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• VCGGK122

  The causes and consequences of urbanisation, drawing on a study from Indonesia

  Elaborations

  • discussing urbanisation as a shift in where, how and why people live where they do
  • exploring the connections between urbanisation and economic and social opportunities
  • examining how urbanisation can affect environmental quality. For example, carbon emissions and water consumption

  VCGGK122 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• VCHHK032

  Who the people in their family are

  Elaborations

  • identifying members of their family, their name, for example, grandma, aunt, uncle
  • exploring events and activities they have experienced and the people who participated in these events with them
  • creating visual representations or text with support that identifies family members and their title, for example aunt, uncle
  • grouping family members to reflect who lives where

  VCHHK032 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• VCPSCSO030

  Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

  Elaborations

  • identifying the terms ‘stereotype’, ‘discrimination’ and ‘prejudice’ and giving examples of these
  • discussing how lack of understanding and respect for diversity can impact on people’s lives
  • presenting students with a range of newspaper articles and asking them to identify examples of stereotypes, discrimination and prejudice and reflect on how these could impact on the individual

  VCPSCSO030 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCHIU053

  Reflect on their own use of Hindi, English and other languages or dialects for different social purposes, and recognise that they sometimes mix and switch between languages

  Elaborations

  • creating individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • recognising that language use among bilingual/multilingual speakers varies according to ethnicity, age, profession or social status and to the context of use
  • reflecting on the different role of elements such as gestures, body language and the use of space or silence when they are using different languages
  • reflecting on the impact on their lives and on their sense of identity of speaking more than one language
  • reflecting on how they use language differently in interactions across different contexts, and how these differences help to signal social roles and relationships
  • sharing examples of how they sometimes mix and switch between languages when they are speaking to each other

  VCHIU053 | Languages | Hindi | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCIDC104

  Interact with others to make decisions and solve problems when making plans or obtaining goods or services

  Elaborations

  • arranging social events by planning, negotiating and deciding with peers, and creating associated texts such as invitations and posters, for example, planning a class party, an Indonesian meal or activities for languages week
  • planning and completing tasks involving authentic or simulated transactions, such as planning a holiday, purchasing goods, making a recipe, or texting a friend to send photos of a recent event
  • participating in scenarios related to travelling or living in Indonesia, for example, living with a host family, seeking medical treatment, purchasing souvenirs or using transport
  • applying for services or opportunities such as such as student exchange programs, scholarships or fundraising, explaining reasons for doing so

  VCIDC104 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAC104

  Interact with others to make decisions and solve problems when making plans or obtaining goods or services

  Elaborations

  • arranging social events by planning, negotiating and deciding with peers, and creating associated texts such as invitations and posters, for example, planning a class party, a meal or activities for languages week
  • planning and completing tasks involving authentic or simulated transactions, such as planning a holiday, purchasing goods, making a recipe, or texting a friend to send photos of a recent event
  • participating in scenarios related to travelling or living overseas, for example, living with a host family, seeking medical treatment, purchasing souvenirs or using transport
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, and explaining reasons for doing so

  VCRAC104 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English: Level 1 description

  In Level 1, students communicate with peers, teachers, known adults and students from other classes.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional...

  Level description | English

• VC2M10AA06

  apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation

  Elaborations

  • investigating the features of graphs of polynomials including axes intercepts and the effect of repeated factors

  VC2M10AA06 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• VCMMG142

  Make models of three-dimensional objects and describe key features

  Elaborations

  • exploring the creation of three-dimensional objects, including prisms and pyramids, using origami

  VCMMG142 | Mathematics | Level 3 | Measurement and Geometry | Shape

• VCMNA361

  Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation

  Elaborations

  • investigating the features of graphs of polynomials including axes intercepts and the effect of repeated factors

  VCMNA361 | Mathematics | Level 10A | Number and Algebra | Linear and non-linear relationships

• Chinese - Background Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students read nonfiction texts that are often glossed in Pinyin or supported with vocabulary lists. Written language use includes learning to read extracts from both Chinese and English literature to compare features of individual works. They learn to analyse new characters encountered in texts...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence

• Critical and Creative Thinking: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how to construct open and closed questions and use them for different purposes. Students select and apply techniques to generate a range of ideas that extend how problems are solved.

  Students describe and structure arguments with clearly identified aims,...

  Level description | Capabilities | Critical and Creative Thinking | Levels 3 and 4

• Design and Technologies: Levels 5 and 6 achievement standards

  By the end of Level 6 students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions...

  Level description | Technologies | Design and Technologies | Levels 5 and 6

• Design and Technologies: Levels 3 and 4 achievement standards

  By the end of Level 4 students explain how solutions are designed to best meet needs of the communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to create designed solutions...

  Level description | Technologies | Design and Technologies | Levels 3 and 4

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Reading and Viewing

  At Level A2 students read and respond to a wide range of familiar texts. These texts may be print or digital texts, including visual, multimodal or interactive texts.

  Students predict, ask questions, retell and talk about texts read and viewed in class. With support, they read a range of...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Reading and Viewing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A1 achievement standards - Reading and Viewing

  At Level A1 students read and engage with a wide range of short, simple, repetitive texts, including shared recounts and fictional and everyday texts. These texts may be in print or visual form.

  Students read in context some familiar words, phrases, numbers and signs. They complete simple...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A1 | Reading and Viewing

• Geography: Levels 5 and 6 achievement standards

  By the end of Level 6, students describe and explain spatial characteristics and characteristics of places from local to global scales. They describe and explain interconnections and their effects. They identify and describe locations including the major countries of Europe, North America and Asia.

  T...

  Level description | The Humanities | Geography | Levels 5 and 6

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Economics and Business: Levels 5 and 6 description

  In Levels 5 and 6, students explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.

  Students examine...

  Level description | The Humanities | Economics and Business