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• VCADRD006

  Use voice, facial expression, and/or movement to imitate role and situation

  Elaborations

  • exploring personal control of the body in movement and stillness
  • moving basic body parts to copy dramatizations and teacher directions
  • following the teacher’s directions to use movement
  • exploring voices, movements and spaces in structured drama session
  • communicating non-verbally by using facial expression and movement to show a role
  • manipulating objects, puppets, 2D images and available technologies to create stories

  VCADRD006 | The Arts | Drama | Level B | Drama Practices

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCADRE017

  Explore ideas for characters and situations through dramatic play

  Elaborations

  • taking part in purposeful dramatic play
  • using stimuli such as stories, poems, music and images to explore ideas and feelings, for example, working with a local Koorie person to explore the way characters in a story might move or feel
  • experimenting with dramatic forms such as mime and puppetry
  • using own experiences and observations as a basis for creating imaginary worlds and characters using available objects as props, responding to questions such as what voice and movement have you noticed in others’ performances that could be used in their drama

  VCADRE017 | The Arts | Drama | Foundation Level | Explore and Express Ideas

• VCADRE034

  Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions

  Elaborations

  • creating roles and characters by analysing and managing the underlying structure and intent of the drama
  • developing techniques relevant to dramatic forms, for example, applying established conventions and traditions
  • using observations of human behaviour, emotions and empathy to convey roles and characters
  • using questions to explore possibilities, for example, ‘What were the actor/director’s intentions in this drama? What are their intentions in the drama they are making? What ideas did they think the drama expressed? How did they engage with the drama?’

  VCADRE034 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCADRP037

  Perform devised and scripted drama using a range of performance styles, maintaining commitment to role and applying stagecraft

  Elaborations

  • performing roles using conventions relevant to the performance style
  • using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
  • performing roles with commitment to the underlying dramatic structure
  • evaluating performances, for example, ‘How successful was the director in expressing the intent clearly to the audience? How well did the performers create role or character and use expressive skills?’

  VCADRP037 | The Arts | Drama | Levels 7 and 8 | Present and Perform

• VCAMAM022

  Use media technologies to capture and edit images and sounds and text to tell stories

  Elaborations

  • using digital cameras to capture still or moving images, reviewing captured images, zooming in and out, and deleting unwanted images, to sequence a story
  • using sound recording technology to create, record and edit sound effects to support a story
  • using computer software to add captions to images to enhance meaning to a series of still images
  • selecting and arranging images, sounds and text to organise the structure of a story

  VCAMAM022 | The Arts | Media Arts | Levels 1 and 2 | Media Arts Practices

• VCAMAM014

  Develop skills to use media technology to capture images, sounds and text for a story

  Elaborations

  • using graphic programs with support
  • exploring and using a variety of media technology and learning how to use specific elements such as draw, sound mixing, editing, effects
  • experimenting with and managing a digital camera to capture still images, for example, reviewing captured images, zooming in and out
  • beginning to use computer software to create a photo story using set rules and steps

  VCAMAM014 | The Arts | Media Arts | Level D | Media Arts Practices

• VCAMAM006

  Use media technologies to select images and sounds for a story

  Elaborations

  • experiencing and encourage to react to the making and sharing of media artworks using story principles, sound and technologies
  • co-actively exploring and use a camera or other photographic device
  • experimenting with sound recording technology and found objects to create and record sound effects to support a photo story or represent their environment
  • experiencing images that represent an object or place
  • selection and arranging images, sounds to represent an idea or story

  VCAMAM006 | The Arts | Media Arts | Level B | Media Arts Practices

• VCAMAP007

  Share media artworks that communicate ideas or familiar story

  Elaborations

  • selecting and sharing class stories and presenting them to others
  • indicating objects and items in artwork, e.g. house, mum
  • using media tools to communicate observations, feeling or experience
  • assisting in the collecting and sharing, with permission of the people involved, class stories and presenting them in various form such as PowerPoint, choice option page in Boardmaker interactive or PowerPoint, school newsletter
  • assisting in the creating of photo stories and seeking permission to share it with peers another class

  VCAMAP007 | The Arts | Media Arts | Level B | Present and Perform

• VCAMAP044

  Plan, produce and distribute media artworks for a range of community, institutional contexts and different audiences, and consider social, ethical and regulatory issues

  Elaborations

  • producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
  • using critical theories when creating media art works, for example, analysing the social and ethical implications of a viral marketing campaign
  • investigating the production context of a media artwork and producing the work within a specified budget and timeline
  • organising and curating a school media arts festival or exhibition

  VCAMAP044 | The Arts | Media Arts | Levels 9 and 10 | Present and Perform

• VCAMAR016

  Respond to media artworks and describe some of the characteristics they observe

  Elaborations

  • demonstrating acceptable audience behaviour when attending school functions
  • discussing and expressing an opinion about the way artwork was created including expressing what features they like best in others’ arts work
  • discussing basic features of their own and others’ arts work such as identifying main materials used, characteristics of the art work and what the piece is about
  • investigating where the class experience media artworks in their lives and communities and exploring the purpose of the pieces, for example, what is media artworks are used to communicate cultural knowledge

