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• VCITC117

  Participate in spoken and written transactions, including obtaining and negotiating different services and problem-solving

  Elaborations

  • participating in negotiations in conversation and correspondence, for example, discussing possibilities regarding travel to Italy or the purchase of goods such as fashion items, musical equipment, a mobile phone (Quanto costa il biglietto per … ? Vorrei il biglietto più economico. Posso vedere l’ultimo modello del telefonino Ha una custodia colorata? Queste scarpe sono piccole; ho bisogno di un numero più grande. I pantaloni sono troppo larghi. C’è la taglia più piccola?)
  • corresponding to express a complaint about a poor-quality service and suggest a way to improve it
  • applying for a part-time job and participating in a mock interview
  • requesting a service, for example, changing a flight, exchanging currency, purchasing a SIM card or confirming accommodation

  VCITC117 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCAVCDP009

  Develop a brief that identifies a specific audience and needs, and present visual communications that meet the brief

  Elaborations

  • refining visual communications in different design fields using manual and digital methods and justifying the method used relevant to the design field selected
  • refining visual communications by applying and documenting the use of design elements and principles, materials and media relevant to a design brief
  • using creative, critical and reflective thinking to generate, develop and refine ideas for visual communications
  • investigating different locations and contexts where visual communications are presented, for example, the context and location of where the work is presented and their influence on the communication of ideas
  • investigate historical and social contexts and their influence on visual communication fields, for example, the development of a brand identity in the marketplace
  • applying ethical understanding to communicate ideas in visual communications, for example, acknowledging the source of existing imagery in a visual communication or the use of appropriate imagery for the age of the target audience

  VCAVCDP009 | The Arts | Visual Communication Design | Levels 9 and 10 | Present and Perform

• VCITU090

  Extend grammatical knowledge, including present, past and future tenses, and the conditional and subjunctive mood, to interpret and create meaning in texts

  Elaborations

  • introducing additional information when describing actions, people and objects by using a range of prepositions, including articulated prepositions and special uses of a, di and da, for example, Pratico il nuoto da 6 anni. Hai una faccia da schiaffi! Fatto a mano!
  • using pronouns to refer to the person carrying out an action or to refer to somebody or something, including personal pronouns (use, position and elusion), reflexive pronouns, direct and indirect object pronouns, relative pronouns, demonstrative pronouns, possessive pronouns, and the use of the impersonal si, ci/vi, ne
  • using adverbs and adverbial phrases of manner, place and time to modify the meaning of verbs and adjectives, for example, proprio, troppo, abbastanza, specialmente, soprattutto, spesso, quasi mai, nemmeno, neanche
  • describing events across different times, choosing appropriate tenses, including present, present perfect, imperfect and future tenses, conditional and the subjunctive mood
  • connecting or elaborating clauses by using conjunctions, including siccome, invece, sebbene, nonostante, anche, dunque, quindi, cioè
  • using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa
  • developing metalanguage to extend discussions of word order, tenses and verb moods, using terms such as ‘adverbs’, ‘pronouns’, ‘conditional’ and ‘subjunctive’, for example, How do we form the present perfect tense of a reflexive verb? What is meant by the subjunctive and when is it used?

  VCITU090 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCSIS135

  Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types

  Elaborations

  • explaining the choice of variables to be controlled, changed and measured in an investigation
  • identifying and managing potential hazards of chemicals or biological materials used in experimental investigations or fieldwork
  • deciding how much data are needed to obtain reliable measurements
  • using modelling and simulations, including using digital technologies, to investigate situations and events
  • using the internet to facilitate collaboration in joint projects and discussions

  VCSIS135 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCELA483

  Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people

  Elaborations

  • identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
  • identifying the use of first person (I, we) and second person pronouns (you) to distance or involve the audience, for example in a speech made to a local cultural community
  • identifying references to shared assumptions
  • identifying appeals to shared cultural knowledge, values and beliefs
  • reflecting on experiences of when language includes, distances or marginalises others
  • creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

  VCELA483 | Curriculum content | English | Level 10 | Speaking and Listening | Language

