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• VCHIC117

  Compose bilingual texts such as digital stories, comics, blogs or contributions to websites that capture the experience of ‘living between languages’

  Elaborations

  • creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience
  • corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia
  • creating bilingual digital stories for younger learners that capture elements of their own experiences of using two languages and living in a multilingual society
  • creating glossaries in English to explain cultural references in contemporary Hindi texts that relate to trans-cultural experience
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language is more appropriate for different elements of the presentation
  • creating bilingual texts such as leaflets or slogans to raise awareness of health or environmental issues among both language communities, for example, स्वच्छ भारत; छोटा परिवार - सुखी परिवार; बेटी बचाओ-बेटी पढ़ाओ

  VCHIC117 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELT316

  Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

  Elaborations

  • discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’, ‘Tyger!, Tyger! burning bright, In the forests of the night’, and how by appealing to the imagination, it provides new ways of looking at the world
  • investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

  VCELT316 | Curriculum content | English | Level 5 | Reading and Viewing | Literature

• VCLVU144

  Identify elements of the kinship system and its links to place and natural species

  Elaborations

  • using kinship charts to identify kinship terms for immediate family, comparing with terms used in own family
  • recognising that Aboriginal peoples have their own personal relationships with animal species and natural phenomena
  • recognising that Aboriginal peoples have a personal relationship with language and place
  • identifying skin names, moieties and other groupings where appropriate
  • identifying which stories belong to which natural features, including animals, plants, topographical features and recognising their significance

  VCLVU144 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCASFU071

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

  VCASFU071 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCGGK063

  Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia

  Elaborations

  • creating story-maps or models to represent the location of the places and features in their local area, or class stories, poems or rhymes
  • identifying the ways Aboriginal and Torres Strait Islander peoples represent the location of Country/Place and their features. For example, by inscriptions on stone, stories, sand, bark and cave paintings, song, music and dance
  • describing how the globe is a representation of the world and locating Australia and other places on a globe
  • using geographical tools, such as a globe and world map, or electronic atlases, to locate the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map
  • describing the location of continents and oceans relative to Australia using terms such as north, south, near, far

  VCGGK063 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK142

  Effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia

  Elaborations

  • exploring the environmental impacts of the consumer product on the places that produce the raw materials, make the product, and receive the wastes at the end of its life
  • identifying the effects of international trade in consumer products on Australian places
  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production

  VCGGK142 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• VCHHK079

  The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies

  Elaborations

  • identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the age of discovery and exploring their impact on society, including examining the journey(s) these explorers made using internet mapping tools, for example, Christopher Columbus, Vasco de Gama and Ferdinand Magellan
  • using navigation maps to reconstruct the journey of one or more explorers
  • investigating networks of exchange between different groups of people

  VCHHK079 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCESC173

  Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity

  Elaborations

  • mapping own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements and influences, such as family languages, key relationships and intercultural experiences
  • preparing a biographical account of an influential figure in own life, including such information as the person`s values and the significance and influence of the person in own life
  • considering how identity is expressed through language, with reference to languages spoken by themselves, their peers, and family or community members

  VCESC173 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• VCICCB001

  Identify what is familiar and what is different in the ways culturally diverse individuals and families live

  Elaborations

  • noting information from stories that identify similarities and differences between families from a range of places including stories from students in the class and in stories about children in other places
  • identifying how people express a familiar cultural practice, such as the food eaten at different celebrations, or the songs sung at a celebration
  • sharing stories about familiar cultural practices from home and describing their importance to the family
  • comparing the words students use for their grandparents, such as Nanna/Pop, Grandma/Grandpa; Nonna/Nonno (Italian); Yaya/Pappous (Greek)

  VCICCB001 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• VCICCB013

  Analyse the dynamic nature of own and others cultural practices in a range of contexts

  Elaborations

  • examining how a similar cultural practice can be expressed differently in other contexts, for example, compare the celebration of Christmas in commercial, cultural and religious contexts
  • analysing how a range of different cultural practices developed and how they may have changed, for example, comparing women’s roles over the past hundred years at home and at work, exploring changing influences of technology in popular music, discussing changes to religious observance, such as eating fish on Friday
  • exploring why people want to preserve their cultural practices, including linguistic, artistic and culinary traditions and investigating an example of cultural preservation
  • discussing possible consequences when cultural practices are not maintained, for example, changes to language practices in successive generations of migrant communities
  • exploring cultural issues in historical contexts such as the impact of a dominant culture, language, belief or legal system, for example during the Columbian Exchange