  VCAMAR016 | The Arts | Media Arts | Level D | Respond and Interpret

• VCAMUE001

  Exposure to sound and silence and ways of using voice, movement and/or instruments

  Elaborations

  • explore the sound, smell and feel of various objects, such as the crunching of dry leaves or the sound and feel of guitar strings, body part moving, clapping, tapping
  • exposed to different ways of making sound and to create music such as coactively participate in songs and rhymes, safe use of musical instruments
  • exposed to music elements such as sound and silence, beat and tempo; loud, soft; high, low; long and short
  • supported to use different parts of the body to explore rhythm and sound
  • reacting to a range of musical sounds
  • reacting to patterns and musical pieces

  VCAMUE001 | The Arts | Music | Level A | Explore and Express Ideas

• VCAMUE040

  Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas

  Elaborations

  • using listening skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
  • improvising and using technologies to develop the texture of a composition, for example, exploring instrumentation, dynamics and expressive techniques, using digital tools to create and manipulate tone colour
  • experimenting with layering of sound to develop a personal style in improvisation and composition
  • applying aural understanding of key and tonality when improvising and composing

  VCAMUE040 | The Arts | Music | Levels 9 and 10 | Explore and Express Ideas

• VCAMUM010

  Sing, use body percussion and/or play instruments to practise chants, songs and rhymes

  Elaborations

  • using familiar percussion instrument correctly
  • pointing to items used when creating music when named by the teacher
  • playing along with a song
  • imitating sounds in a call and response format
  • practicing and performing music, for example a simple song or tune
  • exploring what music made them think about and what they like or dislike
  • exploring and learning songs used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

  VCAMUM010 | The Arts | Music | Level C | Music Practices

• VCAMUP027

  Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience

  Elaborations

  • rehearsing and performing music using a range of techniques including technologies to enhance mood
  • planning and rehearsing their music for a live or virtual performance, for example, deciding where the performers will stand, how they will begin and end, practising following cues from the music and other members of the group
  • refining their compositions and performances based on peer and teacher evaluations and with a focus on specific music technique and elements
  • developing and refining techniques on a range of conventional and unconventional melodic and non-melodic percussion instruments, voice, and digital instruments to create and vary tone colour and expression

  VCAMUP027 | The Arts | Music | Levels 3 and 4 | Present and Perform

• VCAMUR004

  React to music

  Elaborations

  • exposed to and experience various forms of music and characteristics for example music and sounds, beats, rhymes, cultural; music, different instruments, feelings etc.
  • reacting to music and various physical and gestural ways
  • experience and respond to a range of musical sounds, including live and recorded music, for example maintaining attention, visually tracking
  • exposed to music from various cultures and purposes especially pieces which create a specific feelings, or settings
  • listening to and reacting to music and musical instruments from different contexts and cultures

  VCAMUR004 | The Arts | Music | Level A | Respond and Interpret

• VCASFC113

  Convey factual information and opinions in signed texts

  Elaborations

  • describing home and school routines in the correct sequence, for example, weekend activities or their school timetable
  • reporting to the class about a shared school event such as Deaf Sports Day or school camp
  • creating signed texts to explain a hobby or interest using visual supports such as photos or props
  • presenting descriptions of school equipment such as those used in woodwork, science or sports and giving simple signed explanations of how they work
  • instructing the class in a procedural text such as a simple recipe, using props

  VCASFC113 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCAVAP003

  Experience the display of artworks

  Elaborations

  • creating visual art works and using art materials such as paint and paper, using any part of the body
  • reacting when their art is presented
  • exposed to various artworks related to a theme, technique or with similar characteristics, for example figures/shapes
  • indicating a choice about what and where their artwork is displayed through facial expression, body movement, sound or image

  VCAVAP003 | The Arts | Visual Arts | Level A | Present and Perform

• VCCCL033

  Describe the key features of Australia’s court system, including jurisdictions and how courts apply and interpret the law, resolve disputes and make law through judgments, and describe the role of the High Court in interpreting the Constitution

  Elaborations

  • creating a visual representation of the court jurisdictions in Australia
  • categorising sample cases in relation to the courts in which they would be heard, for example cases from criminal, consumer, family, human rights and environmental law
  • describing the role of a particular court, for example a supreme court, a magistrates court, or the Family Court of Australia
  • analysing how court judgments impact on the development of law, for example the role of precedents
  • examining the jurisdiction of the High Court
  • investigating an example of a High Court judgment in interpreting and applying Australian law, such as the Mabo decision

  VCCCL033 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• VCCCTQ002

  Consider personal reactions to situations or problems and how these reactions may influence thinking

  Elaborations

  • matching reactions to a series of visual prompts with an action, for example, selecting a happy emoji in response to a dog, and matching this to a picture of patting, and reflecting on how the personal reaction influenced the choice of action
  • responding to a variety of sounds such as voices, electronic instruments and everyday objects and reflecting on how this influences their ideas when developing/creating a soundscape
  • making a prediction as part of science inquiry and considering whether their initial reaction influenced their prediction, for example predicting which object is heaviest/lightest

  VCCCTQ002 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities