Search results - Victorian Curriculum (2024)

VCEALL773

Read and understand complex descriptive language

Elaborations

understanding extended noun groups that use adverbs, prepositional phrases and relative clauses, for example ‘the many ways in which groups of monkeys communicate through sound’

VCMSP177

Identify events where the chance of one will not be affected by the occurrence of the other

Elaborations

explaining that the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby

VCMSP177 | Mathematics | Level 4 | Statistics and Probability | Chance

VCEALC032

Identify familiar words and simple sentences and match them to images

Elaborations

using images to discern the storyline of a text and predict individual words in texts about familiar topics
identifying the main character in an image
pointing to images of familiar words, for example ‘apple’, ‘girl’, ‘house’
matching a short description to an image, for example ‘a green fruit’

VCMSP325

Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’

Elaborations

using stem-and-leaf plots to compare two like sets of data such as the heights of girls and the heights of boys in a class
describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’ and 'symmetric' and 'bi-modal'

VCMSP325 | Mathematics | Level 9 | Statistics and Probability | Data representation and interpretation

VC2M3A02

extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator

Elaborations

partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8+7 = 15 therefore 15−7 = 8 and 15−8 = 7
using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12+0, 12 = 11+1, 12 = 10+2, 12 = 9+3, …), explaining how they know they have found all possible partitions
understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200

VC2M3A02 | Mathematics | Mathematics Version 2.0 | Level 3 | Algebra

VCELA236

Identify language that can be used for appreciating texts and the qualities of people and things

Elaborations

exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

VCHHK106

The significant beliefs, values and practices of Aboriginal and Torres Strait Islander peoples and cultures including trade with other communities, causes and effects of warfare, and death and funerary customs

Elaborations

inviting a local elder to conduct a smoking ceremony and Welcome to Country
explaining why different language and tribal groups have different beliefs. Compare and contrast their understandings of creation beings, ancestral beings, and totemic beings
explaining the purpose of ceremonies of initiation of boys and girls and funeral ceremonies
identifying reasons for trade between tribes and explain that trading via overland pathways and songlines was a method of sharing resources and a form of social control and law, respect for others boundaries, marriage arrangements, sharing the Dreaming, songs, rituals and settling disputes

VCEALL471

Write using extended descriptive phrases

Elaborations

writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
applying rules for expressing comparisons, such as ‘as… as’, ‘more… than’, ‘–er than’
using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’

VCCCTR027

Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty

Elaborations

exploring the link between probability and inductive reasoning, for example when conducting chance experiments
discussing how predictions in science can be based on inductive reasoning, for example making predictions based past observations; or deductive reasoning, for example making predictions based on general rules
investigating how an argument can be logically valid but not sound for example All gladiators were men, the person in this historical source is a female, therefore, the person could not have been a gladiator, when some gladiators were female (premise one is false) and the person in the picture was actually male (premise two is false)
examining the distinction between sound and valid arguments in the context of a topic such as stereotyping; for example ‘All boys can run faster than girls, we only need fast runners for this team, therefore boys should be picked for this team’

VCCCTR027 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

VC2M9ST03

represent the distribution of multiple data sets for numerical variables using comparative representations such as back-to-back stem-and-leaf plots and histograms; describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi-modal’; compare data distributions using mean, median and range...

Elaborations

describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’, ‘symmetric’ and ‘bi-modal’
using stem-and-leaf plots to compare 2 like sets of data such as the heights of girls and the heights of boys in a class
constructinggrouped histogramsthat show trends inhealth issues such as lung cancer, leukaemia, stroke and diabetes,and usingthe graph to justify, verifyor invalidate claims
exploring comparative data presented in reports by the National Indigenous Australians Agencyin regard to‘Closing the Gap’, discussing the comparative distributions within the context of the data, for example, comparative data presented in the‘Closing the Gap – Prime Minister’s Report’
comparing means, medians and ranges of 2 sets of numerical data that have been displayed using histograms, dot plots or stem-and-leaf plots

VC2M9ST03 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

VCZHU240

Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

Elaborations

recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、仙逝（长辈 ) 、去世（一般人) 、香消玉殒 (女性)

VCFRU034

Understand that languages change over time and influence each other, and that French has influenced many languages, including English

Elaborations

considering differences in how groups of people communicate, such as younger or older people, girls and boys, and how new words and expressions are constantly being invented or borrowed from other languages
collecting French words used in English (for example, le restaurant, le café, le chauffeur, le ballet, le croissant), and comparing how they are pronounced by French and English speakers
discovering some of the English words used by French speakers (for example, le coach, le blog, l’Internet, le football, le corner, le burger, le denim), and considering if they are the same kinds of words as those borrowed from French into English
exploring how languages mix with each other to invent new words or expressions, for example, le franglais, le texto
‘finding French’ at home or in the community to create a class collection or display, for example, French products, labels or words used in English language advertisem*nts, shop signs, recipe books or menus

VCFRU051

Understand that language is used differently in different contexts and situations

Elaborations

explaining why speakers use French differently in different situations (for example, in the classroom and in the playground), among different groups (for example, girls/boys, young people/older people) and in different relationships, for example, close friends or strangers
understanding the importance of using appropriate forms of address when interacting with different people, for example, using tu when speaking with close friends, family members or other young people, and using vous for other adults
reflecting on the use of colloquial or abbreviated language by young people in informal, written and technologically mediated contexts (for example, G for j’ai and pa for pas in text messages), as well as the use of borrowed words from other languages (for example, ciao, cool, super), hybrid terms (for example, allez-bye!) or verb contractions in informal spoken language, for example, chais pas for je ne sais pas
considering own and others’ ways of communicating with different people in different contexts