• VCARU034

  Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
  • identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
  • discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
  • exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

  VCARU034 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCVIU190

  Understand the reciprocal relationship between language, culture and communication and how this relationship impacts on attitudes and beliefs

  Elaborations

  • exploring how cultural concepts such as respect for authority influence Vietnamese communicative practices, for example, not making eye contact when interacting with others, and not expressing differing personal views to elderly people, and how these may be misinterpreted by English speakers as lack of engagement or initiative
  • examining the influence of Vietnamese culture on gestures, tone and word choices in social interactions, for example, the practice of using family terms (chú, bác) to indicate informality when addressing an unrelated person reflects the value and importance placed on family in Vietnamese culture
  • identifying ways to enhance mutual cultural understanding, such as using cultural behaviours appropriately according to audience and context of communication, for example, making eye contact when talking to Australians but not when talking to elderly Vietnamese people
  • comparing how the same practice, concept or value is represented differently in different contexts and types of texts due to changes in attitudes and views, for example, how the concept of filial piety (chữ hiếu) is reflected in Vietnamese opera (cải lương) and in contemporary Vietnamese films, and in folk and contemporary literature
  • exploring significant values, practices and beliefs of other cultures, including those from other Asian cultures, that are reflected in different forms of media such as the internet, arts and entertainment, and stories
  • exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

  VCVIU190 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCKOU032

  Extend grammatical knowledge of Korean language, including the range of forms and functions of particles, suffixes, verb endings and irregular verb forms

  Elaborations

  • modifying nouns using an adjectival form of a descriptive verb suffixed by –(으)ㄴ, for example, 예쁜 꽃, 맑은 물
  • using particles such as –한테/에게, –한테서/에게서, –(으)로 (instrumental and directional), –보다, –와/과, –만, –도,–부터 and –까지, including honorific case markers –께, –께서, –께서는
  • recognising the meaningful parts of a verb, for example, 먹+어요
  • expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as –(으)ㄹ 거예요 and –(으)ㄹ까요?
  • learning how to ask and answer negative questions, for example, 숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요)
  • connecting clauses using basic conjunctive suffixes (clausal connectives) –어/아서, –고, –(으)면, –지만
  • using basic complex-verb structures such as –어/아 주다, –어/아 보다, –지 말다with an –어/아요ending to express provision, trial and prohibition (읽어 주세요, 입어 보세요, 쓰지 마세요)
  • expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에
  • using some basic irregular verbs, such as 들어요 (듣다), 불러요 (부르다), 더워요 (덥다), 추워요 (춥다), 아름다워요 (아름답다)
  • expressing relative location using a structure: a noun + a location word + 에, for example, 식탁 위에 상자가 있어요
  • expanding metalinguistic knowledge by receptive use of:
    • intimate copula verb ending (a noun + (이)야)
    • expressions of intentions and likelihood: –겠어요, –(으)ㄹ 것 같아요
    • conjunctors connecting clauses (–(으)니까, –(으)러)
    • complex structures such as –어/아야 하다, –어/아도 되다, with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요), recognising that they are in the same structure as –어/아 주다, –어/아 보다 and –지 말다 (verb stem + suffix + auxiliary verb) and that the auxiliary verbs add meanings such as obligation, permission and attempt
    • complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, –기 때문에, –기 위해(서)
    • levels of politeness in speech, for example, formal polite, informal polite, intimate, for example, 해, 해요, 합니다
    • honorific suffix –시–, for example, 하십니다,가르치십니다

  VCKOU032 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU204

  Understand and use vocabulary that conveys abstract ideas and establishes register and style for specific audiences

  Elaborations

  • using a range of common nouns and verbs to describe activities and phenomena taking place in home, school and the wider context, such as transport, networking, festivals, weather, seasons, nature, transactions, for example, 여행, 기차, 비행기, …, 축제, 숙제, 음악, 산, 강, 호수, …, 여름, 겨울, …, 영화, 입장권, 표, …, 차례, 소리, 바쁘다, 아끼다, 춥다, 덥다, …, 많다, 적다, …,연락하다, 편리하다, 친절하다, 다치다, 시작하다, 출발하다, 도착하다, 참가하다, 기다리다
  • using abstract nouns and verbs associated with abstract or complex concepts, processes, attitudes, for example, 방법,문제, 계획(하다), 신선하다, 생각하다, 심각하다, 생기다, 되다, 그렇다, 믿다, 확신하다
  • using a range of descriptive verbs to express qualities of people, animals or nature, such as character, appearance or scenery, including some complex personal attributes, for example, 착하다, 부지런하다, 게으르다, 참을성이 있다, 정직하다, 깨끗하다
  • using specialised vocabulary drawn from other learning areas or broader topics of interest such as social or environmental issues, including some highly abstract words, special terminology, some loan words from English and some figurative use of common words (for example, ‘지구가 죽는다’): 지구, 북극, 남극,빙하, 환경, 자연, 태풍, 사이클론, 캠페인, 에너지, 청소년, 실업, 녹다, 보호(하다), 절약(하다), 낭비(하다), 파괴되다, ‘쓰레기 분리수거’, ‘환경보호’, ‘지구 온난화’, ‘다문화 사회’
  • using/recognising some well-known Korean geographical names (for example, 부산, 제주도)
  • identifying Korean names of some folk genres such as 민요, 설화 or 탈춤, and some titles of Korean folk songs or folk tales such as 아리랑, 강강술래, 심청전 or 흥부전
  • using/recognising some procedural vocabulary relating to some aspects of everyday life such as operating appliances or cooking instant food, for example, 국수, 국물, 정도 (for example, 4분 정도) 냄비, 끓이다, 넣다, 붓다, 젓다
  • using reflective/sympathetic words or phrases to signal empathy, down-toning or indirect disagreement, or just as a pause filler, for example, 그렇지요?; 좋았겠어요;아마; 글쎄요; 그런가요?; 아닌 것 같은데요
  • expanding and using honorific or humble vocabulary, for example, 주무시다, 여쭤 보다
  • expanding the range and use of adverbs, for example,훨씬, 함께, 겨우, 아마, 한번, 모두, 분명히, 하마터면
  • expanding the use of temporal vocabulary, including 작년, 올해, 내년, …전/후
  • using elements of metalanguage appropriately, for example, 단어, 명사, 동사, 줄임말, 높임말/존대말, 문장
  • inferring meanings of unknown words or expressions from information available from the text or context

  VCKOU204 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARU029

  Understand rules of pronunciation and intonation and writing conventions, and apply these to own constructions to enhance meaning and aesthetic effect

  Elaborations

  • distinguishing the pronunciation of (الشدة) and (التنوين )
  • using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression
  • recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة
  • applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts
  • making choices in relation to the use of punctuation such as ( ؛) and adjusting the flow of ideas, increasing text cohesion and enhancing expression
  • recognising the need for pauses or changes of tone in complex sentences with embedded clauses
  • understanding that there are variations in both spoken and written Arabic across different countries and regions, and analysing the reasons for such variations, for example, سوريا/سورية؛ ناديا/نادية؛ فاديا/فادية
  • noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! تعال إلى هنا حالاً!
  • using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

  VCARU029 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU198

  Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret

  Elaborations

  • providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations (for example, replying positively to the enquiry お元気(げんき)ですか), or strategies to preserve values of humility and honour
  • discussing how the cultural value of 内(うち)/外(そと) is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
  • exploring cultural concepts embedded in Japanese language which embody important core values and behaviours and for which there is no direct English translation, for example, えんりょ and 和(わ)
  • discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity

  VCJAU198 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDTCD050

  Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

  Elaborations

  • developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
  • investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
  • investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
  • identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
  • using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
  • testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made

  VCDTCD050 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCASFU250

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe (for example, the old Auslan sign for America versus the current sign), or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT

  VCASFU250 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDSTS054

  Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved

  Elaborations

  • evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
  • recognising the impact of past designed solutions and possible future decisions in relation to creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
  • considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China
  • explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
  • critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product

  VCDSTS054 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies and Society

• VCLVC181

  Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • translating and interpreting texts from the language to English and vice versa, comparing own interpretations with those of others and discussing what differs and why
  • translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars
  • using and explaining words and expressions that do not easily translate into English and considering choices made when conveying equivalent meaning in English
  • identifying and explaining concepts, practices and expressions in the language which do not easily translate into English, for example, the number system, terms for colour, language associated with time, daily and seasonal cycles, kinship terms
  • understanding and applying culturally appropriate and ethical behaviour when interpreting and translating

  VCLVC181 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• VCELU029

  Recognise and reproduce Greek sound–letter relationships and combinations in spoken and written forms and key features of pronunciation, rhythm and stress, including some irregularities

  Elaborations

  • recognising the differences in tone and rhythm between questions, exclamations and commands, for example, Σοβαρά, Αμέσως, Ετοιμάσου Γρήγορα! Τι λες!
  • recognising and reproducing rhythms in more complex sentences, using pausing and intonation to signal emphasis
  • understanding the role of pronunciation, rhythm and pace in creating effects and relationships in oral texts, such as songs, stories, poems and conversations, for example, in the song ‘Καλημέρα, τι κάνεις;’
  • identifying differences in sounds, such as γγ, γκ, τζ, τσ, μπ, ντ, αϊ, άι, -ασμα (διάβασμα) and using them appropriately when writing
  • experimenting with pronunciation rules and intonation collaboratively with peers, for example, αυ, ευ, τσ, τζ, αι, ββ, λλ, ρρ, ττ, ιου, ιο/ιό, ειο/ειου

  VCELU029 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU219

  Explore and apply the principles of character form and function, including knowledge of semantic and phonetic radicals, to predict associate sound and meaning of new characters encountered in texts

  Elaborations

  • using character and component knowledge to infer potential sound and meaning of new characters encountered in texts
  • examining component form and function to predict sound of unfamiliar characters when reading aloud
  • inferring the meaning of terminology from other subject areas based on analysis of characters such as 螺旋桨
  • using knowledge of components to select a character from options when inputting Chinese into a digital text
  • explaining how morphology works to identify and convey subtle and precise meanings in communication
  • inferring the meaning of unfamiliar words containing a familiar character morpheme
  • applying understanding of word formation when comparing translations in a bilingual dictionary to identify the word most appropriate to the required context and use
  • appreciating that the precise meanings of character morphemes are determined by context, for example, 一封信 and 相信；企图 and 地图

  VCZHU219 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU032

  Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

  Elaborations

  • further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
  • understanding and using a range of particles such as:
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means such as ペンで、 日本語で)
  • understanding and using いand な adjectives in the present and past tense
  • using verb stems with grammatical features such as ～たい、 ～ たくない、 ～ かった、 ～ やすい／にくいです
  • understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 verbてform, だから、 しかし、 それに、 けれども
  • expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、 ～とおもいます、 ～たり～たりします
  • asking and responding to questions using 何で? どうして/なぜ？ どのぐらい? いくつ？
  • building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
  • elaborating ideas or statements using expressions such as 今(こん)しゅう、 先(せん)しゅう、 来年(らいねん)、 いつも、 ぜんぜん、 あまり
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
  • extending the use of counter classifiers to include ～円(えん)、 ～分、 ～まい、 ～本、 ～つ、 ～日 (date)
  • expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
  • expressing the location of items by using prepositions such as 右(みぎ)、 左(ひだり)、 前(まえ)、 後(うし)ろ、 上(うえ)、 下(した)、 となり、 そば　
  • understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

  VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCAVAR045

  Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences

  Elaborations

  • reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
  • discussing artists’ use of metaphors in artworks to express ideas and influence the viewer, for example, the artist’s use of visual metaphors to express meaning and persuasion
  • investigating the practices of artists from different cultural groups, including artists from Aboriginal and Torres Strait Islander cultures, and their use of persuasion, communication or expression in artworks

  VCAVAR045 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret