Search results - Victorian Curriculum (2024)

VCELA072

Know that successive pages or images in a book or on a screen present a story in sequence

Elaborations

learning that images tell us about the text
recognising consistent characters in the images within a text
knowing that a book has a front, back and right way up
recognising and using the icons to 'turn' successive pages in a digital text

VCEBB015

Explore and observe the characteristics of entrepreneurs and successful businesses

Elaborations

investigating well-known entrepreneurs and identifying the behaviours and skills that they bring to their business, for example, establishing a shared vision, demonstrating initiative, innovation and enterprise
observing local businesses to identify factors that contribute to their success, for example, location, quality of service, a high-quality product, sound management practices

VCEBB015 | The Humanities | Economics and Business | Levels 7 and 8 | The Business Environment

VCTRC091

Engage with imaginative and creative texts such as stories, cartoons, poems and songs, identifying favourite elements and discussing events, characters and messages

Elaborations

listening to, reading and viewing imaginative texts such as folktales, shadow puppetry or short stories, such as Karagöz ve Hacıvat, Kaşağı, Falaka, demonstrating understanding of plot, sequence and characters, for example, by retelling or re-enacting events in their own words or by creating a timeline
creating digital profiles of characters they enjoy in fictional and imaginative texts, providing physical and character descriptions and examples of their style of communicating and behaving
sharing responses to songs, stories, poems or television programs, providing both positive and negative critique, such as …beni… çok etkiledi çünkü …, Çok komikti, çok sürükleyiciydi, akıcıydı, dili anlaşılırdı,biraz uzundu. Sıkıcıydı, Karmaşıktı, Çok üzücüydü, Anlaşılması zordu
identifying key messages in traditional texts such as Nasreddin Hoca fıkraları, Keloğlan, discussing their relevance to contemporary times and contexts
considering how humour is expressed in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Turkish and English
recognising the many different ways a story can be told, for example, through Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

VCDSCD052

Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability

Elaborations

developing criteria for success to assess the success of designed solutions in terms of aesthetics, functionality and sustainability
considering how to improve technical expertise
evaluating designed solutions and processes and transferring new knowledge and skills to future design projects

VCHPEM154

Develop, implement and evaluate movement concepts and strategies for successful outcomes

Elaborations

using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
developing and implementing appropriate movement concepts and strategies for selected movement scenarios
reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances

VCHPEM154 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Moving the body

VCHPEP088

Examine how success, challenge and failure strengthen personal identities

Elaborations

examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school
suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking
persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities
describing how meeting challenges makes them feel good about themselves and builds confidence to try new things

VCHPEP088 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

VCLAE006

Compare different translations and interpretations of Latin texts, and identify features of successful translations

Elaborations

identifying the characteristics of a successful translation, such as grammatical accuracy
examining translations to determine how effectively Latin is conveyed in English idiom, such as the use of articles
comparing and discussing the merits of different translations of the same text, identifying differences and recognising that they may be equally valid
giving and justifying opinions about the effectiveness of own and others’ translations
identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own translations

VCHIC096

Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects

Elaborations

interacting with different types of verse, drama and song lyrics, discussing how imagery, rhythm and rhyme are used to create mood and effect, and experimenting with expressive language to create their own texts
comparing their life experiences with those of characters in traditional folktales such as एकता में बल है, identifying elements of universal human experience such as loss, love or loyalty
comparing story lines and characterisation in popular Hindi- and English-language TV series, identifying themes or issues that seem to be differently responded to in one cultural context than in the other
identifying how cultural traditions and beliefs are communicated through visual and performing arts, and comparingdifferentliving traditions present in Australia, including artistic expression associated with Aboriginal and Torres Strait Islander people.
comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language musicals, TV programs such as अशोक सम्राट and Australian programs popular with a similar age-group
discussing characters from favourite stories, comics or cartoons, such as चाचा चौधरी; बहादुर नागराज, identifying elements of their personalities that they most admire, enjoy or identify with
considering how humour is expressed and shared in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Hindi with humorous texts in English
analysing the structure of traditional or contemporary Hindi poetry, for example, by identifying the use of rhythm, rhyme and repetition, or comparing examples of lyrical or poetic expression, बुन्देले हरबोलों के मुख हमने सुनी कहानी थी खूब लड़ी मर्दानी वो तो झांसी वाली रानी थी

VCDSCD041

Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions

Elaborations

independently and collaboratively using criteria for success to evaluate processes and planning in regard to sustainability considerations
evaluating the suitability of materials, tools and equipment for specific purposes
reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
considering the criteria for success in relation to the benefits and costs of production processes, the environmental impact, future use and application, and social values and ethics of clients
evaluating designed solutions from a range of technologies contexts with consideration of ethics and sustainability

VCDSCD021

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

Elaborations

developing criteria for success with teacher guidance including consideration of impact on environment
recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
suggesting areas for design improvement

VCDSCD031

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities

Elaborations

evaluating designed solution against negotiated criteria for success with class or group members
evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
evaluating the functional and aesthetic qualities of a designed solution
reflecting on the sustainability implications of selected designed solutions
comparing the amount of waste that would be produced from different design options and the potential for recycling waste
reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria

VCDSCD063

Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability

Elaborations

using specific criteria for success for evaluating designed solutions
evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
evaluating projects for their long-term application, functionality and impact
reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects

VCGRCE021

Evaluate different translations and interpretations of Classical Greek texts, using metalanguage to discuss their effectiveness, and develop strategies for successful translations

Elaborations

evaluating the effectiveness of translations, using criteria such as selection of appropriate vocabulary, grammatical accuracy, fluency, conciseness, clarity, idiomatic expression
discussing how closely and effectively translations convey the author’s meaning and intent
critically analysing the merits of different translations of the same text, presenting and justifying opinions, and recognising skills of others
discussing strategies used to convey complex ideas and structures, such as subordinate clauses, rendering of mood and the use of correlatives, for example, τόσος/ὅσος, τοῖος/οἷος
evaluating strategies used to create fluent, accurate and idiomatic translations
applying identified strategies to the translation of seen and unseen texts

VCGRCE006

Compare different translations and interpretations of Classical Greek texts, and identify features of successful translations

Elaborations

identifying the characteristics of a successful translation, such as grammatical accuracy
examining translations to determine how effectively Classical Greek is conveyed in English idiom, such as the use of participles
comparing and discussing the merits of different translations of the same text, identifying differences and recognising that they may be equally valid
giving and justifying opinions about the effectiveness of own and others’ translations
identifying and discussing effective strategies to create appropriate translations, such as skimming through the text and identifying familiar words and phrases, contextualising new vocabulary, and using these strategies to review and polish own translations

VCLAE021

Evaluate different translations and interpretations of Latin texts, using metalanguage to discuss their effectiveness, and develop strategies for successful translations

Elaborations

evaluating the effectiveness of translations, using criteria such as selection of appropriate vocabulary, grammatical accuracy, fluency, conciseness, clarity, idiomatic expression
discussing how closely and effectively translations convey the author’s meaning and intent
critically analysing the merits of different translations of the same text, presenting and justifying opinions, and recognising skills of others
discussing strategies used to convey complex ideas and structures, such as the use of correlatives and subordinate clauses, the rendering of mood
evaluating strategies used to create fluent, accurate and idiomatic translations
applying identified strategies to the translation of seen and unseen texts

VCPSCSE026

Reflect on how personal strengths have assisted in achieving success at home, at school or in the community

Elaborations

identifying personal strengths in others, such as courage, sense of humour and determination and explaining how these could contribute to achieving success
describing what being successful at school looks and feels like and what personal strengths would assist
listing personal strengths that would make you successful at home, school and in the community and discussing the strengths that are common in all three settings

VCADRP019

Present drama that communicates ideas and stories

Elaborations

using questions to guide rehearsal and performance of sequences of ideas to communicate stories, for example, what do they want the audience to think about their drama?
presenting scenes the class has developed in response to a stimulus such as an image or a poem
using facial expression, objects and props to enhance their performance and engage the audience
using questions to evaluate performances, for example, ‘what did they enjoy most about the drama and why?’

VCADRP019 | The Arts | Drama | Foundation Level | Present and Perform

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

VCAMAM006

Use media technologies to select images and sounds for a story

Elaborations

experiencing and encourage to react to the making and sharing of media artworks using story principles, sound and technologies
co-actively exploring and use a camera or other photographic device
experimenting with sound recording technology and found objects to create and record sound effects to support a photo story or represent their environment
experiencing images that represent an object or place
selection and arranging images, sounds to represent an idea or story

VCAMAM006 | The Arts | Media Arts | Level B | Media Arts Practices

VCAMAM002

Experience media technologies to capture images and sounds for a story

Elaborations

supported through a variety of learning experience that encourage them to explore different ways of using media artworks, for example taking samples of images, sounds they react to, integrating sounds and images of significant objects to represent their likes, reactions to the world around them
exposed to the use of a digital camera to capture still or moving images, for example, using switch, clapping to activate and deactivate a camera, assisting to capture, viewing and reacting to images created using the effects of a camera application such as photo booth
experiencing computer software being used to create a photo story about them

VCAMAM002 | The Arts | Media Arts | Level A | Media Arts Practices