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• VCASFC115

  Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects

  Elaborations

  • participating in games and activities that focus on depicting the appearance and characteristics of people, animals or objects and their relationships
  • working collaboratively to create and present signed skits to entertain a targeted audience
  • re-enacting individual short stories or wordless animations that include two or more characters and their interactions through the use of constructed action
  • reinterpreting creative texts for effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to enact short scenarios involving imaginary characters, contexts and objects, by employing a range of depicting signs and constructed action
  • choreographing and performing a creative text (dance, signed song, poem), incorporating Auslan and focusing on matching timing, beat and rhythm
  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • creating original handshape poetry to present at a school assembly or community festival
  • creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses

  VCASFC115 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHIC099

  Create shared bilingual texts and learning resources such as word banks, databases, promotional materials or hyperlinks for digital presentations for the classroom and wider school or local community

  Elaborations

  • designing a flyer for a class event or performance which uses Hindi and English, considering how to convey information and ideas in each language
  • creating bilingual captions or hyperlinks for a photographic or digital display to show parents and other student groups key elements of their learning experiences
  • contributing reviews, reports or recipes to a shared bilingual or multilingual website, using Hindi, English and other languages as appropriate to different domains of language use
  • creating a bilingual blog, wiki or contribution to an online discussion forum that shares examples of challenges associated with translating and interpreting
  • developing bilingual instructional texts or directions that cater for Hindi- and English-speaking friends, family members or participants, for example, computer game instructions or information for an extended-family event
  • creating a short documentary about a local community event or locale that uses both Hindi and English, for example, with narration in one language and subtitles in the other
  • designing bilingual signage for the school campus, including names of facilities, directions to locations or advice on expected behaviours, noting differences in phrasing or expression, as in ‘Silence Please’: ‘कृपया शांति बनाए रखें’
  • composing menus or programs for school or community events/celebrations that include footnotes in English to explain key terms or items

  VCHIC099 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Modern Greek - F–10 Sequence: Levels 7 and 8 description

  By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features...

  Level description | Languages | Modern Greek | F–10 Sequence

• VCHHK075

  One significant narrative, myths or celebration from the past

  Elaborations

  • investigate the rituals surrounding a corroboree
  • create a narrative or comic book of a Greek myth
  • investigate the origins of the Ancient Olympic Games and/or the games of the Colosseum

  VCHHK075 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2

• Auslan - Second Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4

• VCAVAP019

  Create and display artworks

  Elaborations

  • displaying a series of artworks created by their class
  • viewing an exhibition at a gallery and museum and discussing the expression of ideas in the artworks exhibited.
  • describing the theme or ideas expressed in an exhibition of their class art works

  VCAVAP019 | The Arts | Visual Arts | Foundation Level | Present and Perform

• VCCCTR075

  Create conclusions based on exploration

  Elaborations

  • communicating their discoveries and understandings from investigations and learning experiences
  • assisting to create conclusions about investigations and problem solving activities
  • indicating choices and how a decision can be made when selecting one

  VCCCTR075 | Capabilities | Critical and Creative Thinking | Level C | Reasoning

• VCITC029

  Create simple bilingual texts

  Elaborations

  • creating simple bilingual texts for different purposes and audiences, for example, school/classroom signs, captions for a school event or a class/school display of ‘homes around the world’ or ‘classrooms around the world’
  • exploring meanings between Italian and English using picture dictionaries created for self or younger learners

  VCITC029 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCMNA191

  Create simple financial plans

  Elaborations

  • creating a simple budget for a class fundraising event
  • identifying the GST component of invoices and receipts

  VCMNA191 | Mathematics | Level 5 | Number and Algebra | Money and financial mathematics

• VCKOC009

  Create bilingual texts that refer to experiences, objects or events commonly encountered in both Australian and Korean contexts, considering how easily words or expressions translate and why some are more difficult to translate than others

  Elaborations

  • creating bilingual resources such as picture dictionaries or photo stories, including those in digital form, with bilingual captions and labels, for example, comparing photos of Korean and Australian classrooms for exchange students to each country and highlighting differences in the arrangement of furniture and wall displays
  • designing bilingual signage, for example, names of school facilities for school maps (화장실, 매점, 교실, 음악실, 수영장, …), explaining how well the translated labels represent the attributes of their designated items
  • creating and using bilingual texts, including those in digital form, for specific audiences (for example, a Big Book or game for young learners of Korean, invitations to a class event or posters for a performance), noticing how meanings need to be tailored to take account of intended audience and cultural perspectives

  VCKOC009 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Mathematics: Level D achievement standards

  Number and Algebra

  Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete...

  Level description | Mathematics | Level D

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

  Students expand their range of vocabulary beyond their immediate world and familiar experiences. They make clearer distinctions between stress and intonation patterns to increase fluency and enhance expression. They develop broader grammatical knowledge, using present, past and future tenses of...

  Level description | Languages | Spanish | F–10 Sequence

• Victorian Aboriginal Languages: Levels 7 to 10 description

  Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.

  Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...

  Level description | Languages | Victorian Aboriginal Languages

• Victorian Aboriginal Languages: Levels 3 to 6 description

  Students focus on aspects of their personal and social worlds, and are introduced to content related to the Country/Place and language community. They develop an awareness of their membership of various groups, and their widening social networks, experiences, and communicative repertoires, and...

  Level description | Languages | Victorian Aboriginal Languages

• German - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, they use short formulaic...

  Level description | Languages | German | F–10 Sequence | Foundation to Level 2

• VCAVAE005

  Explore materials to create visual artworks

  Elaborations

  • exploring their environment including images, textures and space and responding through creating visual artworks and design
  • creating artworks such as a painting or collage by identifying the colours and materials they want through simple choices making such as pointing, reaching or communicating what they want to use, for example the colour from a field of two or three choices and adding them with assistance to their artwork
  • making artworks in response to their environment or specific stimuli such as music, an object or event
  • exploring the use of colour and materials before and during creation of visual artworks or design
  • creating artworks in structured activities which related to self, others and personal environments in different forms, for example, painting, sculpture, photography of self
  • exploring different art, craft and design styles from other cultures

  VCAVAE005 | The Arts | Visual Arts | Level B | Explore and Express Ideas

• VCAVAP011

  Create artworks to communicate ideas or observation

  Elaborations

  • making and sharing visual art works that show emerging art knowledge and ability to create art works that communicate ideas, concepts, observations, feelings and/or experiences
  • communicating about aspects of their own art works such as pointing to and or naming some of the basic features of their own art work to others
  • exploring what figures/shapes they can see in artwork and the idea or meaning of the work in class discussions
  • making a decision about when their artwork is finished and how to display their artwork

  VCAVAP011 | The Arts | Visual Arts | Level C | Present and Perform

• VCAVAP007

  Create artworks in response to an idea or observation

  Elaborations

  • making and sharing visual art works that show emerging interest in the Arts
  • sharing their art works with peers and teachers and waiting/ looking for a reaction or response
  • matching their artwork to it purpose, for example a image of an animal, feeling or real object to communicate its purpose
  • indicating some of the materials used in their art work, for example answer questions using yes/ no response or indicating a item or image
  • making a decision about what artwork they want to display and where

  VCAVAP007 | The Arts | Visual Arts | Level B | Present and Perform

• VCEALA220

  Create basic texts, with support and modelling

  Elaborations

  • copying parts of a text and filling gaps with personal details or topic information
  • rewriting own text into a new format, for example by adding headings and images

  VCEALA220 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness