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• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

• VC2M8SP03

  describe in different ways the position and location of three-dimensional objects in 3 dimensions, including using a three-dimensional Cartesian coordinate system with the use of dynamic geometry software or other digital tools

  Elaborations

  • locating aircraft or drones using latitude, longitude and altitude as a three-dimensional coordinate system
  • constructing three-dimensional objects using 3D printers or designing software that uses a three-dimensional coordinate system
  • comparing and contrasting two-dimensional and three-dimensional coordinate systems by highlighting what is the same and what is different, including virtual maps versus street views
  • using dynamic geometry software to construct shapes and objects within the first quadrant of a three-dimensional coordinate system
  • interpreting three-dimensional coordinate locations for objects in multistorey car parks, or playing games based on three-dimensional coordinate systems such as three-dimensional noughts-and-crosses
  • exploring position and transformation through geospatial technologies used by Aboriginal and/or Torres Strait Islander communities

  VC2M8SP03 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B1 achievement standards - Writing

  At Level B1 students write and present simple texts for a variety of basic classroom and personal purposes. With support, they communicate familiar ideas, events and experiences, writing simple narratives, recounts, descriptions and reports. Students use some of the basic structures and features...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Writing

• VCASFC152

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret

  Elaborations

  • participating in shared reading of texts such as the Auslan–English versions of ‘The Wrong Book’ and answering questions about unfamiliar signs and word/sign matches and mismatches in the text
  • identifying and comparing key signs and words in Auslan and English versions of favourite stories, for example, ‘The Three Little Pigs’ and ‘The Old Woman Who Swallowed a Fly’, noticing how signs can represent concepts which might not have a direct match in English
  • translating popular children’s songs into Auslan, for example, ‘Happy Birthday’
  • playing matching-pair games with Auslan sign-image flashcards and English flashcards, for example, matching cards associated with weather or animals in both languages
  • collecting and noting a list of gestures commonly used by hearing people when speaking English that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch

  VCASFC152 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELA218

  Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations

  Elaborations

  • recognising when some letters are silent, for example knife, listen, castle, and providing the sound for less common sound-letter matches, for example ‘tion’

  VCELA218 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCELA156

  Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

  Elaborations

  • pointing to the letters and the punctuation in a text
  • commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

  VCELA156 | Curriculum content | English | Foundation Level | Writing | Language

• English: Level 1 achievement standards - Reading and Viewing

  By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read...

  Level description | English | Level 1 | Reading and Viewing

• English: Level 3 achievement standards - Reading and Viewing

  By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures...

  Level description | English | Level 3 | Reading and Viewing

• VCCCG009

  Describe the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system

  Elaborations

  • clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal)
  • identifying instances where there may be multiple levels of government involved, for example in relation to the environment such as management of the Murray-Darling river system

  VCCCG009 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCJAU120

  Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts

  Elaborations

  • recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras
  • understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは
  • understanding that when pronouncing Japanese it is important to keep the length of each mora even
  • noticing that statements and questions have different intonation patterns

  VCJAU120 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VC2M10ASP05

  apply Pythagoras’ theorem and trigonometry to solving three-dimensional problems in right-angled triangles

  Elaborations

  • investigating the applications of Pythagoras’ theorem in authentic problems

  VC2M10ASP05 | Mathematics | Mathematics Version 2.0 | Level 10A | Space

• VC2M2M05

  identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

  Elaborations

  • identifying things that turn in the school environment, for example, the handle on a tap or a door, or the dial or switch on a piece of equipment; and identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn
  • giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance
  • investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anticlockwise
  • giving or following directions to locate an object in the room or to provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

  VC2M2M05 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VCMMG370

  Apply Pythagoras’ theorem and trigonometry to solving three-dimensional problems in right-angled triangles

  Elaborations

  • investigating the applications of Pythagoras's theorem in authentic problems

  VCMMG370 | Mathematics | Level 10A | Measurement and Geometry | Pythagoras and trigonometry

• VCMMG081

  Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

  Elaborations

  • sorting and describing squares, circles, triangles, rectangles, spheres and cubes

  VCMMG081 | Mathematics | Foundation Level | Measurement and Geometry | Shape

• VC2M7SP01

  represent three-dimensional objects in 2 dimensions; discuss and reason about the advantages and disadvantages of different representations

  Elaborations

  • deconstructing packaging to identify shapes and nets
  • using different nets to construct prisms and determining which nets will make a cube, rectangular prism, triangular prism or pyramid
  • using aerial views of buildings and other three-dimensional structures to visualise the footprint made by the building or structure, identifying prisms that could approximate the structure
  • building objects by interpreting isometric and perspective drawings
  • using isometric and square grid paper to draw views of front, back, side, top and bottom of objects
  • exploring different two-dimensional representations of objects in Aboriginal and/or Torres Strait Islander artworks or cultural maps of Country/Place

  VC2M7SP01 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCESC026

  Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate

  Elaborations

  • analysing Spanish translations of familiar English-language texts, identifying aspects that got ‘lost in translation’, for example, comparing the English subtitles of a movie dubbed in Spanish with the original English speaking version
  • translating texts such as signs, product instructions, notices or advertisements, comparing versions and considering how to convey culturally embedded references and concepts
  • evaluating the effectiveness of electronic translators, for example, by doing a back translation of a well-known text
  • identifying challenges associated with the translation of simple texts such as short letters or conversations, deciding whether different information is required in the translated version, for example, deciding if ‘you’ should become tú, usted or vosotros, depending on the social relationship being conveyed in the letter or exchange

  VCESC026 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCNRU016

  Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
  • understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe

  VCNRU016 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCELU118

  Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding that the 26 English alphabet letters (Latin/Roman alphabet), have their roots in the Ancient Greek alphabet, recognising the similar order of letters and comparing lower and upper case Greek and English alphabet letters
  • understanding that there are many everyday words and names in English that have Greek origins, for example, alphabet, Chloe, disco, echidna, eucalyptus, hippopotamus, mathematics, school, story, telephone, Timothy, Zoe
  • understanding that there are many technical/scientific words in English that have Greek origins, for example, astronaut, chemist, dentist, disc, physiotherapist, telescope, thermometer

  VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change