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• VCTRC090

  Convey information, obtained from personal, community and media sources relating to their own cultural, social and environmental contexts, using spoken, written and digital modes of communication

  Elaborations

  • creating a video, digital presentation, web post or print newsletter to report on a recent experience, such as a visit to a Turkish retirement village or to Turkish shops, markets or venues in their local community
  • using different modes of presentation such as displays or recorded commentaries to visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
  • creating multimedia presentations to invite reflection on aspects of environmental or ecological concerns, for example, çevre kirliliği, geri dönüşüm, nesli tükenen hayvanlar
  • providing information on aspects of their own lives that may interest learners in other Turkish-speaking environments, for example, spor, okul kampları veya gezileri, konserler, festivaller, düğünler, tatil gezileri, supporting their commentaries with sound or visual elements
  • using modes of presentation such as photo montages, written journals or recorded interviews to inform members of their extended family overseas about their social and educational experience in Australia
  • presenting an aspect of Australian culture, for example, multicultural or traditional cuisine, daily life and routines in urban/rural settings, significant places or cultural practices associated with Aboriginal and Torres Strait Islander communities, highlighting elements that reflect the diversity of Australian experience

  VCTRC090 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRC040

  Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes

  Elaborations

  • listening to, reading or viewing traditional folktales, contemporary stories and cartoons, responding by retelling or re-enacting the story in their own words or by creating a timeline to track sequences of events
  • creating digital profiles of characters they enjoy in different stories, plays or poems, providing physical and character descriptions and examples of the ways they speak and behave
  • composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty
  • presenting a critical review of a song, story or television program, using evaluative language such as Ben … çok beğendim çünkü …, … hiç sevmedim. Çok üzücüydü
  • sharing responses to recorded performances of Türk Halk Oyunları by making expressive and descriptive statements to interpret the meaning and impact of the music and movements
  • describing their reactions to imaginative texts that evoke responses such as sadness, fear or excitement, relating them to their own experiences by using stem statements such as Bir defa benim de başıma gelmişti, Ben de benzer bir olay yaşadım
  • recognising that there are different ways of telling a story, as in the case of Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC040 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCVIC133

  Explore their own sense of identity, including elements such as family, background, experiences, and ways of using language in Vietnamese- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)
  • mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)
  • noticing how they communicate with one another, their family, teachers and other adults, identifying differences in behaviour in different contexts and with different people, and suggesting reasons for these differences

  VCVIC133 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCZHC148

  Plan and present key points of information to familiar audiences

  Elaborations

  • developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉得我们应该帮爸爸妈妈做家务
  • working in teams to prepare and present an oral presentation, supported by digital media, related to own school or community or on topics of interest, for example, endangered animals, popular singers in Asia
  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • producing a digital display containing text and images to present a personal perspective on life in Australian schools to share with peers overseas
  • creating poster displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their country of origin, family tree or favourite sports team
  • collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

  VCZHC148 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC116

  Convey simple information to peers using illustrations and gestures to support meaning, and respond to questions from others

  Elaborations

  • presenting their learning by creating pictures and labelling them to elaborate concepts, for example, 春天；中秋节
  • presenting and expanding on details of the topic, and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • presenting their knowledge of places in China and Australia, such as places they have visited or where they have relatives, supported with photographs, for example, 我的奶奶住在北京
  • sharing their knowledge of the world through and responding to questions from others, for example, 中国有什么动物？ 澳大利亚呢？ / 中国大还是澳大利亚大？/ 你抱过考拉吗？
  • creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃
  • identifying familiar words and concepts drawn from recent learning in other subject areas, for example, 数学（形状） and 科学（自然现象）
  • making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 尾巴 in 猫有长长的尾巴， 人没有尾巴

  VCZHC116 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC226

  Collaborate with peers to plan and organise multicultural projects and events that would benefit their school and local community

  Elaborations

  • investigating Chinese cultural activities available for young people (for example, lion dance troupe, folk dance troupe), and discussing with peers details of the nature of the activity and the level of commitment involved
  • indicating agreement and disagreement in polite ways and expressing gratitude for time and services provided, for example, 太麻烦你了；这次多亏了你的帮助；这个不是太合适 吧， 我还想再看看，谢谢！
  • planning or participating in events which share popular aspects of Australian ways of life related to music, popular culture, climate, landscape and recreational activities, to members of their local Chinese-speaking community
  • introducing others to diversity within Chinese language and culture (such as diversity in language use and cultural practices across greater China, differences between urban and rural life, and regional cuisines) by participating in school cultural events or creating texts to inform others, for example, creating a poster for second language learners of Chinese
  • collaborating with others to organise a cultural day to support appreciation of linguistic and cultural diversity within the school community, using social media to plan the event and to encourage others to participate

  VCZHC226 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC162

  Participate in planning joint projects and events that would benefit the local community, justifying choices and making decisions

  Elaborations

  • collaborating with others to organise a community event, taking initiative in negotiating roles
  • participating in projects to benefit other learners and speakers of Chinese, for example, developing readers or multimedia learning tools for young Chinese children in the community; establishing a peer mentoring program to support learners of Chinese in local primary schools
  • making purchasing decisions by comparing prices of items from a range of suppliers, as well as features such as country of origin, quality, reliability, warranty and safety
  • requesting financial advice as part of responsible decision making when purchasing goods and services, for example, 我们可以花多少钱？这个一下就占了一大半，还是买便宜一些的那个吧
  • creating posters to promote activities among young people in Chinese communities within and beyond the school, for example, a language and culture club, sporting team
  • using social media to access a wider audience and promote intercultural understanding and awareness of the lifestyles and achievements of young Chinese Australians
  • promoting healthy living among Chinese peers by creating posters educating youth on the benefits of healthy eating and exercise, as well as the importance of success at school

  VCZHC162 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAE040

  Explore personal movement style by combining elements of dance and using improvisation and safe dance practice to develop new movement possibilities

  Elaborations

  • extending their movement vocabulary to explore stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures, times and locations to inform their choreographic practice
  • exploring use of elements of dance in dance styles from different locations, times and culture as a stimulus for improvisation
  • developing a personal movement vocabulary by combining elements of dance to find new ways of moving, in response to a stated choreographic intention
  • investigating the use of elements of dance in works of artists from other cultures and locations and adapting dance ideas to create movements that represent a synthesis of influences

  VCADAE040 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• VCADAE017

  Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas

  Elaborations

  • exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
  • exploring movement possibilities in response to stimulus such as words, stories, objects or images
  • using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
  • using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
  • using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

  VCADAE017 | The Arts | Dance | Foundation Level | Explore and Express Ideas

• VCADAR020

  Respond to dance, expressing what they enjoy and why

  Elaborations

  • thinking about constructive feedback when revising their dance ideas
  • describing in words, symbols and/or images, the movements and phrases they create or how they have expressed a feeling by moving in particular ways
  • identifying movements such as jumps, turns, walking, sliding, twisting when viewing dance, for example, their peers, dancers in a live performance, dancers on film
  • using questions to evaluate dance they experience, as a dancer, and as an audience, what sort of movements did the dancers perform in the dances at a local festival, what were they wearing, what kind of music were they dancing to?

  VCADAR020 | The Arts | Dance | Foundation Level | Respond and Interpret

• VCADRE021

  Explore roles, characters and dramatic action in dramatic play, improvisation and process drama

  Elaborations

  • taking part in small-group improvisations and story-telling, focusing on experiencing the roles and situations they create
  • taking turns in offering and accepting ideas
  • exploring possibilities for role and situation when participating in whole group teacher-led process drama and role-play
  • taking photos or videoing drama they devise to view and extend their drama ideas
  • using observations from drama they view to explore possibilities for drama they will make, for example, how did the performers use their voices, what sorts of movements did the performers use, and what voice and movement from others’ performances they might consider using when making their own drama, and why?

  VCADRE021 | The Arts | Drama | Levels 1 and 2 | Explore and Express Ideas

• VCADRE025

  Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama

  Elaborations

  • exploring and experiencing a range of roles and situations that they initiate and develop
  • making improvisations that explore issues and ideas using empathy
  • using elements of drama such as voice, movement, situation, time and place, and tension and the principles of stories to shape improvisations to communicate their intentions as drama makers
  • experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
  • discussing how ideas and situations are developed in drama they see, for example, how did the drama begin, develop and conclude?, ‘How are elements of drama such as role, situation, time and place part of the action?, ‘How is the dramatic tension developed?’

  VCADRE025 | The Arts | Drama | Levels 3 and 4 | Explore and Express Ideas

• VCADRP023

  Present drama that communicates ideas, including stories from their community, to an audience

  Elaborations

  • presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as re-telling a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action, ideas and stories in their drama
  • considering meanings and interpretations when rehearsing and performing sequences of ideas to communicate stories through drama, for example, ‘what do they want the audience to think about their drama?
  • enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

  VCADRP023 | The Arts | Drama | Levels 1 and 2 | Present and Perform

• VCAMAE009

  Explore different ways of representing characters and settings through images, sounds and multi-modal texts

  Elaborations

  • indicating the music and image they want in a photostory during a structured session
  • using photographic device to take a picture to represent a setting, character or story and use photo shop with assistance
  • exploring sound to communicate ideas, for example, selecting a sound sample to accompany an image, making sound/ music while watching a video and attaching sound to video
  • exploring composition by selecting images and/or sounds to create the characters in well-known stories or songs or represent a well-known story or idea
  • following rules to make multimodal text and use technologies safely

  VCAMAE009 | The Arts | Media Arts | Level C | Explore and Represent Ideas

• VCAMUE025

  Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments

  Elaborations

  • varying the use of the elements of music to create different effects, for example, singing with gradual dynamic and tempo changes or altering the expressive shape of repeating phrases
  • exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, or changing the playing technique on an instrument
  • identifying and explaining features in music using terminology and a range of notation
  • using imagination to explore concepts, for example, lightness and weight, considering the effective use of the elements
  • using movement to demonstrate an understanding of musical form, for example, changing actions as the music changes or devising a movement sequence to show different sections in a song or instrumental piece.

  VCAMUE025 | The Arts | Music | Levels 3 and 4 | Explore and Express Ideas

• VCAMUE021

  Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion

  Elaborations

  • improvising short pitch and rhythm patterns using voice and instruments
  • using voice and body percussion to experiment with the elements of music and create contrasting musical ideas, for example, noise and silence, faster and slower, longer and shorter, higher and lower, louder and softer, happy and sad
  • recording music ideas using technologies and graphic notation
  • exploring contrasting tone colours on the same instrument, for example, scraping and hitting a drum, using hands and different beaters
  • using listening as a starting point for exploration, for example, discussing how other performers use loud and soft or identifying ideas that could be used in compositions

  VCAMUE021 | The Arts | Music | Levels 1 and 2 | Explore and Express Ideas

• VCAMUM026

  Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms

  Elaborations

  • practising singing and playing a range of music from different cultures, including cultures within their local community
  • experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo or adding introductions, accompaniment patterns or movement
  • exploring given rhythm and pitch patterns, structures or timbres to improvise and create music and record the resulting compositions, for example, manually or with technology, using a combination of graphic and conventional notation
  • practising reading traditional and invented notation in music as they rehearse and perform
  • researching information to guide decisions about how the music should be performed, for example, why was this music written, who were the original performers, how can performers communicate the composer’s ideas?

  VCAMUM026 | The Arts | Music | Levels 3 and 4 | Music Practices

• VCAMUM002

  Experience the use of voice and/or instruments through chants, songs and rhymes

  Elaborations

  • exploring instruments by using an instrument coactively safely and appropriately, reacting to the touch of an instrument, or holding and using an instrument with assistance
  • exposed to various chants, song, rhymes and may coactively accompany with voice or instrument, reacting to or indicating a preference
  • provided with rich sensory experiences that give them opportunities to explore sights, sounds, textures, enjoy and appreciate music
  • experiencing and practicing techniques with support for playing classroom instruments
  • exposed to playing music to experience the expressive possibilities of their voices and instruments
  • exposed to music for various purposes and intentions, for example using music for relaxation, movement, to reflect different settings and feelings and creating environment to reflect the purpose

  VCAMUM002 | The Arts | Music | Level A | Music Practices

• VCAMUP031

  Rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the elements of music and using performance skills, to communicate ideas and intentions to an audience

  Elaborations

  • considering the layout and sound quality of performance spaces when planning live performances
  • exploring and applying different performance styles, and drawing on music from other locations, cultures and times as sources of ideas, for example, using relevant protocols for representing community or cultural stories such as songs or stories from the local Koorie community in performance
  • using appropriate breath control, phrasing and interpretation in a range of contexts
  • applying the tone colours of instruments and sounds from different times, places and cultures, for example, the djembe or angklung
  • describing intentions for a performance, for example, what do the performers intend audiences to experience and understand from the music? How will performers manipulate elements of music to create these effects?

  VCAMUP031 | The Arts | Music | Levels 5 and 6 | Present and Perform