VCDSTC024
Investigate how forces and the properties of materials affect the behaviour of a designed solution
Elaborations
- examining models to identify how forces and materials are used in the design of a toy
- exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
VCDSTC024 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Engineering principles and systems
VCHHC083
Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation
See Also
Die Geisha (USA 2005) : KRITIK : artechockTourist ban now in effect in Kyoto’s Gion geisha district…but are visitors obeying the rules?Are Geishas Chinese? All Your Geisha Questions AnsweredWhat is a Geisha? History of Geisha and Where they are TodayElaborations
- examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past
- checking publication dates to put information contained in a text in historical context, for example, a 1965 Australian history book may provide a different perspective to one published in 2010
- analysing the language used in sources to identify values and attitudes, for example, ‘new Australians’, ‘boat people’
- examining a range of sources of evidence to identify similarities and/or differences and describing what they reveal about the past, for example, comparing information in sources to determine views on the effects of migration on the development of Australian society
VCHHC083 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Historical sources as evidence
VCDSTC014
Explore how technologies use forces to create movement in designed solutions
Elaborations
- exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
- identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
- selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
- exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that movement can be created by combining materials with forces
- combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
- exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
VCDSTC014 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Engineering principles and systems
VCZHC088
Interpret common colloquial phrases and culturally specific practices from Chinese contexts into Australian contexts and vice versa, identifying contextual restraints and considering alternatives
Elaborations
- watching interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing culturally determined manners or behaviour
- interpreting key ideas from Chinese to English with explanation of the context and the use of fixed phrases, for example, discussing what Chinese parents would say to their child when dropping them off at school as the Chinese version of ‘Have a good day’ (听老师的话，不要调皮); what is the English version of 加油; and why people say 加油 at a Chinese sports event
- explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the essence of this celebration? What is lost in translation? What are similar examples in English?
- considering how aspects of life in Australia that are culturally determined or reflect culture-specific behaviours may be rendered in Chinese, such as Anzac Day, Australia Day, the Ashes cricket
VCZHC088 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCVIC148
Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms
Elaborations
- creating parallel lists of informal Vietnamese and English expressions for everyday interactions with teachers, friends and family in print and digital modes
- making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
- producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements
- composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Ngày hội Thể thao (Sports Carnival), Ngày hội Đa văn hóa (Multicultural Day), a translation of the school canteen menu into Vietnamese, or a virtual tour of the school with signs, notices, labels and short comments in Vietnamese and English, for example, Thư viện (Library), Hội trường (Hall), Hãy giữ im lặng! (Be quiet!), Xin vui lòng bỏ rác đúng chỗ! (Please do the right thing!)
- creating subtitles for short video clips or slideshow presentations of intercultural experiences to share with the school community, such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
VCVIC148 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Translating
VCVIC009
Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community
Elaborations
- making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
- composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
- developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
- creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
- creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
- producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements
VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating
VCHHK117
Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power
Elaborations
- Vikings
- mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
- describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
- outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
- investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
- describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
- Medieval Europe
- explaining thechanging relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
- describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
- recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
- examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
- listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
- Ottoman Empire
- mapping the expanding power and influence of the OttomanEmpire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
- outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
- describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
- Angkor/Khmer Empire
- explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
- describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
- investigating the significance of the archaeological site of Angkor Wat
- Mongol Expansion
- outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
- analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
- mapping the expansion of the Mongol empire across Asia and Europe
- Japan under the Shoguns
- discussing the role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
- explain reasons why the Shogun controlled trade
- explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
- explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
- investigating the demand for available land and the patterns of land use in the period
- outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
- analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
- Polynesian Expansion
- locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
- outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
- investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
- investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
- Renaissance Italy
- analysing the effects of the Black Death in causing the Renaissance
- organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
- describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
- describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
- describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
- investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
- investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
- Spanish Conquest
- analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
- explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
- explaining the siege of Tenochtitlan
VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration
