Greece or Cyprus, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
  • selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school for their sister-school in Greece or Cyprus

  VCELC124 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCELT447

  Experiment with the ways that language features, image and sound can be adapted in literary texts

  Elaborations

  • making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
  • taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
  • creating written interpretations of traditional and contemporary literature which employs devices like metaphor, symbol, allegory and myth, and evaluating the contribution of these devices to the interpretation of the text
  • creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery

  VCELT447 | Curriculum content | English | Level 9 | Writing | Literature

• VCESC187

  Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences

  Elaborations

  • creating a poem or rap to perform to their peers that contains a message about an issue of personal significance
  • creating various types of texts such as digital or print stories, songs, chants or dialogues/skits, building characters, themes, settings and/or plots likely to appeal to specific audiences, for example, young learners of Spanish
  • composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry Day, Fiestas patrias, Festivales folclóricos
  • creating reflective and expressive texts such as poems or blogs/wikis for own reference purposes to capture challenges, satisfactions and feelings about personal or social experiences and relationships

  VCESC187 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIC024

  Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions

  Elaborations

  • reading, listening to and viewing stories, children’s TV programs, excerpts from films, identifying and describing favourite elements, ideas and events
  • viewing excerpts from traditional texts such as जातक कथाएँ, explaining key elements, for example, नमस्ते / नमस्कार; चरण स्पर्श, आशीर्वाद
  • adopting and adapting styles and ideas from writers or artists that they enjoy to create their own imaginative texts, for example, a skit based on a scene from a favourite story
  • demonstrating understanding of plot and sequence in imaginative texts by creating a storyboard or timeline
  • describing favourite animal characters in Panchatantra Stories, comparing with the role of animals in stories from other world cultures
  • discussing favourite characters or events in familiar traditional texts such as दादी माँ की कहानियाँ
  • exploring rhythms, sound patterns and alliteration of Hindi, for example, by creating their own tongue twisters similar to कच्चा पापड़ पक्का पापड़

  VCHIC024 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCHIC007

  Play with sound patterns, rhythm and rhyme to interpret and adapt Hindi stories, poems and songs that involve familiar language and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes, and action stories, for example, आलू-कचालू, पानी बरसा छम छम छम, हाथी राजा कहाँ चले, using non-verbal expression such as clapping, head gestures and facial expressions to convey meaning and express emotion
  • creating own poems, puppet shows or rhymes by adapting favourite stories to perform at a school or community event, for example, ‘चुन्नू - मुन्नू थे दो भाई; लोक-कथाएँ
  • creating and presenting own Big Books, story boards or digital texts based on selected characters or elements of favourite texts
  • re-creating stories, rhymes and poems through mime, dance or captioned drawings
  • experimenting with devices such as alliteration, word play or repetition to add to the enjoyment of songs, stories and poems

  VCHIC007 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC164

  Collaborate with peers to plan and conduct shared events or activities such as performances, presentations, demonstrations or transactions

  Elaborations

  • working collaboratively to plan a performance or presentation for a younger class, for example on aspects of Deaf culture or Auslan
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using statements such as:
    PRO1 HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it.
    PRO1 DON’T-WANT DRAW, PRO1 WANT TAKE-PHOTO++
    I don’t want to do the drawing; I’d rather take photos.
    
  • negotiating with a partner to prioritise or sequence tasks when planning a learning activity, using language such as:
    PRO2 THINK BEST THIS FIRST, FINISH, NEXT
    Do you think we should do this first and when that’s done, next
    THAT FIRST IMPORTANT THAT SECOND
    That’s more important than this.
    
  • organising activities such as excursions or talent shows, using expressions related to place, time and numbers, for example:
    THAT THEATRE WHEN WHAT DAY?
    What date is the show?
    HOW-MANY PEOPLE WILL DS:many-move?
    How many people will be there?
    
  • playing games that involve detailed information exchange, such as ‘Guess Who?’, asking for and supplying descriptions, for example:
    POINT HAVE GLASSES?
    Does yours have glasses?
    DON’T-HAVE
    No.
  • allocating responsibilities for the completion of shared tasks, such as following a recipe or building a model
  • carrying out simulated transactions in different contexts, for example, playing a ‘restaurant’ game, or a food shopping game

  VCASFC164 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCADAP015

  Perform dance that communicates ideas, feelings, observations and/or experiences to an audience

  Elaborations

  • creating and presenting a dance for a social purpose
  • describing some of the characteristics of their dance, expressing what features they like best in their own dance
  • using expressive skills to engage the audience, for example, looking out to audience and using facial expressions
  • viewing and presenting their dance in a digital format

  VCADAP015 | The Arts | Dance | Level D | Present and Perform

• VCADRE009

  Explore ideas for characters in dramatic play

  Elaborations

  • creating and making dramatization in structured situations
  • communicating basic feelings through simple role play
  • participating in creative play activities, for example dress ups
  • participating in dramatic play
  • improvises responses to drama
  • participating in whole group teacher-led process drama and role play

  VCADRE009 | The Arts | Drama | Level C | Explore and Express Ideas

• VCAMAE021

  Experiment with ideas and develop characters and settings through stories using images, sounds and text

  Elaborations

  • exploring and experimenting with sound to communicate ideas, for example, creating sound effects to enhance the mood of a story
  • experimenting with image, text and character, for example, retelling a story of the school day in a series of captioned images
  • experimenting with media technologies in still or moving images moving images to tell a story

  VCAMAE021 | The Arts | Media Arts | Levels 1 and 2 | Explore and Represent Ideas

• VCAMAM018

  Use media technologies to capture and edit images, sounds and text

  Elaborations

  • using a digital camera to capture still or moving images to tell a fantasy story
  • exploring with sound recording technology to create and record sound effects to support a story
  • selecting an image to represent a self-portrait
  • using computer software to add images in a photo story

  VCAMAM018 | The Arts | Media Arts | Foundation Level | Media Arts Practices

• VCAMAP019

  Present media artworks that communicate ideas

  Elaborations

  • capturing and sequencing images to create comic books that retell familiar and traditional stories to share with the class
  • selecting images to tell a traditional story
  • collecting and sharing class stories and presenting them in the form of a class news bulletin
  • producing and presenting a media artwork for a particular purpose such as a school event

  VCAMAP019 | The Arts | Media Arts | Foundation Level | Present and Perform

• VCASFC203

  Contribute to presentations, reports, reviews, discussions and debates that focus on selected social and cultural issues

  Elaborations

  • working in groups to create multimedia texts that invite consideration of social or cultural questions, such as the medical versus cultural view of deafness
  • creating persuasive texts such as vlogs or advertisements to convince others of the value and relevance of learning Auslan
  • creating a video report of a significant event in Deaf history, such as the ratification of the Convention on the Rights of Persons with Disabilities to contribute to an e-book resource for other learners of Auslan
  • providing appropriate explanations for a younger audience of concepts associated with other curriculum areas, such as global warming or social justice
  • contributing to discussions that consider critically different perspectives on selected issues, for example, differences in views on Deaf education or the influence of social media on their lives
  • creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media representation, for example by analysing media profiles of respected/high-profile members of the Deaf community
  • presenting a summary of information on a selected topic, for example, by interpreting graphs and statistics relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC203 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCASFC136

  Describe aspects of themselves, such as membership of family and their school/class and languages they use, considering how these different elements contribute to their sense of identity

  Elaborations

  • describing themselves and their family using supports such as pictures, photos and family trees
  • identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations
  • identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity

  VCASFC136 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• VCASFU141

  Understand that texts are made up of units of meaning such as groups of words or sentences and that different types of texts have different features that help serve their purpose

  Elaborations

  • recognising that texts are created to achieve different purposes, for example some texts tell stories or entertain while others give information
  • noticing differences in facial expressions of a signer when presenting different types of text, for example a procedure versus a narrative

  VCASFU141 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCCCC035

  Analyse contemporary examples and issues relating to Australian democracy and global connections, including key aspects of citizenship in a pluralist society

  Elaborations

  • explaining how a particular non-government organisation (NGO) contributes to the Australian community and how Australians participate though membership of NGOs
  • choosing a particular social media campaign and explaining the ways that it contributed to active citizenship
  • creating an article, argumentative essay, panel discussion or debate about a contemporary issue

  VCCCC035 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Citizenship, Diversity and Identity

• VCDSCD032

  Plan a sequence of production steps when making designed solutions

  Elaborations

  • determining planning processes as a class, for example, recording a procedure, writing a production plan or creating time plans
  • managing time and resource allocation throughout production, for example materials, tools, equipment and people
  • identifying the steps in a mass production process
  • sequencing steps to collaboratively produce a designed solution

  VCDSCD032 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Planning and managing

• VCDTDI015

  Collect, explore and sort data, and use digital systems to present the data creatively

  Elaborations

  • collecting, and sorting data through play, for example collecting data about favourite toys and sorting the results into categories such as toys they like or dislike
  • locating image or text data, for example searching through a digital photo library, taking into account cultural considerations such as appropriate use of images of deceased Aboriginal and Torres Strait Islanders
  • exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
  • exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
  • using digital systems to organise data to improve meaning, for example using visualisation software to create a mind map (diagram) showing relationships between characters in a story
  • using common software to present data creatively, for example using word processing, multimedia, graphic, numeric and presentation software to create a slideshow, movie, sounds, image, chart, word art, poster or drawing

  VCDTDI015 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information