VCHHK111

Significant beliefs, values and practices with a particular emphasis on changes to everyday life, cause and effect of warfare, and perspectives of death and funerary customs

Elaborations

Egypt
- investigating significant beliefs associated with death and funerary customs, for example belief in an afterlife, and practices, for example, burial in tombs and techniques of mummification
- analysing hieroglyphic representations of the Book of the Dead
- generating alternative explanations for the building of the pyramids at Giza
Greece
- investigating the significant beliefs, values and practices of the ancient Greeks, for example, the Olympic Games or the Delphic Oracle
- investigating significant beliefs and values associated with warfare, for example, heroic ideals as revealed in the Iliad, and military practices, for example, army organisation, the hoplite phalanx and naval warfare
Rome
- investigating significant beliefs associated with daily life, for example, the evidence of household religion, and practices, such as the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres
India
- investigating the significant beliefs, values and practices of Indian society associated with for example, rites of passage for boys and men; rites of passage for girls and women; marriage rites, for example, the role of the family, religious ceremonies
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs, for example, cremation, the use of professional mourners, the construction of stupas
China
- investigating the significant beliefs, values and practices of Chinese society associated with daily life, for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs

VCGRCU013

Recognise that the language of the ancient Greeks provides insights into their daily lives, ideas, feelings and attitudes

Elaborations

investigating connections between language and significant cultural attitudes, for example, discussing how the terms ἐκκλησία, βουλή, πρυτάνεις, ψήφισμα and the expressions τὶς ἀγορεύειν βούλεται and ἔδοξε τῇ βουλῇ καὶ τῷ δήμῳ relate to the concept of citizenship in ancient Athens
understanding the factors, such as language, religion and culture, that unified the Ἕλληνες (Greeks) and set them apart from the βάρβαροι (non-Greeks)
exploring and discussing language use that reflects the social structure of the πόλις of Athens, encompassing both city and countryside, for example, citizen classes, metics, slaves, women
exploring and discussing references in texts to social structure in Sparta, including the Spartans, perioikoi and helots
comparing and contrasting references in texts to family life, social practices and education in Athens and Sparta
understanding the importance of religion in ancient Greek society, and its links to festivals and ceremonies, for example, by examining references in texts to worship of the Olympian gods and local heroes, the panhellenic festivals of the Olympic and Pythian Games, or the dramatic performances of the Dionysia in Athens
comparing language that reflects the status of men, youths, women and girls in domestic affairs and public life in ancient Athens and Sparta, such as the significance of the terms ἀνδρεία, κύριος, κηδεμών, παρθένος
exploring the colloquial language that ancient Greeks used for greetings, or answering questions about daily life, such as χαῖρε/χαίρετε, πῶς ἔχεις/ἔχετε; τὶ ἔστιν;

VCLAU013

Recognise that the language of the Romans provides insights into their daily lives, ideas, feelings and attitudes

Elaborations

investigating connections between language and significant cultural attitudes, for example, discussing how the terms civis, libertus, servus relate to rights of citizens
exploring and discussing language use that reflects social structure in ancient Rome, for example, pater familias, patronus/cliens relationships, matrona; Julia = daughter of Julius
exploring references in texts to life at home, daily bathing, dining and entertainment, such as public spectacles, and discussing the importance of family and social life to the Romans
recognising language that reflects the nature and use of private spaces, such as domus, villa, atrium, hortus, insula
understanding the importance of religion and festivals in Roman society, for example, by examining references in texts to worship of the Olympian gods, or festivals such as Saturnalia
considering the impact of stories about major early Roman heroes on the formation and transmission of Roman values, for example, Cloelia helping the kidnapped girls to escape, Horatius guarding the bridge
discussing the influence on Romans of myths and legends, as represented in their literature and visual arts such as sculpture and mosaics, for example, Romulus and Remus, Aeneas, Hercules
exploring the colloquial language that Romans used, such as salvete; gratum; licet

VCASFU014

Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features

Elaborations

categorising noun signs into those for people, animals, places or things
understanding that proper nouns can have a sign name or be fingerspelled
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
recognising that there is no verb ‘to be’ in Auslan
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example,
CALL-_him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
noticing that Auslan has more flexibility in word order than English
distinguishing between clauses that are statements and those that are questions
knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)
MAN WALK SLOW
DS(point):man-walks-slowly
CA:man-swinging-arms-nonchalantly

VCASFU140

Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

Elaborations

categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-_him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
noticing that Auslan has more flexibility in word order than in English
distinguishing between clauses that are statements and those that are questions

VCASFU230

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

Elaborations

categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
recognising that expanding a noun into a noun group enriches meaning
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
exploring different semantic types of verbs in a text, for example by showing how:
- doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
- sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
contributing examples of signs that tell:
- when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
- where a verb happens (PRO3 RUN FAR or COME HERE)
- how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-_him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

VCASFU104

Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

Elaborations

categorising noun signs into those for people, animals, places or things
learning that proper nouns can have a sign name or be fingerspelled
recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
contributing examples of signs that tell:
- when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
- where a verb happens (PRO3 RUN FAR or COME HERE)
- how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
CALL-_him
I called him.
MAN THERE GO-TO POSS3 HOUSE
That man went to his house.
BIG MONSTER SCREAM
A big monster screamed.
distinguishing between clauses that are statements and those that are questions
distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
MAN WALK SLOW
DS(point):man-walks-slowly
CA:man-swinging-arms-nonchalantly