Search results - Victorian Curriculum (2024)

VC2M7M03

describe the relationship between $π$ and the circumference, radius and diameter of a circle

Elaborations

recognising the features of circles and their relationships to one another; for example, labelling the parts of a circle including centre, radius, diameter and circumference and using one of radius, diameter or circumference to determine the measure of the other 2; and understanding that the diameter of a circle is twice the radius, or that the radius is the circumference divided by $2 π$
comparing the circumference of circles in relation to their radius and diameter with materials and measuring, to establish measurement formulas; for example, using a compass to draw several circles, then using string to approximate the circumference, comparing the length of string to the diameter of the circle
investigating $π$ as the constant in the proportional relationship between the circumference of a circle and its diameter, and historical approximations from different civilisations, including Egypt, Babylon, Greece, India and China
investigating the applications and significance of circles in everyday life of Aboriginal and Torres Strait Islander Peoples, such as in basketry, symbols and architecture, recognising the relationships between the centre, radius, diameter and circumference

VC2M7M03 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

Mathematics | Mathematics Version 2.0: Downloads

Mathematics Version 2.0 download

Overview material | Mathematics Version 2.0

VCHPEM065

Participate in games with and without equipment

Elaborations

participating in games that require students to be aware of personal safety and game boundaries
participating in games from other cultures
participating in games responding to stimuli, such as musical chairs, rhythm actions, alphabet shapes

VCHPEM065 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

VCHPEM082

Create and participate in games

Elaborations

inventing games with rules using one or two pieces of equipment
participating in games that use a number of different fundamental movement skills
using stimuli such as equipment, rhythm, music and words to create games

VCHPEM082 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

VCITC004

Participate in classroom routines, games, instructions and shared activities

Elaborations

responding to classroom instructions, for example, In piedi!, Seduti! In cerchio! Insieme. Qui. Attenzione! Non parlare, silenzio; alza la mano
using Italian for everyday classroom routines, for example, morning greetings or roll call, Ciao! Presente/assente; birthday song, Tanti auguri
using simple gestures to add emphasis to expressions such as sì, no, bene!, così così
participating in class activities and following instructions, for example, Siediti/Sedetevi, per favore. Apri il quaderno. Chiudi la porta, Tira la palla

VCPSCSO022

Identify the importance of including others in activities, groups and games

Elaborations

identifying the emotions that are experienced if others are excluded from activities, groups or games
developing inclusive practices which impact on others’ emotions, such as ‘invitation to join a group’
recognising the effects of inclusive behaviour, for example ‘feeling valued’ or ‘belonging to a group’

VCELC128

Create simple bilingual resources such as picture dictionaries, action games or labels for the classroom

Elaborations

creating handmade or digital greeting cards in both Greek and English for different celebrations and traditions, for example, Καλά Χριστούγεννα, Καλό Πάσχα
creating bilingual texts for different audiences, for example, signs for the school community, a bilingual class digital dictionary, a word chart, a board game for a younger class
creating simple bilingual story books that include captions and images modelled on familiar texts, for example, Spot the dog

VCFRC027

Create bilingual versions of texts such as picture dictionaries, action games or captions for images

Elaborations

participating in Circle Time sessions, helping each other to use as many French words and expressions as possible
creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different
creating captions for images in simple bilingual storybooks modelled on texts such as Oops and Ohlala (A la plage, Vive l’école!)
alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors
creating bilingual texts for the classroom or school community (for example, posters, library displays or online newsletter items), and discussing how to represent meaning in different languages for different audiences

VCIDC043

Create for the school community simple bilingual texts such as reports, instructions and games

Elaborations

producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions and gestures, for example, kissing, hugging or staring
interpreting aspects of oral texts in Indonesian for others, for example, providing a commentary on an Indonesian item at an assembly, or explaining a dialogue or game at a languages evening
preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

VCIDC094

Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

Elaborations

creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use
creating bilingual texts for specific audiences (for example, a big book or game for young learners of Indonesian, invitations to a class event or posters for a performance), noticing how meanings need to be tailored for audience and cultural perspectives
preparing bilingual captions for texts such as a display, newsletter or web page for parents and Indonesian peers, exploring how to convey ideas in the different languages
noticing culture-specific expressions and idioms, for example, cuci mata (window-shopping/sightseeing) or ‘sick as a dog’, and considering how these might be expressed for audiences with a different cultural perspective

VCIDU031

Recognise that texts such as stories, games and conversations have particular features

Elaborations

recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
comparing features of different text types, for example, differences in purpose or in the amount and kinds of language between a conversation and a story
noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

VCRAC043

Create for the school community simple bilingual texts such as reports, instructions and games

Elaborations

producing recounts of events and experiences, such as articles for a newsletter or captions for a photo story, and comparing choices available in both languages
performing a role-play or skit for an audience such as parents or younger students, providing an explanatory English commentary, for example, explaining the use of specific terms or gestures
creating bilingual texts for the school community, such as a virtual tour for a school website or signs illustrating acceptable/unacceptable actions, for example, hitting other people or riding bikes in school ground
interpreting aspects of oral texts for others, for example, providing a commentary on an item in the language at an assembly, or explaining a dialogue or game at a languages evening
preparing bilingual versions of a text, noticing what differs and explaining why particular language may have been added or omitted, and how the meaning may have changed

VCRAC094

Create bilingual texts such as signs, posters, games and descriptions for the classroom and the school community

Elaborations

creating bilingual resources for language learning, such as glossaries or a personal dictionary with examples and explanations of language use
creating bilingual texts for specific audiences (for example, a big book or game for young learners of the language, invitations to a class event or posters for a performance), tailoring meaning for audience and cultural perspectives
preparing bilingual captions for texts such as a display, newsletter or web page for parents and peers, exploring how to convey ideas in the different languages
noticing culture-specific expressions and idioms, for example, 'sick as a dog' and considering how these might be expressed for audiences with a different cultural perspective

VCRAU031

Recognise that texts such as stories, games and conversations have particular features

Elaborations

recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
comparing features of different text types, for example, differences in purpose or in the amount and kinds of language in a conversation and a story
noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

VC2M9A06

use mathematical modelling to solve applied problems involving change, including financial contexts involving simple interest; formulate problems, choosing to use either linear or quadratic functions or other simple variations; interpret solutions in terms of the context; evaluate the model and...

Elaborations

modelling practical contexts using linear functions such as cooking times that include resting or cooling times, or water leakage from water tanks, using tables and graphs or digital tools and algebraically
modelling measurement situations and determining the perimeter and areas of rectangles where the length, $l$ , of the rectangle is a linear function of its width, $w$ ; for example, $l = w, l = w + 5, l = 3 w, l = 2 w + 7$
modelling practical contexts (for example, area, paths of projectiles, parabolic mirrors, satellite dishes) using simple quadratic functions, tables and graphs (hand drawn or using digital tools) and, algebraically, interpreting features of the graphs such as the turning point and intercepts in context; for example, area, paths of projectiles, parabolic mirrors, satellite dishes
modelling and solving problems involving financial contexts using linear functions, for example, combinations of purchases of different items when they have a set amount of money to spend, profit/loss situations and trade quotes involving call-out fees
modelling situations involving change, for example, change in daily temperature during the ski season, fluctuation of speed above and below the speed limit, and acceleration and deceleration of a car coming to and moving off from a set of traffic lights
modelling the hunting techniques of Aboriginal and Torres Strait Islander Peoples using quadratic functions and exploring the effect of increasing the number of hunters to catch more prey

VC2M9A06 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

VC2M5N03

compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line

Elaborations

using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total
creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games
connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining $\frac{1}{4}$ on a fraction wall represents the area of one-quarter of the whole, while on the number line $\frac{1}{4}$ is identified as a point that is one-quarter of the distance between zero and one
using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that $\frac{2}{10}$ is located at the same position on a parallel number line as $\frac{1}{5}$ because $\frac{1}{5}$ is equivalent to $\frac{2}{10}$
converting between mixed numerals and improper fractions to assist with locating them on a number line

VC2M5N03 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

VC2M8P01

recognise that complementary events have a combined probability of one; use this relationship to calculate probabilities in applied contexts

Elaborations

understanding that knowing the probability of an event allows the probability of its complement to be found, including for those events that are not equally likely, such as getting a specific novelty toy in a supermarket promotion
using the relationship that for a single event A, Pr(A) + Pr(not A) = 1; for example, if the probability that it rains on a particular day is 80%, the probability that it does not rain on that day is 20%, or the probability of not getting a 6 on a single roll of a fair dice is $1 - \frac{1}{6} = \frac{5}{6}$
using the sum of probabilities to solve problems, such as the probability of starting a game by throwing a 5 or 6 on a dice is $\frac{1}{3}$ and probability of not throwing a 5 or 6 is $\frac{2}{3}$

VC2M8P01 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

By the end of Level 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -_really, LONG-_really. They participate in class discussions and show...

VCASFC128

Participate in guided group activities such as signing games and simple tasks using repeated language structures, facial expressions and gestures

Elaborations

participating in games or songs that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market and I bought … The wheels on the bus …
following instructions by locating or moving classroom objects in activities, for example, hiding a marker pen somewhere in the classroom, describing where and then signing from mild to exaggerated ‘cold to hot’ as the student tries to find it
using appropriate signs and NMFs when taking turns in games such as 'Go Fish'
participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number
using question signs and affirmative and negative answers when swapping or ‘buying’ objects

VCASFC007

Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action

Elaborations

changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action
interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement
using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
depicting the movement of people, animals or means of transport by using handshapes in creative ways
creating amusing sequences of signs using a fixed handshape, such as YOU THINK PRO1 SHY
experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon
experimenting with facial expressions to match different emotional expressions, such as HAPPY, SCARED, TIRED
changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences
representing objects using combined bodies and hands in amusing or creative ways
exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
making their own handshape creations
assuming the role of a character from a story and responding to signed questions from classmates, such as:
YOUR NOSE DS:long-nose WHY?
Why is your nose so long, Pinocchio?

Search results - Victorian Curriculum (2024)

VC2M7M03

Elaborations

Mathematics | Mathematics Version 2.0: Downloads

VCHPEM065

Elaborations

VCHPEM082

Elaborations

VCITC004

Elaborations

VCPSCSO022

Elaborations

VCELC128

Elaborations

VCFRC027

Elaborations

VCIDC043

Elaborations

VCIDC094

Elaborations

VCIDU031

Elaborations

VCRAC043

Elaborations

VCRAC094

Elaborations

VCRAU031

Elaborations

VC2M9A06

Elaborations

VC2M5N03

Elaborations

VC2M8P01

Elaborations

Auslan - First Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

VCASFC128

Elaborations

VCASFC007

Elaborations

References