  VCICCB013 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• VCSSU048

  The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape

  Elaborations

  • observing the way different shaped objects move, such as balls, blocks and tubes
  • comparing the way different sized, but similar shaped, objects roll and bounce, such as tennis balls, golf balls, marbles and basketballs
  • observing how the movement of different living things depends on their size and shape
  • exploring how different strengths of pushes and pulls affect the movement of objects
  • identifying toys from different cultures that use the forces of push or pull

  VCSSU048 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• VCASFU197

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia, on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring the history and acceptance of signed languages and Deaf community and culture around the world, for example by creating a timeline or a research poster
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • exploring the role of deafblind people in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • recognising reasons for the shared sense of identity of sign language users and the notion of reciprocity in the Deaf community
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’) in order to use a visual language, for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles

  VCASFU197 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• Chinese - Background Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students participate in discussions, debates and presentations on a range of issues. They extend their writing skills to include more informative and objective language and write in more formal genres. They develop their skills in analysing characters and recognising word and clause boundaries...

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

• VCZHU062

  Investigate the extent and dynamic nature of Chinese language use locally and globally

  Elaborations

  • exploring the ways in which Chinese language use is fostered among local communities and the use of Chinese in local media such as community radio, TV, newspapers and magazines
  • exploring the use of 普通话 as a lingua franca in Chinese-speaking communities, and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语；达人 vs 高手
  • viewing words in 繁体字 in familiar contexts and applying their understanding of the simplification process to determine the possible meanings and the 简体字 equivalent, for example, 个-個;说-說; 边-邊
  • discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities
  • examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
  • reading texts consisting of 名人名言 (such as 孔子说：有朋自远方来，不亦乐乎), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use

  VCZHU062 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCGGK138

  Challenges in feeding the current and projected populations of Australia and the world, and responses to these challenges

  Elaborations

  • examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
  • researching the potential of agricultural production in northern Australia
  • identifying how poverty, food wastage, government policies and trade barriers could affect future food security
  • applying an understanding of the functioning of natural and agricultural ecosystems to investigate ways of making Australian agriculture more sustainable
  • examining a contemporary geographical issue related to food production and security and debating alternative responses that consider environmental, economic and social factors

  VCGGK138 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCASFC043

  Create live or filmed performances that engage specific audiences and present imagined experiences, people or places

  Elaborations

  • working collaboratively to create a filmed episode of a pilot for a new Deaf sitcom, incorporating elements such as conflict, suspense or humour
  • creating and performing imaginary scenarios that reflect experiences in their own lives
  • creating a performance for a class or school talent show, such as a signed song, skit or humorous retelling of an anecdote
  • signing different versions of a familiar short story, changing perspectives according to different characters
  • creating original stories or short plays for younger learners of Auslan, incorporating scene-setting, action/conflict and resolution, and including opportunities for audience participation
  • 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
  • creating additional dimensions or changing the focus of a fictional experience by varying the use of manner, constructed action, space and aspect
  • participating in a class storytelling competition, conforming to conventions of character perspective and relationship with audience
  • creating amusing reinterpretations or spoofs of traditional fairytales, using exaggerated elements of sign and gesture
  • improvising spontaneous responses to a stimulus such as 'Sixty Seconds to Make the Audience Laugh, Cry …'

  VCASFC043 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• Health and Physical Education | Health and Physical Education: Learning in Health and Physical Education

  The Health and Physical Education curriculum plays a significant role in building the knowledge, skills and understandings that apply to a range of health, wellbeing, safety and movement contexts, including:

  • Swimming and water safety
  • Respectful relationships
  • Building resilience
  • Healt...

  Overview material | Health and Physical Education

• VCGGK081

  Main climates of the world and the similarities and differences between the climates of different places

  Elaborations

  • discussing how weather contributes to a climate type and identifying the difference between climate and weather
  • identifying and locating the broad climatic zones of the world: hot, temperate and polar
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean
  • investigating and comparing what it would be like to live in a place with a climate different to their own place

  VCGGK081 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCELT254

  Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

  Elaborations

  • identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
  • exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

  VCELT254 | Curriculum content | English | Level 3 | Reading and Viewing | Literature