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• VCITC008

  Create stories and perform imaginary experiences

  Elaborations

  • drawing illustrations and using captions, for example, making a big book or photo story, as guided by the teacher
  • performing an imagined event to entertain others
  • matching or sequencing pictures to create a story

  VCITC008 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCHPEM099

  Practise and apply movement concepts and strategies

  Elaborations

  • planning and performing strategies to be successful in tag and dodge games
  • demonstrating movement concepts and strategies to create scoring opportunities
  • exploring centre of gravity and stability as they perform balance activities
  • participating in physical activities which require problem-solving to achieve a goal
  • using different equipment to create an original game or movement challenge

  VCHPEM099 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Moving the body

• Modern Greek - F–10 Sequence: Levels 3 and 4 description

  Students begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the...

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

• Spanish - 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 and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

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

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCAVAE009

  Explore experiences and observations to create visual artworks

  Elaborations

  • creating an art pieces in response to an observations, an experience, that communicate ideas, observations, experience, concepts, and/ or feelings
  • guided through a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world through their artwork, for example communicating feelings to others through their art work
  • using some basic tools appropriately and following basic safety rules
  • using materials with beginning skill to decorate and create art works for social occasions
  • using a variety of materials, textures, colours and shapes in structured art experiences for example paper, cardboard, cloth and other natural materials to create collage
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, drawing, sculpture
  • using visual conventions in their artworks in structured learning experience after learning different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE009 | The Arts | Visual Arts | Level C | Explore and Express Ideas

• VCAVAE013

  Explore ideas, experiences and observations to create visual artworks

  Elaborations

  • experiencing a variety of learning experiences that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • creating arts works that have a social purpose, e.g. Easter egg, birthday card
  • using a variety of basic tools and materials safely to create visual art works including constructions and sculptures
  • participating in teacher directed class discussions which enable students to learn, discuss and express opinions about the available ways to create and make art works
  • using colour and/ or shape to communicate moods or feelings in their artworks
  • practicing drawing images and making objects related to self and personal environments in different forms, for example, painting, sculpture, photography
  • using visual conventions in their artworks after exploring different art, craft and design styles and techniques from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE013 | The Arts | Visual Arts | Level D | Explore and Express Ideas

• VCAVAP023

  Create and display artworks to express ideas to an audience

  Elaborations

  • sharing ideas with their classmates about the expressive choices they made in their artwork
  • discussing specific themes when displaying artworks, for example, at the local gallery or in their classroom
  • discussing an exhibition of artworks surrounding a theme and consider the visual conventions of the artworks and how they convey meaning, for example what an artwork or design makes them think about and why?
  • discuss and decide how to display their artwork to present their ideas to an audience

  VCAVAP023 | The Arts | Visual Arts | Levels 1 and 2 | Present and Perform

• VCAVAP015

  Create and display artworks to communicate an idea, concept or observation

  Elaborations

  • participating in classroom conversations about aspects of performing and visual arts works they have made and experienced
  • discussing basic features of their own and others’ arts work using a few short sentences, for example expressing what features they like best in their own arts work, identifying the main materials used in visual art works or describing some of the characteristics of their arts works.
  • talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
  • making a decision about what and how to display their artwork

  VCAVAP015 | The Arts | Visual Arts | Level D | Present and Perform

• VCEALA380

  Create a small range of texts based on modelling

  Elaborations

  • creating a small range of texts for different purposes, such as a report, narrative or simple argument
  • transforming texts into new formats using a model text, for example rewriting an interview into a short report
  • incorporating information and ideas from personal experience, classroom discussion and some familiar classroom texts

  VCEALA380 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALL734

  Create, edit and navigate simple digital texts

  Elaborations

  • creating a small range of digital texts, including documents, slides, tables and simple graphs
  • formatting texts simply, for example using font styles, text alignment, dot points
  • reading menus or links in order to navigate a website

  VCEALL734 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL730

  Use vocabulary to create nuance, mood and feeling

  Elaborations

  • choosing vocabulary purposefully for particular effect, for example using some learnt colloquial or idiomatic phrases and humour appropriately
  • showing awareness of social and cultural sensibilities in choice of synonyms, such as ‘plump’ versus ‘fat’, ‘people’ versus ‘humans’

  VCEALL730 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEALL604

  Use emerging language to create desired effects

  Elaborations

  • combining known words to create degrees of emphasis or nuance, for example ‘very, very sad’
  • using vocabulary that is familiar or common in texts
  • recording frequently used vocabulary in a personal word list

  VCEALL604 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Writing | Linguistic Structures and Features

• VCELT297

  Create literary texts by developing storylines, characters and settings

  Elaborations

  • collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

  VCELT297 | Curriculum content | English | Level 4 | Writing | Literature

• VCIDC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions, to inform school community about aspects of Indonesian culture, (such as visiting an Indonesian home, shopping at a market, attending a ceremony, giving a gift)
  • producing public information texts in both Indonesian and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying in either Indonesian or English

  VCIDC060 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC010

  Create a personal or shared record of ‘interesting’ words in Italian

  Elaborations

  • collecting Italian and English words that are the same (for example, banana or similar, for example, pigiama
  • collecting Italian words used in English, for example, ciao, opera, pasta, spaghetti
  • creating a picture dictionary

  VCITC010 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCITC122

  Create imaginative texts to express experiences, ideas and emotions

  Elaborations

  • creating texts based on examples or models, for example, depictions of characters, children’s stories
  • creating texts to entertain others, expressing real and imagined experiences, ideas and emotions, for example, a rap about being young, a video about a fictional school, a cartoon about a real or fictitious hero, a short story about an inanimate object coming to life

  VCITC122 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCITC042

  Interact in classroom activities and create shared class routines

  Elaborations

  • interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È mio/mia. È di mio fratello
  • asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso
  • asking the time, for example, Che ora è? Sono le … Quanto manca? 10 minuti.
  • asking where an event is taking place, for example, Dove si fa la festa? Dove si trova …? Dov’è …? In Italia/vicino/lontano/ al numero 6
  • participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …

  VCITC042 | Languages | Italian | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCITC067

  Create short bilingual texts such as captions, stories and commentaries

  Elaborations

  • creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively
  • creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person

  VCITC067 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCITC027

  Create short, simple imaginative texts for different audiences

  Elaborations

  • making up rhymes and nonsense phrases in playing with the Italian language
  • creating new versions of well-known songs by substituting the words, for example, Per fare un tavolo could become Per fare un cavolo, ci vuole …
  • making picture storybooks (including digital versions) with captions to share with younger students
  • creating a story based on a set of images (for example, Il papà si alza. Il papà mangia. Il papà parte); matching or sequencing a set of images
  • creating greeting cards, for example, Caro/Cara …; … Saluti da …

  VCITC027 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating